1 Relevance and Sustainability Clear establishment of roles This issue was noted during activity and responsibilities, and implementation in respect of poor time and timely management processes project management by CDD managers. To and planning in activity design mitigate, a broader suite of support that are critical when utilising a includes mentoring in project and human short-term TA input model of resource management is needed within support. MEHRD divisions (similar issues are common across SIG departments so this lesson is widely relevant), and should be a core requirement of any future support in curriculum development specifically. Without local counterparts MFAT should engage in-depth and early in the (e.g. CDD management and planning and development stages of the next PCDOs) completely buying-in SI education sector activity design and early to the activity approach, in implementation to foster greater buy-in and output delivery (including the ownership of sub-activities with relevant important but time-consuming divisions of MEHRD, planning short-term TA as iterative process for part of a wider supporting packages. Isolated development of learning projects can only achieve limited success. materials) and being or review points should be built into “Hold” appropriately consulted on short-term activities to ensure issues delaying their availability, short-term implementation can be resolved. support is unlikely to be truly successful or sustainable (i.e. Closer monitoring of progress and enactment TA will not be used of timely risk mitigation strategies related to efficiently). delays and capacity building by IDG Activity Managers in collaboration with partner organisation management is a wider learning from this activity that can be applied across other activities in order to better manage or reduce cost overruns and/or delays in implementation. 2 Communication regarding Agree distribution and training in use of materials availability of materials was should be at the centre of any future investment poor. Investing time in in curriculum material development. distribution and training (i.e. the full development, production, and delivery cycle) should be considered for any future phases.
1 Relevance and Sustainability Clear establishment of roles and responsibilities, and timely management processes and planning in activity design are critical when utilising a short-term TA input model of support. Without local counterparts (e.g. CDD management and PCDOs) completely buying-in to the activity approach, output delivery (including the important but time-consuming iterative process for development of learning materials) and being appropriately consulted on their availability, short-term support is unlikely to be truly successful or sustainable (i.e. TA will not be used efficiently). This issue was noted during activity implementation in respect of poor time and project management by CDD managers. To mitigate, a broader suite of support that includes mentoring in project and human resource management is needed within MEHRD divisions (similar issues are common across SIG departments so this lesson is widely relevant), and should be a core requirement of any future support in curriculum development specifically. MFAT should engage in-depth and early in the planning and development stages of the next SI education sector activity design and early in implementation to foster greater buy-in and ownership of sub-activities with relevant divisions of MEHRD, planning short-term TA as part of a wider supporting packages. Isolated projects can only achieve limited success. “Hold” or review points should be built into short-term activities to ensure issues delaying implementation can be resolved. Closer monitoring of progress and enactment of timely risk mitigation strategies related to delays and capacity building by IDG Activity Managers in collaboration with partner organisation management is a wider learning from this activity that can be applied across other activities in order to better manage or reduce cost overruns and/or delays in implementation. 2 Communication regarding availability of materials was poor. Investing time in distribution and training (i.e. the full development, production, and delivery cycle) should be considered for any future phases. Agree distribution and training in use of materials should be at the centre of any future investment in curriculum material development.
SOLS-ED-CDD-Evaluation-Management-Response-2015-Sept-Final2.docx