Support Program Laos Education for All – Fast Track Initiative 2010–15 23 5.5 24 Bangladesh Support to Third Primary Education Development Program and United Nations Children’s Fund (UNICEF) Technical Assistance 2011–17 53 5.3 10 Pakistan Gilgit Baltistan Education Development Improvement Program 2010–15 12 2.4 20 Indonesia Education Sector Support Program 2010–16 374 67.3 18 Timor-Leste Timor-Leste Education Program 2012–16 23 11.0 48 Source: Education Section, DFAT. 2014–15 data is ‘estimated outcome’ as at 30 June 2015. World Bank and other research suggest that ‘of all the factors under the control of a schooling system, teacher effectiveness is the most important predictor of student
Vanuatu Vanuatu Education Road Map and Vanuatu Education Support Program 2008–17 Professional development of teacher cohorts Afghanistan CARE—Empowerment Through Education 2011–15 Kiribati Kiribati Education Improvement Program phases I and II 2009–15 Improved Education 2009–15 Pakistan Pakistan Khyber Pakhtunkhwa Education Sector Program 2012–18 Pakistan Education Sector Development Plan in Khyber Pakhtunkhwa 2011–15 Philippines Strengthening Implementation of Basic Education in Selected Provinces of the Visayas 2004–11 Philippines Strengthening Muslim and Indigenous Peoples Education Philippines Basic Education Assistance Mindanao – Autonomous Region of Muslim Mindanao 2006–14 Samoa National Teacher Development Framework (Ministry of Education, Sports and Culture Strategic Policies and Plan 2006–2015) 2006–14 In-service qualifications Bangladesh Support to Primary Education Development Program 3 and UNICEF Technical Assistance 2011–17 Laos Education for All – Fast Track Initiative 2010–14 Nepal Nepal School Sector Reform Program 2007–19 Tonga Tonga Education Support Program (Phase 1 and Phase 2) 2010–16 School-based professional development Fiji Access to Quality Education Program, Fiji 2011–17 Indonesia Education Sector Support Program 2010–16 Indonesia Papua Education Sector Development 2009–13 2017
Myanmar Myanmar Education Portfolio 2012–17 Pakistan Gilgit Baltistan Education Development and Improvement 2010–15 Sri Lanka Transforming School Education Project 2011–17 Timor-Leste Education Program 2012–16 Teacher development in Australian aid programming This evaluation considers Australia’s teacher development programming four to fit program designs and be consistent with the categories of teacher development used in developed and developing contexts. Figure 1 shows the typology of teacher development used for Australia’s aid programming and for this evaluation. It groups the four sub-categories under two broad competencies and continuous professional development. Figure 1: Typology of teacher development used for Australia’s aid programming Australia’s assistance often includes several of these categories in a country program to meet multiple problems in a context. Conceptual boundaries are also blurred in implementation, especially the distinction between cohort-based and school-based professional development. UNICEF’s characteristic modality, for example, is to combine group development with follow-up mentoring visits to schools.13 Table 3 lists and defines the sub-categories used in this evaluation. Sometimes the differences in the categories are not apparent to program management. In many DFAT programs, for example, ‘in-service’ is used without differentiating between training and professional development that does not lead to a teacher qualification. It is important to be clear on such differences, because they require different policy and institutional arrangements to optimise the quality and effectiveness of teacher development. Being clear also facilitates efficient and effective research into different approaches (for example, the strong and distinct literature on cohort and school-based professional development models). 3: Teacher development sub-categories and definitions Category Definition Explanation
Pre-service qualification The education a candidate (who has taught) receives to qualify as a teacher.14 Acquisition of knowledge (disciplinary foundations of education, subject knowledge, pedagogical knowledge), skills (initial for effective practice) and attitudes (the professional values of the teaching service). Professional development of teacher cohorts Training for working teachers in a particular cohort (for example, primary teachers or principals) which does not provide a teacher qualification. Training to meet specific priorities—for example, to introduce a new curriculum to teachers, or target particular subjects or areas of practice. This focuses on a cohort. It may be off-site or online and organised at national, provincial, district or sub-district level. In-service qualification In-service training for working teachers to acquire a teacher qualification. Practising teachers ‘upgrading’ their skills with a new qualification obtained while working. This approach is in countries that employ untrained teachers to cope with expanding student enrolment, or improve qualifications in line with new policy requirements—for example, elevation from a certificate level qualification to a diploma.15 professional development Training for principals, mentors and/or working