Presented on behalf of the Ghanaian Team by T. H. Coleman Coordinator, EMIS.

Slides:



Advertisements
Similar presentations
Project Cycle Management
Advertisements

A Guide to Strengthen the Capacity of Promotoras
MONITORING OF SUBGRANTEES
MICS4 Survey Design Workshop Multiple Indicator Cluster Surveys Survey Design Workshop MICS4 Technical Assistance.
MICS4 Survey Design Workshop Multiple Indicator Cluster Surveys Survey Design Workshop General Structure of a Survey Plan.
Roles and Responsibilities. Collaborative Efforts to Improve Student Achievement Guidelines for developing integrated planning and decision making processes.
(Individuals with Disabilities Education Improvement Act) and
Multiple Indicator Cluster Surveys Survey Design Workshop MICS Technical Assistance MICS Survey Design Workshop.
 To facilitate the implementation of employment equity and the communication to employees of matters relating to employment equity and diversity.
1 Phase III: Planning Action Developing Improvement Plans.
Ministry of Education & Training. Background to Programme 31% of the total population of children are OVC Challenge is to keep the children in school.
Training for Participants Date, Location, Venue 1 Welcome! Welcome to PEM 2 Module!
1 Fieldwork logistics and data quality control procedures Kathleen Beegle Workshop 17, Session 2 Designing and Implementing Household Surveys March 31,
Indian Affairs, January 9, 2013 introducing BUDGET FORMULATION FY 2015.
Operationalizing IE: Case Study example: Textbooks and Teacher Training in Sierra Leone APEIE Workshop, May
1 Use and content of the RFP  Request for Proposals (RFP) is similar to bidding documents and include all information of the assignment, selection of.
Coordinating Center Overview November 18, 2010 SPECIAL DIABETES PROGRAM FOR INDIANS Healthy Heart Project Initiative: Year 1 Meeting 1.
a judgment of what constitutes good or bad Audit a systematic and critical examination to examine or verify.
Gifted Program Review Spring Process  In February 2013 a team of 41 individuals met to develop questions: parent, teachers, psychologists and administrators.
MICS Survey Design Workshop Multiple Indicator Cluster Surveys Survey Design Workshop Overview of MICS Tools, Templates, Resources, Technical Assistance.
THE JAMAICAN SCHOOL COUNSELLOR
Monitoring Accommodations in South Dakota Linda Turner Special Education Programs.
Standard Toolkit for Learning Centers Hosting Guide 2 – Market Research MABS Learning Centers Training-Workshop.
1 Training Issues Adapted from Multiple Indicator Cluster Surveys (MICS) Regional Training Workshop – Field Staff & Training Issues, Unicef.
Dr.Mohamed E. Osman & Prof.Thuwayba A. Al Barwani With Dr.Abdo M. Al Mekhlafi Dr. Khalid Al Saadi Ms.Laila Alhashar Ms.Fathiya Al Maawali Ms.Zuhor Al lawati.
Teachers directing the work of paraprofessionals
Clinical Teaching/Student Teaching
Academic Office: We are a collaborative team that supports student learning. 1 Presented by Academic Office Multilingual Literacy Department English Learner.
1 Impact Evaluations: Experiences from Sierra Leone and Ghana.
Student Support Team (SST) Training A Humanware Strategic Plan Activity Cleveland Metropolitan School District 1.
SEDA IMPACT EVALUATION WESTERN CAPE (SOUTH AFRICA) Varsha Harinath (the dti) Francisco Campos (World Bank) Finance and Private Sector Development IE Workshop.
District Trainer Program Helping you to plan and conduct training meetings that support effective Rotary clubs.
Sierra Leone Education Impact Evaluation Implementation Challenges & Solutions Philip F. Kargbo Philip F. Kargbo Field Coordinator.
Module 7 Verification of elmination TAS Global Programme to Eliminate Lymphatic Filariasis (GPELF) Training in monitoring and epidemiological assessment.
Indicators for ACSM.
Circuit Rider Training Program (CRTP) Circuit Rider Professional Association Annual General Meeting and Conference August 30, 2012.
Facilitating development through constitutional review FADCORP March 2014.
On Site Review Process Office of Field Services Last Revised 8/15/2011.
ISAT FREQUENTLY ASKED QUESTIONS. Why is OSBE making so many changes to the ISAT? The contract between NWEA & OSBE was due to expire. Even if the contractor.
TEAM Coordinating Committee Training (TCC).  Introductions  Mission of the TEAM Program  Design of the TEAM Program  Overview of the Module Process.
BEGINNING EDUCATOR INDUCTION PROGRAM MEETING CCSD Professional Development Mrs. Jackie Miller Dr. Shannon Carroll August 6, 2014.
Orientation and Summer Institutes Implementer’s Forum October 2005 Susan Barrett PBIS Maryland.
Systems Accreditation Berkeley County School District School Facilitator Training October 7, 2014 Dr. Rodney Thompson Superintendent.
Consultant Advance Research Team. Outline UNDERSTANDING M&E DATA NEEDS PEOPLE, PARTNERSHIP AND PLANNING 1.Organizational structures with HIV M&E functions.
Continuous Improvement. Focus of the Review: Continuous Improvement The unit will engage in continuous improvement between on-site visits. Submit annual.
School Development Implementation and Monitoring “Building a Learning Community”
PRESENTATION BY THE GHANA TEAM By Eunice Dapaah Senior Education Specialist World Bank- Ghana Office.
Texas Regional Collaboratives for Excellence in Science Teaching Guidelines for Program Evaluation Presented by Carol L. Fletcher, Ph.D. Project Manager.
Improving Teaching and Learning in Classrooms by Reducing Teacher Absenteeism in Uganda Impact Evaluation Team AFRICA IMPACT EVALUATION INITIATIVE, AFTRL.
Tanzanian German Programme to Support Health Monitoring and Evaluation Susanne Pritze-Aliassime.
Welcome to the Zone-Level District Trainer Program Helping you to plan and conduct training meetings that support effective Rotary clubs.
Impact of School Grants in Primary Schools In The Gambia Impact Evaluation Team The Gambian Team AFRICA IMPACT EVALUATION INITIATIVE, AFTRL Africa Program.
“All kids get to go to school and get a fair chance to learn. That’s the idea behind IDEA. Getting a fair chance to learn, for kids with disabilities,
Decentralisation of Basic Education in Ghana Ghana Impact Evaluation Team (GIET) Charles Aheto-Tsegah, Coachito Thomas Hutton Coleman, Inswinger Matthew.
PILOT SCHOOL PRINCIPAL EVALUATION
Working at the Coal Face
Welcome to the Zone-Level District Trainer Program
ARC Chairperson Training
Post Enumeration Survey Census
Description of Revision
KEHA Roles and Responsibilities
ARC Chairperson Training
Roles and Responsibilities
Supporting SEACs across the Province:
Family Engagement Policy
Roles and Responsibilities
The Estonian experience with ex-ante evaluation – set-up and progress
Introduce myself & around table
{Project Name} Organizational Chart, Roles and Responsibilities
Monitoring and Evaluation in SIYB Program
Presentation transcript:

