3B: Professional development for teacher cohorts outcomes and indicators (Chapter 3) Investment name Overall goals and end of Expected professional Professional development and source program outcomes development outcomes indicators and targets document Afghanistan: School-aged girls and boys in CBE classes supported at these Number of CBE classes and Empowerment remote and rural communities in levels: students supported by CARE (male through Education Afghanistan’s Khost, Parwan and and female). primary Afghanistan (EEA) Kapisa provinces have greater lower secondary Number of CBE teachers supported Project (2011–15) access to quality basic education, early childhood care and by CARE (male and female). resulting in: development. EEA Interim Number of provinces and districts Improved quality of and access Report for DFAT leadership skills built with CBE (primary, junior to—where government does not (January to June through engaging in secondary and ECCE). have coverage—basic CBE and social support 2014), CARE, Number of libraries established. with an emphasis on structures: 2014 Number of VECs mobilised (male empowering girls. peer groups and meetings and female). leadership skills built by para-professional training for Number of VEC members trained facilitating opportunities for students (male and female). them to engage in human rights awareness raising for structures and social women and girls Number of VEC events. support structures. student girls active in VECs. Number of VEC participants (male Strengthened networks and Strengthened networks and and female, teachers, students, collaboration with all key collaboration among key MoE staff, community members stakeholders (community, MoE, stakeholders to advocate for the and parents). civil society and relevant peer rights of children and girls: Number of CBE classes with new organisations) to advocate for clusters established in Parwan, infrastructure (including the rights of children and girls. Kapisa and Khost provinces refurbishment, latrines and potable Improved knowledge and MoE teachers trained (male and attitudes on individual and female) % teachers demonstrating environmental hygiene, as well provincial and district coordination improved knowledge and teaching as access to quality health care meetings between VECs and MoE methods in classroom. information among key project officials participants in Kapisa Province. CARE and MoE monitoring visits.
3B: Professional development for teacher cohorts outcomes and indicators (Chapter 3) Investment name and source document Overall goals and end of program outcomes Expected professional development outcomes Professional development indicators and targets Afghanistan: Empowerment through Education Afghanistan (EEA) Project (2011–15) EEA Interim Report for DFAT (January to June 2014), CARE, 2014 School-aged girls and boys in remote and rural communities in Afghanistan’s Khost, Parwan and Kapisa provinces have greater access to quality basic education, resulting in: Improved quality of and access to—where government does not have coverage—basic CBE with an emphasis on empowering girls. leadership skills built by facilitating opportunities for them to engage in structures and social support structures. Strengthened networks and collaboration with all key stakeholders (community, MoE, civil society and relevant peer organisations) to advocate for the rights of children and girls. Improved knowledge and attitudes on individual and environmental hygiene, as well as access to quality health care information among key project participants in Kapisa Province. CBE classes supported at these levels: primary lower secondary early childhood care and development. leadership skills built through engaging in and social support structures: peer groups and meetings para-professional training for students human rights awareness raising for women and girls student girls active in VECs. Strengthened networks and collaboration among key stakeholders to advocate for the rights of children and girls: clusters established in Parwan, Kapisa and Khost provinces MoE teachers trained (male and female) provincial and district coordination meetings between VECs and MoE officials CARE and MoE monitoring visits. Number of CBE classes and students supported by CARE (male and female). Number of CBE teachers supported by CARE (male and female). Number of provinces and districts with CBE (primary, junior secondary and ECCE). Number of libraries established. Number of VECs mobilised (male and female). Number of VEC members trained (male and female). Number of VEC events. Number of VEC participants (male and female, teachers, students, MoE staff, community members and parents). Number of CBE classes with new infrastructure (including refurbishment, latrines and potable % teachers demonstrating improved knowledge and teaching methods in classroom.
teacher-development-evaluation.docx