teachers in a particular school, or group of schools, which does not provide a teacher qualification. This training targets—directly or or aspect of the ‘effective practice’ domain. However, it is organised at school level and/or involves neighbouring schools working together in a cluster. It features mentoring of teachers in school by the principal, supervisors or trainers. It also features peer development activities. Policy guidance on teacher quality It is important to situate Australia’s teacher development contributions within relevant international and national policies. ‘Policies clarify the expectations of a system as well as its theory of action ... Any activity that takes place within the system does so within the boundaries set by the policy framework, which may promote certain types of activities and prevent others.’16 Australia has significant investments and partnerships in this area as well as in country program work. Australia invests, for example, in the World Bank’s Systems Approach for Better Education Results (SABER) program which provides guidance on the best attested policy in different domains, including teacher policy. Its analysis (Table 4) can be used to
Appendix 1: Teacher development investments as categorised* for evaluation Table 1A: Pre-service qualifications investments (Chapter 2) Country Initiative number Initiative and activity name Year Budget ($m) Afghanistan INI277 Malaysia Australia Education Project for Afghanistan 2009–14 12 Laos INL332 and INK692 Basic Education Quality and Access in Laos 2014–18 70 Pakistan INJ785 Childhood Care and Education in Khyber Pakhtunkhwa 2011–15 18 Papua New Guinea INJ761 PNG Education Program 2011–16 250 Philippines INJ223 Education Sector Transformation Program 2010–19 160 INK585 Timor-Leste Education Program 2012–16 21 Vanuatu INH937 and INK372 Vanuatu Education Road Map and Vanuatu Education Support Program 2008–17 57 Table 1B: Professional development of teacher cohort investments (Chapter 3) Country Initiative number Initiative and activity name Year Budget ($m) Afghanistan INJ806 CARE—Empowerment Through Education 2011–15 6 Kiribati INI620 and INK501 Kiribati Education Improvement Program Phase I and Phase II 2009–15 43 INI950 Nauru Improved Education 2009–15 20 Pakistan INK420 Pakistan Khyber Pakhtunkhwa Education Sector Program 2012–18 64
Pakistan INJ786 Education Sector Development Programme in Khyber Pakhtunkhwa 2011–15 8 Philippines* INF824 Strengthening Implementation of Education in Selected Provinces of the Visayas 2004–11 20 Philippines* INH946 Strengthening Muslim and Indigenous Peoples Education 1999–2017 200 Philippines* INH947 and INE272 Basic Education Assistance for Autonomous Region in Muslim Mindanao 2006–14 10 Samoa* ING971 Samoa National Teacher Development Framework (Ministry of Education, Sports and Culture Strategic Policies and Plan 2006–14 10 Table 1C: In-service qualifications investments (Chapter 4) Country Initiative number Initiative and activity name Year Budget ($m) Bangladesh* INJ957 and INK663 Support to Primary Education Development Program and UNICEF Technical Assistance 2011–16 53 Laos* INJ396 Education for All – Fast Track Initiative 2010–14 23 Nepal INH602 School Sector Reform Program 2007–19 39 Tonga INJ653 and INK888 Tonga Education Support Program (Phase 1 and Phase 2) 2010–16 11 Table 1D: School-based professional development investments (Chapter 5)
Country Initiative number Initiative and activity name Year Budget ($m) Fiji INJ515 Access to Quality Education Program 2011–17 50 Indonesia* INJ648 Education Sector Support Program 2010–16 524 Indonesia INH436 Papua Education Sector Development 2009–13 8 Myanmar INK545 Myanmar Basic Education Portfolio 2012–17 23 Pakistan* INJ061 INK420 Gilgit Baltistan Education Development and Improvement 2010–15 72 Sri Lanka INK50O Transforming School Education Project in Sri Lanka 2011–17 49 INK585 Timor-Leste Education Program 2012–16 21 Appendix 2: Additional detail on concepts The conceptual framework This evaluation used two frameworks to analyse the fit between DFAT’s teacher development investments and international knowledge and experience of what works in supporting ‘teacher quality’ through ‘teacher development’. The framework, shown in Figure 2A, was developed during the evaluability assessment that defined teacher quality and the factors enabling or obstructing it.137 Figure 2A: Evaluability conceptual framework for teacher quality Source: Evaluability assessment: The influence of Australian aid on teacher quality, ODE (Education Resource Facility/Sayed), 2013, p. 11. The framework identified these domains of a quality teacher (that is, what a teacher must have to be able and willing to assist students to learn): Competence, which encompasses the knowledge, skills and attitudes teachers acquire through the process of initial and continuing training. Effective practice, which refers to teacher practices in the classroom that meet the diverse needs of students for learning. Teacher professionalism, which is reflected in commitment to the standards of conduct of the profession and to ongoing professional learning with the aim of developing and exercising professional judgment in carrying out the work of teaching.