Presented on behalf of the Ghanaian Team by T. H. Coleman Coordinator, EMIS

 Ghana has been embarking on a number of interventions to improve Basic Education in Ghana.  One of such intervention is the establishment of School Management Committees (SMCs) in all the Basic Schools in Ghana.  This Project seeks to evaluate the impact of SMCs function on the performance of Basic Schools.

 An impact evaluation (IE) of SMC interventions will be conducted.  The study will track the performance of SMCs and their schools through a baseline, and 1 or 2 follow-up surveys, and student tests.  Impacts of 3 different SMC interventions will be assessed by randomly assigning the tracked schools to 2 treatment groups and 1 control group.

 Control Group 1 - Control Schools/SMCs: They collect the SMC manual at the DEO office and circuit supervisor discusses it’s usage during regular visit.  Treatment Group 2 - Orientation Schools/SMCs: They receive the SMC manual at the mandatory orientation session. Moreover, circuit supervisor discusses it’s usage during regular visit.  Treatment Group 3 - Training Schools/SMCs: They receive the SMC manual at the mandatory training session. Moreover, circuit supervisor discusses it’s usage during regular visit.

 The exact number and geographical locations of schools/SMCs is conditional on funds available for the evaluation (different from the PPS funds) and procurement rules. These parameters will be confirmed as soon as the budget, prepared by GES/BED, is available.  The set of schools to take part in the study will be selected in collaboration with the World Bank team.  It is hoped that 150 schools/SMCs will be assigned to each group and that the 450 schools will be selected to ensure national representativeness of the results (with an adequate proportion of schools located in a deprived district).

