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Education Capacity Statement
The Centre for International
Development and Training
The Centre for International Development and Training (CIDT) is self-financing, not-for-profit
centre within the University of Wolverhampton. It has a 40+ year track record in facilitating
people-centered, sustainable development across the globe. CIDT staff share a deep commitment
in working with others towards the elimination of poverty and for sustainable development.
Through our work we aim to contribute to improvements in the livelihoods of vulnerable people
and poverty reduction.
The principle of participation - the active involvement and empowerment of stakeholders - is at the
core of all our work. We believe that success and sustainable progress can best be achieved by
working in a participatory way with our clients and their stakeholders. Our multi-disciplinary team
specialise in delivering these services across four practice areas: Managing for Development Results;
Education; Climate, Forests and Green Growth; and Participatory Governance and Citizenship.
CIDT has forty years of Capacity Development experience see www.wlv.ac.uk/pdf/cidt-brochure.pdf.
OUR APPROACH
In Education, CIDT works at all levels of the system: from basic to higher education, vocational and non-formal education. CIDT provides support across the education sector including: project management; education sector policy, planning and organizational development; large scale education reviews and evaluations; curriculum development and assessment; continuous professional development, strategic planning at ministerial level, district planning and school development planning, performance management, pre and in-service teacher development; whole school reform processes; school management; advisory services; training of trainers; school Improvement planning; community participation and governance; inclusion: gender; ethnicity; special educational needs; HIV and AIDS.
At the heart of all our work, in this practice area, is a commitment to challenging inequality
and removing barriers to meaningful participation and improving the quality of education.
OUR SERVICES CIDT has an international reputation for providing the following services:
Project and Programme Management
Evaluation and Lesson Learning
Training, Facilitation and Professional Development
Training, Facilitation and Professional Development CIDT has extensive expertise in training needs assessment and planning, design of
tailor-made courses, provision of workshops and seminars, study visits and technical
placements. CIDT courses are practitioner-oriented using a flexible interactive teaching
model based on active learning and participation. Our challenging and stimulating approach
to learning yields tangible, positive results for participants both personally and professionally.
We regularly conduct short training courses and workshops for clients in the UK, Europe and
developing countries, which are specifically designed to meet the requirements of the
training audience. We frequently host groups of international participants at our Telford
campus in the UK, for tailored professional development programmes. We also provide
facilitation services for clients who require professional support in conducting a consultation
or strategic planning event.
Project and Programme Management CIDT manages large international development projects across all our Practice Areas,
which typically include managing offices and teams of people at a distance, quality assuring
work, guaranteeing compliance to client regulations and ensuring that development
objectives are met. We have long experience of appraising and designing large, complex
projects to be inclusive and address critical issues.
Our deep understanding of the issues which surround the management of change is
demonstrated by the outstanding variety of consultancy and technical assistance to
ongoing programmes and projects in terms of institutional, leadership and training needs
assessments as well as facilitation, training and stakeholder engagement work. One strand
of this consultancy is Project Design; we engage in technical ex-ante appraisal and
facilitate logical framework development with groups of key stakeholders.
Evaluation and Lesson Learning CIDT has an outstanding record of managing and conducting complex evaluations,
reviews and beneficiary assessments in a range of settings, including those relating to
multi/bi-lateral agencies, inter/intra governmental; and draws upon its proven expertise in
policy and strategy development at organizational, national and international level. We are
often asked to undertake desk based reviews, impact assessments, stakeholder
consultations and organisational evaluations. CIDT is known internationally for its
participatory consultation processes and has wide experience in designing individually
tailored methodology for reviews and evaluations and for encouraging lessons to be
articulated and learned, using both quantitative and qualitative data collection
mechanisms.
Our Experience
Training, Facilitation and Professional
Development
Namibia (Patt)
Rwanda: Development of a Strategic Plan for the Rwanda Education Board (DFID August –
October, 2014).
CIDT was contracted to provide a national and international team to work with and
strengthen the capacity of all ten units of the Rwanda Education Board throughout this
strategic planning process. The output was a fully costed strategic plan with a multi-year
action plan which was developed to form the basis for the Government of Rwanda’s
application to the Global Partnership for Education fund.