Table 3A: Pre-service qualification outcomes and indicators (Chapter 2) Investment name and source document Overall goals and end of program outcomes Expected pre-service outcomes and outputs Pre-service indicators and targets Afghanistan: Malaysia Australia Education Project for Afghanistan (MAEPA) Malaysia Australia Education Project for Afghanistan 3 Activity Completion Report, DFAT, June 2013 Education enhanced through adoption of new approaches to teacher education and institutional leadership in the Teacher Education Directorate (TED) and Teacher Training Centres (TTCs): Master teacher trainers (MTTs) develop knowledge of new educational methods and skills needed to others. TTC leaders and central TED staff develop leadership, mentoring and M&E skills necessary to improve the quality of teacher education. Selected female TED and TTC staffs develop skills to undertake leadership roles. MTTs apply new knowledge and skills in practicum and respective workplace settings. Education leaders apply leadership skills and management techniques in their respective workplaces. Female education leaders leadership skills and management techniques in their respective workplaces. TED organises and supports other training events in Kabul and provinces that use MAEPA participants’ knowledge and skills. Training plans of MTTs demonstrate knowledge of key topics from 11 competency fields. Training practices of all MTTs show they can use at least 6 MAEPA instructional methods, and can describe 4 others. All MAEPA education leaders (male and female) develop strategic action plans incorporating critical elements of 5 modules. Female education leaders’ action plans include an approach for gender mainstreaming in their workplace. % of action plans (male and female) that meet agreed timelines. % of staff who report positively on leadership and management. Education leaders, MTTs and teacher trainers deliver training in and provinces using MAEPA knowledge and skills. MTT and teacher trainer perceptions of TED support.
component) Australian Support for Basic and Secondary Education in Papua New Guinea (2010–15) Delivery Strategy, DFAT, September 2010 (pp. 29, 31–33, 59–60) level: Maximum size at elementary, primary and lower secondary schools of 45 and upper secondary of 35. Improved performance by students completing Grade 8 and Grade 12. Percentage of primary, elementary and secondary female students increases towards the target of gender equality. Improved management capacity at all levels of the education system. Increased access to education materials by students and teachers. Improved teaching staff environment for teachers. Improved reporting and standards for learning outcomes. 2.8 million textbooks and other learning materials procured, delivered to schools and in use by students and teachers by 2015. 425 primary teacher houses constructed and housing teachers by 2015. Additional number of inspections carried out by standard officers.
Philippines: Basic Education Sector Transformation (BEST) Program Philippines: Basic Education Sector Transformation (BEST) Program: Program Design Document, Final Draft, September 2012 Improved quality of education outcomes, and more equitable access of all people at all levels of education in the Philippines: More children demonstrate improved mastery of curriculum competencies (English, mathematics and science) and difference in learning outcomes for boys and girls reduced in target areas: qualified and capable teachers, capable leaders and managers, international standard curriculum and assessment, appropriate and accessible teaching and learning materials. More girls and boys participate and complete a basic education in target areas: Teachers better qualified and capable of delivering curriculum. TEI curriculum and delivery with Kindergarten to Grade 12 requirements. Higher education reform agenda for teacher education developed. Capacity of National Centre for Teacher Education and College of Teacher Education improved. Mechanisms for licensing new teachers strengthened. Number of pre-service teacher scholarships awarded per year. Reform agenda implemented, including revised accreditation process. Annual improvement in passing rates and Licensure Examination for Teachers’ scores.
