3 Teachers need further support As also appropriate levers could be to implement learner-focused considered to foster buy-in across all curriculum and outcomes based development processes and generate greater education; development of ownership of teacher training and development materials alone will not (e.g. contractual arrangments identify completion ensure they are used as of payment milestone processes and targets, intended. including evidence of material delivery and evaluated teacher training). Strategic support for critical influencers (support of complementary systems, processes and projects) should be included in Activity design and scope to support sustainability and impact. Recommendations for MFAT We recommend the following: No. Recommendation Programme response 1 MFAT modifies or develops a funding package Support beyond 2014-15 for for future support to CDD that is coordinated CDD will be considered in the with MEHRD areas of greatest need in quality design process for the 5th phase education and opportunity for impact on of our education sector support student achievement. The package should (2016-2020). This will include encourage efficient delivery and effective, consideration of sustainable results as a funding condition recommendations from the (utilising contractual ideally aligning curriculum development supplier ‘levers’), and coordinating funding streams to promote (contractor Uniquest) and this systematic, sustainable approaches while evaluation undertaken by Allen managing redundancies and overlapping work. and Clarke. Post recommends that no further support is 2 CDD develops and implements quality review provided for curriculum material and management processes and procedures development until the MEHRD with employees to improve consistency, restructure has been completed timeliness, appropriate, linked content across and core roles are filled by local curriculum materials and enable monitoring staff, as this will contribute to efficient and effective use of TA and funding. the strategic leadership that was 3 MFAT and MEHRD clearly define and manage identified as the major roles and responsibilities of TAs and constraint under this activity. counterparts, ensuring buy-in of individuals The evaluation team are in and management partnered with the MEHRD agreement with Post’s division, identifying and using appropriate recommendation. project management and employee management practices
3 Teachers need further support to implement learner-focused and outcomes based education; development of materials alone will not ensure they are used as intended. As also appropriate levers could be considered to foster buy-in across all curriculum development processes and generate greater ownership of teacher training and development (e.g. contractual arrangments identify completion of payment milestone processes and targets, including evidence of material delivery and evaluated teacher training). Strategic support for critical influencers (support of complementary systems, processes and projects) should be included in Activity design and scope to support sustainability and impact. Recommendations for MFAT We recommend the following: No. Recommendation Programme response 1 MFAT modifies or develops a funding package for future support to CDD that is coordinated with MEHRD areas of greatest need in quality education and opportunity for impact on student achievement. The package should encourage efficient delivery and effective, sustainable results as a funding condition (utilising contractual ‘levers’), ideally aligning and coordinating funding streams to promote systematic, sustainable approaches while managing redundancies and overlapping work. Support beyond 2014-15 for CDD will be considered in the design process for the 5th phase of our education sector support (2016-2020). This will include consideration of recommendations from the curriculum development supplier (contractor Uniquest) and this evaluation undertaken by Allen and Clarke. Post recommends that no further support is provided for curriculum material development until the MEHRD restructure has been completed and core roles are filled by local staff, as this will contribute to the strategic leadership that was identified as the major constraint under this activity. The evaluation team are in agreement with Post’s recommendation. 2 CDD develops and implements quality review and management processes and procedures with employees to improve consistency, timeliness, appropriate, linked content across curriculum materials and enable monitoring efficient and effective use of TA and funding. 3 MFAT and MEHRD clearly define and manage roles and responsibilities of TAs and counterparts, ensuring buy-in of individuals and management partnered with the MEHRD division, identifying and using appropriate project management and employee management practices
SOLS-ED-CDD-Evaluation-Management-Response-2015-Sept-Final2.docx