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PROJECT DOCUMENT

“QUALITY TEACHERS FOR EFA”

ENHANCING TEACHER EDUCATION FOR BRIDGING THE EDUCATION QUALITY GAP IN AFRICA

LOG FRAME AND BUDGET OF THE IMPLEMENTATION PHASE OF:

CONGO, DRC, LIBERIA, TANZANIA, UGANDA

August 2014

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Contents

1. Background ..................................................................................................................................... 3

2. Definition of the implementation phase ........................................................................................ 3

3. Planning........................................................................................................................................... 6

4. Log frame ........................................................................................................................................ 9

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1. Background A second group of five beneficiary countries of the CFIT Project have completed the preparatory phase, which led to a needs assessment report and a project document. The group consists of:

a. Republic of Congo b. Democratic Republic of the Congo c. Republic of Liberia d. United Republic of Tanzania e. Republic of Uganda

The CFIT Project foresees that after completion of the preparatory phase, the project countries may enter into the implementation phase: 2014 – 2016.

2. Definition of the implementation phase The overall goal of the second phase is the actual implementation of the project’s four main components:

a. Capacity development of the key teacher education/training institutions; b. Enhancement of the key teacher education/training institutions in training

teachers through and about ICT; c. In-country networking among teacher training institutions; d. Cross-country networking and knowledge sharing among teacher

education/training institutions. The details of each component are as follows:

a. Capacity development of the key teacher education/training institutions Based on recommendations from the needs assessment reports, this phase will start with content development workshops to prepare training resources, training programmes, modules and tools for capacity development, and drafting guidelines for actual implementation of the specified activities. Depending on the country contexts, focus will be put either on capacity building (institutional, organisational, individual) or on developing enabling environment in terms of equipment, or both. More concretely, capacity development will be implemented at three levels:

i. Capacity development at policy level, targeting policy makers and institutional leaders of the key teacher education/training institutions, to strengthen the leadership and address issues relating to the reinforcement of teacher training institutions.

ii. Capacity development at technical level, to enhance the effectiveness and the performance of teacher training and professional development programmes. Depending on country priorities and needs, the following activities will be implemented:

• Frameworks and guidelines design for pre- and in-service teacher training (e.g. teacher professional standards, teacher competencies or curriculum);

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• Translation of the framework into national programmes and their implementation;

• Training of trainers in the use of the teacher training programmes translated or elaborated based on the framework (this will include the production of teacher training programmes as well as materials);

• Development of teacher training curricula and/or resources for both pre- and in-service programmes.

iii. Enhancement of the teacher supply capacity of the existing the key teacher education/training institutions through the use of ICT: the project will provide the necessary equipment and technical supports to develop or upgrade the TTIs’ distance training programme to reach more teacher trainees who could not be reached otherwise. This will also contribute to the development of collaboration and exchange among TTIs, as well as the promotion of networks of teacher trainers/educators.

b. Enhancement of the key teacher education/training institutions in preparing teachers with competency of using ICT to improve the quality of teaching and learning.

This component will start with situational analysis on the e-readiness of the participating key teacher education/training institutions, 4 needs assessment on the teachers’ ICT competency, and scoping studies on ICT solutions that can be effectively used to enhance access to quality teacher education and development in the target countries. The main findings from these studies will be presented and discussed in a seminar, bringing together all the target countries, with the aim to derive policy recommendations for the concerned countries, including the development of national ICT Competency Standard for Teachers. Following the seminar, each participant country will organize and implement capacity building programmes at three levels.

• At policy level: Recommendations should be made to policy makers with a view to enhance their capacity to review national ICT policies in the field of teacher training and development, defining guiding principles and master plans, developing national ICT Competency Standard or Framework for teachers to promote reforms in this area.

• At the curriculum level: Capacity building activities will target curriculum managers and teacher education/training institutions’ administrators to review the trainings on ICT in education and the training modalities, to develop new or update existing training courses on ICT in education, particularly through blended learning modalities.

• At technical level, capacity building activities will target master teacher educators/trainers, researchers and technicians, with a view to enhance their capacity to develop e-learning contents and to implement training courses on ICT in education, based on the ICT equipment provided and the materials/courses developed by the project. The project will also seek to enhance the educators/teacher trainers’ capacity to actually deliver the newly developed or updated training courses on ICT in education through the blended learning modalities.

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c. In-country networking among teacher training institutions. The emphasis that the project places on a key teacher training institution has to be supplemented by enough opportunities to liaise, disseminate and share knowledge among teacher training institutions, and related centres, in the country. In addition, the project will look at ways in which the experience, the capacities and the equipment can be also put at the disposal of the national community of teacher trainers.

d. Cross-country networking and knowledge sharing among teacher education/training institutions.