Vanuatu: Vanuatu Education Road Map (VERM) and Vanuatu Education Support Program (VESP) and Vanuatu Institute of Teacher education (VITE) Vanuatu Education Support Program Design Document, 2012 Improved education quality, equitable access and a well-managed education system: Literacy and numeracy levels of children in early years of education reach national standards. All girls and boys (including those with disabilities) able to access school. More children enrol in primary school. Children stay at primary school for longer (without repeating) from Kindergarten to Grade 6. MoE management at all levels implements policies in key outcome Teachers qualified, capable and in attendance: teachers competently teach curriculum, including mother tongue and multi-grade teaching principals support teachers with pedagogical leadership zone curriculum advisers provide follow-up training VITE well-managed and delivers teacher training Director Education Services, and Teachers Service Commission, effectively support and manage teachers school committees and communities engaged in education. Proportion of primary teachers who are certified (grades 1 to 6).
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.
Pakistan: Early Childhood Care and Education in Khyber Pakhtunkhwa (KPK) (2011–15) Independent Evaluation for Early Childhood Care and Education in Khyber Pakhtunkhwa (ECCE-KP), 2014 Improve educational outcomes and access for children in government schools by increasing opportunities for learning and development and improving transitions into primary school: Children well prepared for school success through enhanced access to quality gender-sensitive ECCE. Children have improved learning outcomes (literacy and numeracy) through improved pre-primary (Katchi), Grade 1 and Grade 2 teaching pedagogy. Sustainable and institutionalised model in place for pre-service and in-service teacher training. Parents and community members have enhanced capacity and knowledge of ECCE, founded on strong home-school partnerships. District and provincial government officials provide Increased number of boys and girls: have access to quality ECCE opportunities enrol in Grade 1, ready for school complete 1 successfully attain independent reading skills for lifelong learning. Enhanced access to quality gender-sensitive ECCE: improved learning environments in refurbished classrooms community-based ECCE classrooms established and equipped, where children have no access to public primary schools, and communities organised to effectively implement and manage these classrooms. Better learning outcomes through improved pre-primary (Katchi), 1 and Grade 2 teaching pedagogy: initial training in ECCE, emergent literacy and numeracy, and learning and teaching provided to male and female pre-primary, Goal and headline indicators: % of children benefiting from ECCE pre-primary experiences, disaggregated by gender (before start of project and each year of project); end-of-project target is 60 000 children to benefit % of children enrolling in Grade 1, disaggregated by gender % of children being promoted to Grade 2, disaggregated by gender % of children demonstrating good school readiness skills before school entry, disaggregated by gender % of children with improved reading assessment scores from baseline levels. Objective-level indicators: Objective 1 At least 75% of ECCE classrooms meet four principles for quality early learning environments. 80 community learning workers trained.
effective support to teachers and ECCE classrooms. Evidence used to successfully advocate and influence policy on ECCE teaching and learning. Grade 1 and Grade 2 teachers and officials adequate teaching and learning materials provided for all ECCE classrooms, including materials in and mother tongue (Pushto) and Urdu (national language) teachers continuously trained in ECCE and effective literacy instruction head teachers trained in classroom supervision and monitoring School Management Committee and trained school continuously improve learning environment for Katchi, Grade 1 and Grade 2 reading buddies 1st and 2nd students with older students school libraries and book banks established with appropriate reading materials school welcoming and orientation days organised. Sustainable and institutionalised model in place for pre- and in-service teacher training. teacher training institutions supported ECCE materials and training modules developed and implemented in communities’ local languages. 30 community ECCE classrooms established and functioning effectively. 1600 teachers and 40 officials trained in ECCE. teaching and learning materials in Pushto and Urdu provinces provided to 400 classrooms. Objective 2 At least 400 Grade 1 and Grade 2 teachers trained in ECCE and literacy instruction. At least 400 primary school administrators trained in literacy instruction. At 50% of teachers effectively using active learning tools and/or methods. At least 400 head teachers trained in effective monitoring and supervision and in setting up teacher-to-teacher support networks.