 Preparation and printing of material: SMC manual, training guidelines, and handouts for trainees;  Orientation of SMCs – Treatment Group 1;  Training of SMCs – Treatment Group 2;  Distribution of the SMC manual – Treatment Group 3;  Training of trainers and facilitators;

 The MoE/GES team has already received inputs from field interviews.  Results of inputs have been analysed and submitted to UCC for validation.  Following validation, the revisions and printing of SMC manuals, 50 training guidelines, and 1500 set of handouts are expected to be completed by November 18.

 One manual will be printed out and made available for each schools/SMCs in the country.  All schools/SMCs with the exception of the schools/SMCs assigned to treatment group 2 and SMCs assigned to treatment group 3 will be invited to collect one of the SMC manual from the DEO office. They will be instructed to keep their copy in the school and made available for consultation by the SMC whenever needed. Circuit Supervisors will, as part of their routine visit, be instructed to discuss the usage of the SMC manual with SMC members.  The schools/SMCs assigned to Control group 1 will be treated the exact same way as all of the other schools/SMCs that are not part of the study.

 Representatives of the schools/SMCs that will be assigned to treatment group 2 will participate in a mandatory orientation session.  An orientation session will last for ½ to1 day and will be facilitated by one specially trained facilitator.  During each session, 3-4 teams representing 3- 4 schools/SMCs located in the same zone and assigned to treatment group 2 will be oriented together in the same venue.

 The SMC chairperson,  The head teacher,  The PTA chairperson,  The circuit supervisor,  The District Education Officer and/or one other SMC member.

 Whether there will be 5 or 6 members per SMC attending the orientation is conditional on budget. If only 5 members per team can participate, the identity of the 5 th member will be confirmed by GES/BED Headquarters.

 Presentation of the past year(s) school performance compiled using one or several of the following sources:  EMIS data,  baseline survey data,  SEA scores or other student tests scores,  school report card information.  Presentation of SMCs’ roles and responsibilities.  Description of the content of the SMC manual and instructions on how to use it.  If time allows, a limited number of training activities.

 Following the orientation, the Circuit Supervisors will, as part of their routine visits, be instructed to discuss the usage of the SMC manual with SMC members.

 Representatives of the schools/SMCs that will be assigned to treatment group 3 will participate in a mandatory training session.  A training session will last for 4 days and will be facilitated by one specially trained trainer. During each session, 3-4 teams representing 3-4 schools/SMCs located in the same zone and assigned to treatment 3 will be trained.  Each SMC/school’s team will comprise the same 5-6 SMC members as the orientation session, in other words:

 The SMC chairperson,  The head teacher,  The PTA chairperson,  The circuit supervisor,  The District Education Officer and/or one other SMC member.

 Again, whether there will be 5 or 6 members per SMC attending the orientation is conditional on budget. If only 5 members per team can participate, the identity of the 5 th member will be confirmed by GES/BED.  The training session will include the same activities as the orientation session, in addition to the activity described below:

 Extended training on the SMCs role and responsibilities and on how to improve the quality of education delivered by their school through lectures, role-plays, exercises, preparation of School Performance Improvement Programme (SPIP), etc.  Furthermore, each activity will be conducted in a more in-depth manner than during orientation session.  Following the training, the Circuit Supervisors will, as part of their routine visit, be instructed to discuss the usage of the SMC manual with SMC members.

 A total of 40 trainers/facilitators will be trained over a period of 2 weeks by a team of expert from the MoE/GES on how to conduct both training and orientation sessions.  Each trainer will receive a copy of the SMC manual and one training guideline (including samples of handouts for orientation and training sessions).  To do so, if in accordance with the MoE/GES and WB procurement rules, provisions could be made in the printing firm’s contract to request that the training guidelines and at least 60 SMC manuals be completed in time for the ToT.

 Identity of the trainers remains to be determined by GES/BED.  The trainers will be assigned in pairs to one of 20 training centers (venues) identified. Each trainer will be responsible for conduct one training session (3-4 SMCs, participants) and one orientation (3-4 SMCs, participants) in their assigned center.  To ensure that the orientation and training sessions are conducted as planned, a monitoring team will randomly visit the training centers and attend to a portion of the sessions.

 The following documents will be shared with the World Bank team:  A budget for the training of trainers, SMC orientations, SMC trainings, and consultancy (if needed);  A copy of the School Report Card questionnaire;  A copy of the training guideline to be revised.  A detailed timeline for different type of activities is presented in the tables below.  Regular communication between the MoE/GES and WB would be encouraged to track completion of the activities.

YOU