Lesson 2: If engaging if further curriculum No immediate action; appropriate Education By June Time, design development activity, invest resources in conditionality/funding levers around Activity design 2016 TA contract communication and distribution. MEHRD and EA teacher support to be team value considered as part of education Lesson 3: Teachers need support to implement design**. E.g. incentivise delivery of outcomes based education; development of materials materials and training through partial alone will not ensure they are used as intended. payment up front, followed by staged payment on delivery of resources and completion of teacher training. Rec 1: MFAT modifies or develops a funding package Support beyond 2014-15 for CDD will Education By June Time, design for future support to CDD that is coordinated with be considered in the design process for Activity design 2016 TA contract MEHRD areas of greatest need in quality education the 5th phase of our education sector team value and opportunity for impact on student achievement. support (2016-2020). This will include consideration of recommendations Rec 2: CDD develops and implements quality review from the curriculum development and management processes and procedures supplier (contractor Uniquest) and this Rec 3: MFAT and MEHRD clearly define and manage evaluation undertaken by Allen and roles and responsibilities of TAs and counterparts, Clarke. Post recommends that no ensuring buy-in of individuals and management 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.
Lesson 2: If engaging if further curriculum development activity, invest resources in communication and distribution. No immediate action; appropriate conditionality/funding levers around MEHRD and EA teacher support to be considered as part of education design**. E.g. incentivise delivery of materials and training through partial payment up front, followed by staged payment on delivery of resources and completion of teacher training. Education Activity design team By June 2016 Time, design TA contract value Lesson 3: Teachers need support to implement outcomes based education; development of materials alone will not ensure they are used as intended. Rec 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. 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. Education Activity design team By June 2016 Time, design TA contract value Rec 2: CDD develops and implements quality review and management processes and procedures Rec 3: MFAT and MEHRD clearly define and manage roles and responsibilities of TAs and counterparts, ensuring buy-in of individuals and management
SOLS-ED-CDD-Evaluation-Management-Response-2015-Sept-Final2.docx