Parents and community members have enhanced capacity and knowledge of ECCE, founded on strong home-school partnerships: mobile ECCE units set up in remote communities to strengthen community engagement parents’ support for children’s overall development and readiness for school increased through targeted activities for mothers and fathers at community school Parent Teacher and School Management Committees mobilised to establish strong partnership (3200 members) radio program for parents on local FM station. District and provincial government officials provide effective support to teachers and ECCE classrooms: district and provincial government education officials trained in: ECCE; literacy instruction and learning; educational leadership and management; supervision and Objective 3 At least 1 capacity building session of at least 2 weeks held for faculty members at TEIs with 3 follow-up sessions. TEIs integrate at least 75% of the Katchi training curriculum (ECCE competencies) and Grade 1 to Grade 3 training curriculum (reading instruction; quality teaching and learning) in teaching courses. At least 4 main workshops conducted with TEIs. At least 1 follow up seminar and/or discussion sessions with TEIs after capacity building workshop. Objective 4 8 mobile set up and at least 2 community engagement initiatives conducted per school month by mobile units. At least 50% of parents of children attend parenting sessions and/or reading circles. At least 70% of parents of children attend parenting
Report, DFAT, 2014 sustainable and quality education: through improved DepED capacity to respond to their specific education needs. IP and Muslim communities have increased demand (participation and engagement) for education services. Improved DepED capacity to provide quality education for Muslim and IP girls and boys: appropriate and inclusive policies, strategies and (at school, divisional, regional and national levels) relevant curriculum, instructional guides and learning materials used in teaching and learning improved DepED attitudes to and perceptions of learning needs of Muslim and IP children. Increased demand from Muslim and IP communities for education, including through increased engagement in education planning and service delivery, and increased satisfaction with the cultural content of education. Regional education plans integrate Muslim and IP education needs. DepED-led policy and guidelines for Muslim and IP education developed through National Conference of Muslim Educators. Research on Muslim and IP inclusive education used to improve practice. Muslim and IP focal persons trained on mainstreaming. Strengthened community-based planning incorporates Muslim and IP needs. DepED officials have increased awareness of Muslim and IP education needs. stories, evaluation case studies and most significant change reports inform improved implementation. Philippines: Strengthening Implementation of Basic Education in Selected Provinces of the Rural living standards in selected provinces of the Visayas improved through better quality of, and access to, basic education: Strengthened education leadership and management: Improved education management and learning support systems for quality education, through: functional management support system for school improvement at regional, division and school levels Enhanced education policy and planning system, including participatory mechanisms. management support systems in place (human resources, quality assurance, M&E,
Visayas (STRIVE) STRIVE Project Bridging Phase Proposal, DFAT, 2007 STRIVE Independent Completion Report, DFAT, 2011 leadership and management training National Educators’ Academy of the Philippines (NEAP) school improvement planning division-level capacity for school planning school-community partnerships training and development on Cluster Lead and Satellite Schools. Enhanced capacity of and in-service teacher training, particularly for improving teaching of mathematics, science and English: on in-service education and training aligned with emerging mandate of NEAP to coordinate all DepED in-service education and training (and avoid duplication with other education investments in the Philippines). Appropriate science, mathematics, English language and other teaching and learning materials developed and distributed to schools: regional in-service education and training system for quality professional development of teachers and educational leaders learning resource materials delivery system to provide access to quality teaching and learning resources basic education quality assurance, M&E. support options to basic education, and Enhanced Regional Unified Information System). Training Development Needs Analysis System for teachers and education leaders. Strengthened professional development and training system (planning, design, resources, delivery). Infrastructure and M&E system for regional training and development. Learning Resource Materials System operational (framework, infrastructure, production, storage, distribution, quality assurance, M&E).
