Curriculum changes in TTCs Negative attitude of TTC staff 3 2 L Stakeholders to undertake an BEQUAL resisted by staff, particularly and educational administrators advocacy role to ensure TTCs Managing the increase in inclusive towards curriculum changes and embrace the changes (i.e. incentives) Contractor and education programs introduction of additional units and demonstrate an absorptive TTC (via such as Education” capacity for new and enhanced roles MoES DTE) “Inclusive – Possible opportunities for TTC to gain higher qualifications through professional development strategies to be negotiated. Stakeholders do not Negative attitude of other 2 4 M Awareness raising throughout BEQUAL understand program aims, stakeholders towards program program planning, training and Managing objectives, potential benefits interventions implementation. Contractor and roles in program. Reinforce program activities as supporting of MoES staff Lack of coordination Overlapping of functions and 3 3 M Program Conference held regularly to BEQUAL between implementing duplication of activities possible ensure coordination between all Managing agencies unless well-coordinated by implementing agencies Contractor, BEQUAL Managing Contractor MoES, Inability of Provinces and Teaching/learning materials not 4 4 H BEQUAL must support PESS and MoES, Districts to sustain the distributed as planned. DESB with sufficient at least BEQUAL increased demands for Teachers unable to access PD initially, to ensure on-going training in Managing planning teacher on a regular and cyclic basis managing materials distribution and Contractor professional development monitoring and recording teachers’ and distribution of materials. access to PD. Inability of PESS, DESB and Schools view the program as 3 3 M All activities planned within framework BEQUAL schools to absorb initiatives another source of external aid of budgetary and human resource Managing and gains during program and adopt a mindset that constraints of school communities, Contractor, implementation sustainability will not be MoES Review of progress undertaken after achieved or expected once 3 years and modifications made to program funding ceases ineffective implementation measures.
Curriculum changes in TTCs resisted by staff, particularly the increase in inclusive education programs Negative attitude of TTC staff and educational administrators towards curriculum changes and introduction of additional units such as “Inclusive Education” 3 2 L Stakeholders to undertake an advocacy role to ensure TTCs embrace the changes (i.e. incentives) and demonstrate an absorptive capacity for new and enhanced roles Possible opportunities for TTC to gain higher qualifications through professional development strategies to be negotiated. BEQUAL Managing Contractor and TTC (via MoES – DTE) Stakeholders do not understand program aims, objectives, potential benefits and roles in program. Negative attitude of other stakeholders towards program interventions 2 4 M Awareness raising throughout program planning, training and implementation. Reinforce program activities as supporting of MoES staff BEQUAL Managing Contractor Lack of coordination between implementing agencies Overlapping of functions and duplication of activities possible unless well-coordinated by BEQUAL Managing Contractor 3 3 M Program Conference held regularly to ensure coordination between all implementing agencies BEQUAL Managing Contractor, MoES, Inability of Provinces and Districts to sustain the increased demands for planning teacher professional development and distribution of materials. Teaching/learning materials not distributed as planned. Teachers unable to access PD on a regular and cyclic basis 4 4 H BEQUAL must support PESS and DESB with sufficient at least initially, to ensure on-going training in managing materials distribution and monitoring and recording teachers’ access to PD. MoES, BEQUAL Managing Contractor Inability of PESS, DESB and schools to absorb initiatives and gains during program implementation Schools view the program as another source of external aid and adopt a mindset that sustainability will not be achieved or expected once program funding ceases 3 3 M All activities planned within framework of budgetary and human resource constraints of school communities, Review of progress undertaken after 3 years and modifications made to ineffective implementation measures. BEQUAL Managing Contractor, MoES
bequal-investment-design-doc.docx