Good examples of policies in reinforcing institutional capacities, best practices, successful stories, and lessons learnt will be collected and shared regularly through publications, newsletter, website, and other media. Sub-regional and regional events will be organized to share knowledge and discuss concerned issues among all participating countries and other countries also in the spirit of South-South cooperation.

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3. Planning The activities are to be carried out in these five beneficiary countries from 2014 to 2016. Table 1 summarizes the objectives and proposed interventions in the five project countries as well as at the UNESCO Headquarters’ level. Table 1: Planned activities in each project country and UNESCO Headquarters Activity Details per country Headquarters

Congo DRC Liberia Tanzania Uganda 1. Development of learning materials

ER4: Developing pedagogical resources (4.1, 4.2)

ER1: Improved teacher training based on ICT (1.5, 1.6, 1.7)

ER1: Reinforced teacher training course in ICT of University of Liberia (1.2)

ER1: Capacity development on pre-service programme for Science and Maths teachers through ICT (1.2, 1.3)

ER1: ICT labs reinforced to support teaching and learning (1.1, 1.2)

1.1 Technical support and quality assurance for the development of learning materials ER2: Education community

and stake-holders sensitized (2.2) ER3: Pedagogical practice of teacher training, teaching and learning improved via ICT (3.1)

ER2: Capacity development of teacher educators at University of Liberia in using ICT in teacher training (2.1, 2.2)

ER2: Capacity development on in-service programmes for Science and Maths teachers through blended modalities (2.1, 2.2, 2.3)

ER2: Improved competency of teacher educators in using ICT for teaching and learning (2.1, 2.2)

ER3: ICT enhanced resource centre at University of Liberia 1&2 (3.1)

ER3: ICT usage in networking and partnership for enhancing school-based teachers’ CPD (3.1) ER4: Improve in-service

teacher training programme (4.1) ER5: Reinforced teacher training course in ICT at rural TTIs (5.1) ER6: Capacity development of teacher educators at RTTIs in using ICT in teacher training (6.1) ER7: ICT enhanced resource centres at RTTIs (7.1)

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2.Training and seminars at national level

ER5: Capacity development of teachers (5.1, 5.2, 5.3)

ER1: Improved teacher training based on ICT (1.2, 1.8)

ER1: Reinforced teacher training course in ICT of University of Liberia (1.1)

ER1: Capacity development on pre-service programme for Science and Maths teachers through ICT (1.3, 1.4)

ER1: ICT labs reinforced to support teaching and learning (1.4)

2.1 Technical backstopping during workshops

ER2: Education community and stake-holders sensitized (2.1, 2.3, 2.4)

ER2: Capacity development of teacher educators at University of Liberia in using ICT in teacher training (2.3)

ER3: Networking linking the TTIs for knowledge sharing (3.1, 3.2)

ER2: Improved competency of teacher educators in using ICT for teaching and learning (2.3)

ER3: Pedagogical practice of teacher training, teaching and learning improved via ICT (3.2, 3.3, 3.4, 3.5, 3.6, 3.7)

ER6: Capacity development of teacher educators at RTTIs in using ICT in teacher training (6.2)

ER3: ICT usage in networking and partnership for enhancing school-based teachers’ CPD (3.2, 3.3)

ER2: Capacity development of teacher educators (2.1, 2.2) ER3: Capacity development of teacher supervisors (3.1, 3.2)

3.Purchasing equipment

ER1: Reinforced equipment (1.1, 1.2, 1.3, 1.4, 1.5)

ER1: Improved teacher training based on ICT (1.1, 1.3)

ER3: ICT enhanced resource centre at University of Liberia (3.2, 3.3)

ER1: Capacity development on pre-service programme for Science and Maths teachers through ICT (1.1)

ER1: ICT labs reinforced to support teaching and learning (1.3)

3.1 Equipment for the management team

ER7: ICT enhanced resource centres at RTTIs (7.2, 7.3) ER8: Local level monitoring and evaluation (8.1)

4.Monitoring, reporting and evaluation

ER6: Local level monitoring and evaluation (6.1)

ER1: Improved teacher training based on ICT (1.4)

ER8: Local level monitoring and evaluation (8.1)

ER4: Local level monitoring and evaluation (4.1, 4.2)

ER4: Local level monitoring and evaluation (4.1)

4.1 Technical backstopping for monitoring and evaluation at country level

ER7: Reporting evaluation (7.1, 7.2, 7.3)

ER4: Local level monitoring and evaluation (4.1, 4.2, 4.3, 4.4, 4.5)

4.2 Overall monitoring, reporting and evaluation

5. Regional meetings and dissemination

N/A N/A N/A N/A N/A 5.1 Organisation of regional meetings 5.2 Overall dissemination strategy