systems to implement and manage education development. technology systems adopted and teachers and school leaders trained to use it e-learning and multi-media materials and approaches adopted in all secondary schools, and teachers trained (pre-service and in-service) in how to use the new materials and manuals. Effective teachers: NTDF adopted continuous professional development programs for educators in informed by a revised performance appraisal and annual training needs assessment for teachers, principals, school review officers and School Operations Division corporate staff 10 new agriculture, science, food, and textiles, visual arts, and design and technology secondary teachers supplied to meet approved student and teacher – staff ratios, following completion of a two-year fellowship program 100 new primary teachers trained through fast-track primary teacher training and deployed to primary Teacher manuals produced within one year of completing each new curriculum statement, and teachers trained. NTDF adopted (2007). All teachers routinely participate in pre-service and in-service training (with trained instructors), supported by school review officers and principals in schools. Majority of primary and secondary school teachers effectively use new instructional methods and student assessments by 2011. Subject teachers in mathematics, science and agricultural science attend school and majority use effective instructional strategies by 2011. Retention in primary education increase by 10% and transition rate into secondary increases by 5% by 2011. Significantly increased proportion of students from lowest two income quintiles in secondary schools by 2011.
schools to meet approved student and teacher – staff ratios. Infrastructure for access to quality education: new MESC headquarters 13 secondary schools renovated improved school maintenance using revised procedures and resources school information and communications technology and services procured and installed, and MESC staff trained 4 teacher houses constructed in rural area secondary schools. Strengthened MESC capacity for education research, evaluation, policy analysis and planning: improved national research and evaluation capacity, including information technology for knowledge management evidence from research and evaluation used to inform policy development and planning (five field studies, including one on low achievement and how to improve, and another on teacher Significantly increased proportion of students in rural secondary schools by 2011. All students have complete set of curriculum-specified learning materials. Teacher houses constructed in rural areas. Pilot activities, evaluations and research studies inform additional education quality improvements.
and source document program outcomes qualifications outcomes/outputs indicators and targets Bangladesh: Support to Primary Education Development Program 3 (PEDP 3; includes UNICEF Technical Assistance) Bangladesh Third Primary Education Development Program (PEDP 3) Mid-term Review (2013–14) Final Report, DFAT, 2015 An efficient, inclusive and equitable primary education system that delivers effective learning to all Bangladesh’s children from through Grade 5: Quality learning and teaching: all children acquire planned learning outcomes and competencies in the classroom. Universal access, participation and reduced disparities: all children enrol and complete the primary cycle. Decentralisation and organisational effectiveness: core functions at central through district, Upazila and school levels efficiently and satisfactorily performed. Effective planning and management: available resources effectively applied, with increased focus on results, leveraging public – private partnerships, and assuring adequate sector finance. All children acquire expected grade and subject competencies and learning outcomes through: Each Child Learns approach improved school and classroom assessment curriculum, textbooks and information and communications technology teachers upgraded to Diploma in Education. Upazila (sub-district) and planning decentralised: field offices strengthened school management and governance school leadership and development. Increased effectiveness of budget allocation: teacher recruitment, promotion and deployment annual school census national student assessment. Improved sector planning and Mean for Grade 3, boys and girls (Bangla and mathematics). Mean score for Grade 5, boys and girls (Bangla and mathematics). Grade 5 examination pass rate, boys and girls. Number and type of functions delegated to districts, Upazilas and schools. Expenditure of grants (conditional and unconditional) for Upazilas and schools. Primary completion rate, boys and Dropout rate by grade. Number of input years per graduate. % of schools that meet composite school-level quality indicators.
results-based management: finance human resources M&E public – private partnerships. Laos: Education for All – Fast Track Initiative Implementation Completion and Results Report (ICR3286) on grant to the Lao People’s Democratic Republic for a Catalytic Fund Education for Track Initiative (EFA-FTI) Program, World Bank, February 2015 Increased coverage and improved quality of pre-primary and primary education, especially for the most educationally disadvantaged children: Greatest possible numbers of primary school-aged children in Laos have assured access to minimum standard of education. Schools constructed; grants provided to village education development committees; teaching and learning materials provided; village education development committees, education ministry staff and/or principals and teachers trained and upgraded; children provided with meals; children provided with non-formal education. MoE and MoES at central, provincial and local levels have capacity to formulate and Improved quality of pre-primary and primary education for most disadvantaged children (56 target districts): 1500 village education development committees trained 2500 principals trained 750 in-service primary teachers upgraded with pre-primary teaching skills 1500 in-service primary teachers upgraded 200 pedagogical advisers trained 64 master trainers trained 150 mobile teachers trained. System in place for learning assessment at primary level (International Development Association rating scale). Education Quality Standards Framework approved and adopted at school level in all program districts. Number of additional ‘quality trained’ primary school teachers (Teacher Upgrade Program). Number of schools with principals trained on their roles and duties. Number of villages with mobile teachers.