Nigeria: Women for Health (DFID 2012 – 2017)
Development and implementation of a five year programme of training and capacity building
in teaching and learning methodologies for 500+ tutors from 16 Higher Education Health
Training Institutions.
Nigeria: Foundation Year Programme (Women for Health DFID, 2012 – 2017)
Supported the development of a Foundation Year Programme to enable rural girls to gain the secondary education leaving qualifications required for entry nursing and midwifery training courses in five states in northern Nigeria. The programme also builds students’ personal, social and lifelong learning skills.
Jamaica: Review and complete revision of the Primary and Secondary curricula and associated
national testing mechanisms. (Government of Jamaica Education Transformation Programme,
IADB, 2012 – 2014)
The CIDT team worked with and strengthened the core curriculum and student assessment
units throughout the revision process.
Pakistan/UK: Sindh Education Reform Project Study Visit to UK (British Council/EU 2011)
Working with close associates and Shropshire Local Authority, CIDT developed and
delivered this high impact, high intensity study visit for 15 senior Sindh education officials to
provide support to the SERP-II Reform Agenda. The study visit helped officials to
understand the new Key features in SERP-II such as the shift from input utilisation to output
and results based management based on a better understanding of quality education issues
and standards; in particular for student learning, teacher training, teacher class room
practices, and textbook quality. A number of school and relevant official visits and visitors
were planned into a challenging and enjoyable programme where inner city and rural
situations were compared along with the different kinds of cohorts to be found in Shropshire
schools.
China: School Head Leadership Training Program For Technician Schools Of Guangdong Province
(GRDSS, Guangdong and British Council, March 2011)
20 Technician School Heads undertook a 3 week, interactive study visit to UK through CIDT
to introduce the UK FE education system and TVET system to them, help improve the
leadership and management capacity of the school heads from the perspective of
strengthening their capability in cooperation with enterprise and industries, understanding
how to ensure quality of education and students' employability and enabling them to address
the challenges of economic restructure.
UK: Advisor, ELT Capacity Development, (CfBT September 2010)
Development of a programme of capacity development activities for teachers and
management in Indian schools where English is used as the medium of instruction: language
policy development; ELT skills, English Language Skills; Language Across the Curriculum.
UK/Bangladesh: Design, develop and run a 6 week CPD Civil Service Reform Programme for Senior
Bangladesh Civil Servants engaging in civil service reform to improve integration, develop
attitudes of leadership in civil service (MATT2) (DFID/British Council, April 2009 – May 2009).
Build skills and understanding of senior civil servants from Bangladesh in participatory
planning processes to build community ownership, sustainable development and partnership
working. Supported specific focus on improved equity and access to education in rural
Bangladesh.
Egypt: Capacity Development of Teachers (CfBT Education Trust, 2008 – 2011)
Development and delivery of a series of integrated English language and methodology
courses to enhance the teaching and language skills of primary maths, science, ITC and
Kindergarten teachers working in English medium schools.
UK: Adviser, Multilingual Education Advisory Group, (CfBT November 2009 – September 2010)
Providision of support to researchers into multilingual education where English or a dominant
national language is used as the medium of instruction for basic education: review research
papers and reports; advise on the progress of the research project; review the Guidelines for
Multilingual Education produced as a result of the research.
UK: Adviser, Development and Delivery of Project Management Training courses and guidance
manual for senior staff of the British Red Cross (British Red Cross, November 2008 – March 2009).
China: South-West Basic Education Project (DFID 2005 – 2010)
Provision of Project Research Team Leader and Social Development/ Community
Participation Adviser for this five year DFID-funded education support project covering the
four poorest Provinces in China. CIDT staff were responsible for providing policy and
strategy support in relation to social development, and community participation in school
management.
UK: Macmillan English series framework (CfBT Education Trust 2007)
Development of framework to map the Macmillan English series (Years 1 to 6) to the UK
Primary curriculum objectives and provide guidance on use of framework to support schools
in Abu Dhabi to plan and evaluate learning.
Kenya: Project Design for CARE South Sudan (CARE 2006)
Facilitation of a project design for improvement of basic service delivery of education, health
and water and sanitation in South Sudan at community, state and national level.
