Annex one: Key Research Focus Areas CSR (in addition to SED data which will be used in Key focus Intervention relevant SED (representative data for PS & JSS) reporting) Early evidence of SIPs, Curriculum Reform, Enrolment, attendance, retention, progression and Examination of the reasons for the SED results increasing school Infrastructure, School transition data assessment, teacher attendance (selected cases) engagement Leadership, TPD, CCT, assessment and error rates Strengthening Examinations Community survey: establish non-enrolment (and and Assessment, Inclusive error rates) Education Reconstructed baselines (data records and perception based) Evidence that better Curriculum Reform, Teacher and head teacher surveys: Assessment of the quality of teaching delivery teaching is occurring Infrastructure, TPD, - L1-4 teachers trained in the new curriculum they are Assessment of how classroom assessment and Strengthening Examinations or have been teaching examination data is being used to improve learning and Assessment, Inclusive outcomes - extent of coaching and mentoring for better learning Education outcomes In-depth assessment on the quality and nature of tailoring teaching and learning to needs individuals’ - examination data is used to support teaching and especially those at risk (attendance and ed. outcomes) learning outcomes Lesson plan assessment: - lesson planning assessment to identify evidence of learner-centred and tailoring to individuals Evidence that peer-to-peer Curriculum Reform Lesson plan assessment Assessment of volume and nature of peer-to-peer learning emerging in the learning classroom Evidence that head Curriculum Reform, TPD, Teacher and head teacher surveys: volume and In-depth assessment on the quality and nature of teachers are mentoring Inclusive Education perception of coaching and mentoring, and tailoring teaching and learning to needs individuals’ and coaching teachers, satisfaction and commitment especially those at risk (attendance and ed. outcomes) and teachers gaining School administration data: teacher attendance teaching satisfaction and commitment Classroom evidence that Curriculum Reform, Inclusive Teacher and head teacher surveys Assessment of the quality of teaching delivery the new curriculum being Education Lesson plan assessment Assessment of the inclusive content applied and teachers have Assessment of how classroom assessment is being required knowledge and used to improve learning outcomes skills
Annex one: Key Research Focus Areas Key focus Intervention relevant SED (representative data for PS & JSS) CSR (in addition to SED data which will be used in reporting) Early evidence of increasing school engagement SIPs, Curriculum Reform, Infrastructure, School Leadership, TPD, CCT, Strengthening Examinations and Assessment, Inclusive Education Enrolment, attendance, retention, progression and transition data assessment, teacher attendance assessment and error rates Community survey: establish non-enrolment (and error rates) Reconstructed baselines (data records and perception based) Examination of the reasons for the SED results (selected cases) Evidence that better teaching is occurring Curriculum Reform, Infrastructure, TPD, Strengthening Examinations and Assessment, Inclusive Education Teacher and head teacher surveys: - L1-4 teachers trained in the new curriculum they are or have been teaching - extent of coaching and mentoring for better learning outcomes - examination data is used to support teaching and learning outcomes Lesson plan assessment: - lesson planning assessment to identify evidence of learner-centred and tailoring to individuals Assessment of the quality of teaching delivery Assessment of how classroom assessment and examination data is being used to improve learning outcomes In-depth assessment on the quality and nature of tailoring teaching and learning to individuals’ needs especially those at risk (attendance and ed. outcomes) Evidence that peer-to-peer learning emerging in the classroom Curriculum Reform Lesson plan assessment Assessment of volume and nature of peer-to-peer learning Evidence that head teachers are mentoring and coaching teachers, and teachers gaining teaching satisfaction and commitment Curriculum Reform, TPD, Inclusive Education Teacher and head teacher surveys: volume and perception of coaching and mentoring, and satisfaction and commitment School administration data: teacher attendance In-depth assessment on the quality and nature of tailoring teaching and learning to individuals’ needs especially those at risk (attendance and ed. outcomes) Classroom evidence that the new curriculum being applied and teachers have required knowledge and skills Curriculum Reform, Inclusive Education Teacher and head teacher surveys Lesson plan assessment Assessment of the quality of teaching delivery Assessment of the inclusive content Assessment of how classroom assessment is being used to improve learning outcomes