2013 Equitable access and quality basic, early childhood, secondary, and prevocational education for all children and youth. Enhanced functional literacy and basic competencies of youth and adults. Enhanced teacher qualifications and professional competencies to facilitate learning. Improved performance of MoE service delivery system and capacity to implement critical reforms. Improved education program M&E and impact assessment. Improved efficiency and effectiveness of use of School Sector Reform Program funds. Improved planning, implementation and M&E of school safety. enhanced functional literacy and basic competencies enhanced teacher qualifications and professional competencies improved performance of MoE to implement reforms and deliver services. Increased % of schools meeting Prioritised Minimum Enabling Conditions (in Education Management Information System Flash reporting).* Improved qualifications, training and student to teacher ratio for all types of teachers and schools. Philippines: Basic Education Assistance for Mindanao (BEAM) and Improved access to and quality of education in Southern and Central Mindanao (BEAM Stage 1, 2002–03): Basic education managers, planners and evaluators have enhanced capacity to provide quality basic education in regions XI, XII and ARMM, through: 20% improvement in students’ ‘higher thinking skills’ achievement on Regional Assessment in Mathematics, Science and English.
Improved learning conditions and achievement in public schools and private Madaris. Senior secondary students and out-of-school youth have improved livelihood skills and employment opportunities. DepED’s ARMM has improved management systems. Institute for Indigenous Peoples Education established and effective. Table 3D: School-based professional development outcomes and indicators (Chapter 5) Investment name and source document Overall and end of program outcomes Expected school-based professional development outcomes and outputs School-based indicators and targets Fiji: Access to Quality Education Program (AQEP) Access to Quality Education Program, Fiji: Framework for Delivery, DFAT, 2010 Mid-term Review of the Access to Quality Education Program, Fiji, The goal of AQEP is to work with MoE and other relevant stakeholders (including education and disability stakeholders) to improve the ability of children from very poor communities, including those with disabilities, to access a quality school education. Long-term outcome—sustainable adoption of AQEP approaches and principles at school, district and MoE level to improve access to and quality for children from poor communities, including children Improved school facilities and learning environments in 85 disadvantaged schools: rehabilitated classrooms learning materials community engagement in school planning. Increased MoE capacity to identify and meet needs in the poorest schools, for improved curriculum delivery, assessment and learning Improved school access, retention and completion rates for the most economically disadvantaged schools (bottom 10% on Disadvantaged Schools Index). Children with disabilities have improved access to primary schools with inclusive infrastructure, and are enabled to complete mainstream secondary, tertiary and vocational education. Research used for evidence-informed education planning and management.
of Indonesia (MoNE), 2010 well-managed, properly financed and accredited nationwide training system for school principals, supervisors and district officials effective and efficient management of human and financial resources for schools and districts, overseen by well-run school management committees no financing or teacher distribution bottlenecks, and increased District Education Office capacity to plan, manage and supervise education resources and learning outcomes incremental reforms to central government (MoNE and Ministry of Religious Affairs) and other national government agencies resolves constraints to education service delivery Increased capability of Ministry of Religious Affairs and other government bodies for Madrasah accreditation and quality assurance consistent with minimum service standards. Evidence-informed delivery and governance of education service delivery, and progress addressing key quality increased numbers of key district officials and school supervisors in all districts trained in minimum service standards (that is, minimum expected education inputs and outcomes) for primary and junior secondary education increased annual numbers of provincial and district officials enrolled (for the time) in specifically-designed and accredited education planning and financial management training. distributed, with greater community oversight through well-run school management committees. 9500 provincial and district officials trained (in-service) in education planning and financial management. All 293 000 principals, school supervisors and district officials trained (to basic level) in school management, financial management and minimum service standards by 2016. Indonesia’s District Education Offices successfully remove bottlenecks in financing and teacher distribution, and improve their oversight and management of resources for improved education outcomes. All 650 000 principals, supervisors, relevant school committee members and district officials are trained in BOS (Indonesia’s school funding system) by 2012. Principals and school management committees of 2000 ‘lagging district’ schools constructed with Australian trained in ‘whole school development’ by 2012. Improved research, policy analysis and performance information systems