UK: Project design for CPD (CfBT Education Trust 2006)
Development of a capacity building plan for the continuing professional development (CPD) of secondary school teachers in Abu Dhabi.
South Sudan: Education Management Support (CARE South Sudan 2005)
Development of curriculum and self-study manuals in Education Management for Education Officers at State and County level to support the Sudan Basic Education Programme.
UK: English Language Planning (CfBT Education Trust 2005)
Development of Schemes of Work and ELT activities to support teachers of English in Qatar.
Botswana: Vocational Education Strategic Planning (EU 2004)
Facilitation of Ministry of Education strategic planning for EU funded Vocational Education Programme.
Namibia: Development of Storybooks (AED and USAID 2004)
Work with the National Institute for Educational Development to manage the writing,
illustration and publication of storybooks aimed to strengthen the life skills of young learners
in the face of HIV & AIDS and other behavioural and societal problems.
Jamaica: Education Data Analysis and Reporting (Government of Jamaica 2003)
Support to the Government of Jamaica with data analysis and design of school, regional and
national reporting formats for national examinations.
China: Gansu Basic Education Project (GBEP) (DFID 2000 – 2006)
Provision of the Social Development and Community Participation advisers. Roles included
the development of a participatory School Development planning process and strategies to
ensure increased access for vulnerable groups, especially girls, minority groups, and
children with special educational needs.
UK, India and Kenya: Strategic Review of Integrated Education Programme (Sight Savers
International 2001)
International strategic review of Sight Savers International (SSI) Integrated Education Programme using the India and Kenya country programmes as case studies.
Nigeria: Team Leader Extended Life Planning Education Programme (DFID 1999)
Team Leader for project appraisal (social, financial and institutional appraisal) and design
mission to design a Reproductive Health Education Programme.
Project and Programme Management
St. Helena: UK Support Officer ( DFID and Government of St Helena, April 2014 – March 2016)
Management of teacher training placements of teaching staff on overseas training;
contributing towards and supporting the development of Initial Teacher Training and
Continuous Professional Development (CPD) on St. Helena through liaison with Universities
and other Educational Establishments/personnel and identification of appropriate CPD
opportunities; provision of professional support and guidance to teachers/trainees in
University placements in relation to their studies/coursework; assisting the directorate in
managing the Shropshire Training and Development Budget as and when required and
assisting in the procurement of teaching and learning resources as and when required and
arranging the transportation of these to St. Helena
Vietnam: Lower Secondary Education for the Most Disadvantaged Regions Project Phase II (ADB
July 2013 – April 2014)
Support to the detailed design of the second phase of the Lower Secondary Education for
Most Disadvantaged Areas project.
Jamaica: Primary and Secondary Curriculum and Assessment Revision (IADB January – September
(2012 - 2013)
Project management of consortium including DPK and Pearson’s, to support the Ministry of
Education, to develop and conduct a comprehensive assessment review with a
representative sample of schools offering primary and secondary education to determine
assessment standards, design a Grade 2 diagnostic test and a three year item bank and all
accompanying resources including appropriate marking scheme and protocol, a grade nine
diagnostic test and a school leavers’ certificate. Thereafter, to lead and support curriculum
revision of relevant subjects and content areas in line with findings of the audit, the GSAT
review and in keeping with the broad objective of articulation with Grades 1-9 over all 24
subject areas. This included the design of a teacher training plan and programme in
collaboration with the Jamaica Teaching Council (JTC) for the introduction of the new
curriculum to be implemented in primary and secondary schools and accompanying
teachers’ guide, relevant standards and /or attainment targets for all grades.
St Helena: Education Sector Support Programme (ESSP2) (DFID 2010 – 2012) and St Helena:
Education Sector Support Programme (ESSP 3) (DFID 2012 -2014)
Management support to the St Helena Education and Employment Directorate in improving
the education service, especially in relation to education policy and planning, distance
education; use of ICT in education; management and curriculum development for primary
and secondary education. Provision of consultants, specialists and expertise / guidance to all
levels of the education system to assist the Education and Employment Directorate to
achieve the objectives of their 5 year education development plan. This includes support in
the following areas: subject specialist support at primary and secondary, vertically grouped
teaching methodology, main stream teaching, curriculum development, assessment for
learning; school leadership and management; teacher education; development of EMIS, staff
planning, school linking programmes; placements for key staff in schools and advisory
services in Shropshire combined with a structured and tailored programme of professional
development.