6.Miscellaneous activities

N/A N/A N/A N/A N/A 6.1 Miscellaneous activities

*ER = Expected result

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UNESCO Headquarters will play a major role in the technical backstopping and overall coordination, monitoring, reporting and evaluation of the implementation phase. While the specific activities to be carried out by the corresponding Field Office, as well as by the national partners, are already detailed in the country project documents (see the annexes), UNESCO Headquarters activities are described below. Table 2: Detailed description of activities by UNESCO Headquarters

Activities Components Definition 1. Development of learning materials

1.1 Technical support and quality assurance for the development of learning materials

Upon country’s request, organisation of the provision of expert support, particularly in the areas of instructional design and digital components, to the national teams responsible for the development of the learning materials. The creation of synergies across the five beneficiary countries in this domain is also included. Upon country’s request, the quality of the learning materials, both in terms of content and of instructional design, will be assessed and suggestions for improvement will be proposed.

2.Training and seminars at national level

2.1 Technical backstopping during workshops

Overall monitoring of the national training activities (design, implementation, evaluation) and eventually participation in specific modules where a global expertise may be critical.

3.Purchasing equipment

3.1 Equipment for the management team

Purchasing and upgrading of equipment for the management team.

4.Monitoring, reporting and evaluation

4.1 Technical backstopping for monitoring and evaluation at country level

Provision of technical backstopping to the national teams responsible for the monitoring and evaluation in the beneficiary countries.

4.2 Overall monitoring, reporting and evaluation

Global monitoring of the project, drafting of public reports to be published, and overall evaluation.

5.Regional meetings and dissemination

5.1 Organisation of regional meetings

At the end of the first year a regional seminar will be organize to review the lessons learnt.

5.2 Overall dissemination strategy

Development of a global dissemination strategy for the CFIT project, including a dedicated website and newsletter, as well as the publication of reports.

6.Miscellaneous activities

6.1 Miscellaneous activities

Support to beneficiary countries on demand.

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4. Log frame Table 3 synthesizes the key elements of the logical framework for this intervention. The detailed log frame of each project countries can be found in the annexes. Table 3: Log frame for the CFIT project in the five project countries

Intervention logic Objectively verifiable indicators of achievement / benchmarks

Sources and means of verification

Assumptions and risks

Develop-ment objective(s)

The project aims at accelerating progress towards the attainment of EFA goals, and in particular goal 6 – and the education-related Millennium Development Goals (MDGs) by enhancing the capacity of teacher education systems to train adequate number of qualified teachers in selected countries.

There are two basic indicators: the acceleration towards EFA goal 6, and, the improvement of students’ achievement.

UNESCO Institute for Statistics and the Ministries of Education (Statistics Units) of the project countries.

N/A

Immediate objectives or project goals (Expected results)

1. Improving the capacity of existing key teacher training institutions (TTIs) in each benefiting country to provide pre-service quality programmes, so as to increase the supply of qualified teachers, particularly through ICT-supported distance training programmes.

2. Strengthening the capacity of key TTIs in supporting in-service teachers’ continuous professional development, particularly through blended learning modalities and programmes scaling up successful ICT-support innovations in this domain.

3. Enhancing the capacity of key TTIs to equip teacher trainers and teachers with the competency of using ICT to improve the quality of teaching and learning.

4. Supporting networks of TTIs for knowledge sharing among policymakers, institutional leaders and other stakeholders on effective strategies and practices.

1. Supply of qualified teachers (having completed initial teacher training).

2. Offer of in-service CPD by the selected teacher training institutions.

3. Teacher trainers and teachers trained in ICT skills.

4. Creation of teacher networks in this domain.

Data must be collected by independent evaluators, with pre- and post-intervention observations.

Political situation and change of governments in the project countries could affect the progress of project implementation. To minimize the risks of government change and/or political instability, the interventions proposed under this project will be aligned and integrated with the countries’ educational development frameworks, and will be designed and implemented by the concerned TTIs, in consultation with all relevant stakeholders.

Outputs/ deliver-ables

1. Learning materials produced. 2. Training courses delivered to teacher trainers and teachers in

the selected subject areas. 3. Purchased equipment. 4. Regional meetings for knowledge sharing and dissemination

organized. 5. National networks of teachers created.

1. Number of learning modules produced.

2. Number of new courses offered. 3. Number of existing courses revised. 4. Number of devices installed and

working. 5. Participants in regional meetings. 6. Creation of a national network in

each beneficiary country.

Data must be collected by independent evaluators, with pre- and post-intervention observations.

The main assumption is country ownership and, in particular, the proposed activities really address the diverse needs of each beneficiary country and selected key teacher training institutions. An important risk is that too much emphasis is put on the equipment in comparison to skills development. Another concern is that the need for basic ICT skills development, particularly in the case of teachers, does not allow enough effort to be devoted to the development of ICT skills for teaching and learning.