challenges, in particular: teacher quality and distribution; increased participation in early childhood education. support transparent and accountable reporting on Government of Indonesia education commitments. Pakistan: Gilgit Baltistan- Education Development and Improvement (EDIP) EDIP Mid-term Review Report, DFAT, 2013 Enhanced access, equity and quality of education with increased gender parity, participation and sustainability of community interventions in selected clusters of Gilgit Baltistan region of Pakistan: Enhanced gender parity and access to and equity of education in the targeted clusters of Gilgit-Baltistan: increased and equitable access to education for girls and boys, including out-of-school children increased access to education, enhanced classroom learning and support environment for disabled students and their families communities, especially women, enabled to contribute to management of schools improved access to adequate, comfortable and safe physical facilities and environment. Improved quality and relevance of education in targeted clusters of Gilgit Baltistan: Improved quality of education in 150 ‘clustered’ schools in Gilgit-Baltistan, through: creation of ‘child friendly’ classrooms and communities setting up learning resource schools and learning resource centres to support each cluster enhanced classroom environment for disabled students and their families increased involvement of communities, especially women, in school management safer and better-equipped schools and classrooms professional and committed teachers effective head teachers and education managers better quality teaching improved leadership and management by government % increase in average (male and female) grade 5, 8 and 10 results in annual examination. % decrease in casual leave and leave without pay by teachers and head teachers. % improvement in student and teacher attendance. % reduction in annual teacher transfer rate. Facilities upgraded and child friendly, and disability awareness sessions conducted with communities and teachers in target schools. Clustered schools benefit from materials and professional support from teacher educators and learning resource schools and learning resource centres. Training needs assessment completed and 21 MTTs trained. MTTs on-train 525 teachers in education. Teachers observed teaching in disability-sensitive and inclusive ways,
increased professionalism and commitment of teachers improved capacity of head teachers and educational managers to manage and deliver services to schools enriched quality of teaching. DepED in targeted districts of Gilgit Baltistan has strengthened capacity for education governance and management: government officials and project staff have broadened vision and skills improves institutional linkages and networking promotes and sustains and improved learning environment in the region Education department enhanced capacity to formulate and implement policy. education officials and project staff enhanced DepED capacity to formulate policy and implement quality improvements. and children report improved teacher practices (pre-teacher and post-teacher training survey). % of schools with active, inclusive school management, parent-teacher and other committees (baseline and end-line surveys and data). 30 teachers and teacher educators complete Master of Education. Short courses conducted for teachers (library, school improvement, cluster workshops, orientation, inclusive education). 50% of 440 certificate-trained teachers demonstrate improved content knowledge and teaching skills in English, Urdu, mathematics and science (post-training evaluations). % of teachers who develop lesson plans with Specific, Measurable, Achievable, Relevant and Time-bound (SMART) objectives. % of (60 identified) head teachers who successfully complete advanced diploma in educational leadership and management (3 x 3-week sessions). % of (60 identified) head teachers who successfully complete Certificate in Education.
Primary Education Development Program (cancelled) Bangladesh INJ957—Support to Bangladesh Third Primary Education Development Program Interview 2, DFAT Staff 1 Bangladesh INJ957—Support to Bangladesh Third Primary Education Development Program Interview 3, Program Staff 1 Fiji INJ515—Fiji Access to Quality Education Program Interview 1, DFAT Staff 1 Fiji INJ515—Fiji Access to Quality Education Program Interview 2, Partner Government Staff 1 Fiji INJ515—Fiji Access to Quality Education Program Interview 3, Program Staff 1 Indonesia INJ648—Professional Development for Education Personnel Interview 1, Professional Development for Education Personnel Program Staff 3 Indonesia INJ648—Professional Development for Education Personnel Interview 1, Analytic and Capacity Development Partnership Program Staff 1 Indonesia Analytic and Capacity Development Partnership Interview 2, ProDEP Program Staff 1 Kiribati INI620—Kiribati Education Improvement Program Phase II Interview 1, DFAT Staff 1 Kiribati INI620—Kiribati Education Improvement Program II Interview 2, Program Staff 1 Kiribati INI620—Kiribati Education Improvement Interview 3, DFAT Staff 1