Vietnam: Lower Secondary Education for the Most Disadvantaged Regions Project, Phase 1 (ADB,
July 2011 - September 2012)
Provision of Teacher Training design and planning adviser for INSETT and PRESETT to
support remote rural lower secondary schools with high populations of ethnic minority students.
Review national and project INSETT and PRESETT provision and develop CPD Framework.
Support revision and implementation of project INSETT and PRESETT programmes, training
materials and reference materials. Work with national education departments to support
development of national strategies and guidelines for Performance Management, provision of
INSETT and school based CPD. Build capacity of provincial, district and school management
to design, implement and monitor performance management systems, district level INSETT
and school based CPD.
Zambia: Learning from Local Economic Development Practice to Strengthen Entrepreneurship in
Zambia's Copperbelt (British Council, 2009 – 2011)
Part of the Education Partnerships Africa Programme. The overall aim of the partnership
between the Copperbelt University and CIDT is to improve economic conditions in Zambia’s
Copperbelt Province by promoting economic development and strengthening
entrepreneurship. To achieve this, the project aims first at developing the capacity of staff
members of the School of Business, Copperbelt University and other project partners in the
Copperbelt to formulate local economic development strategy and projects, drawing here on
the experience of the University of Wolverhampton within its Black Country and West
Midlands contexts. The project is also directed at improving the entrepreneurial skills of
Copperbelt University students, including adult learners, through enhancing existing
entrepreneurship training programmes and instruments.
Bangladesh: Underprivileged Children’s Education Programme (UCEP, DFID 2008 – 2009)
Provision of Team Leader for a four person team to design the DFID programme of support
for the Underprivileged Children’s Education Programme (UCEP).
Namibia: English Language Proficiency Programme (ELPP) (National Institute for Educational
Development [NIED] 2008).
Development of strategic plan and detailed budget for a national English Language Proficiency Programme to improve language competence of all teachers and student teachers.
St Helena: Education Sector Support Programme (ESSP1) (DFID 2003 – 2008).
Managing Consultants and Service Providers for £2.5 million of support to the Government
of St Helena’s Education Department. Support provided included: building education
management capacity, improvement of the quality of education throughout the system;
restructuring of the primary system; restructuring of the teacher professional development
system; head teacher development; special educational needs provision; vocational
education and the use of ICT for education in remote areas. DFID funded.
Jamaica: Public Sector Reform, Ministry of Education (Government of Jamaica 2007 – 2008)
CIDT was a consortium partner in this Government of Jamaica Public Sector Reform
programme: Modernisation of the Ministry of Education. CIDT provided the “Workstream
Leader” for the review and development of a new Curriculum Standards and Assessment
Agency (including staffing and mid-term financing plan) and provided staff for the review and
design of decentralised service delivery and improved community participation in the
governance of the education system.
Jamaica: Jamaica All-Age Schools Project (JAASP) (DFID 2000 – 2003)
Contracted as Managing Consultants for the £6 million DFID-funded Jamaica All Age
Schools Project. The project, which operated in the poorest primary schools throughout the
country centred on School Development Planning processes and the involvement of
community members in the management of schools. It also included the decentralisation of
school financing, curriculum reform, teacher development, infrastructure development and
whole school development.
Nigeria: Capacity for Universal Basic Education Project (DFID 2004)
Provision of team leader for community consultation exercise in the education sector in 16
Nigerian States (1500 schools) to ensure that State level planning takes account of local
contexts and the voices of local communities. The role included the design of the
consultation process, training of 50 state researchers, support to the training of 266 local
consultants, overseeing of, and support to the consultation process, data analysis and report
writing.
Evaluation and Lesson Learning
Zimbabwe: (UNICEF September 2014 – ongoing)
CIDT with is working in-country partners, Development Data, to conduct a baseline survey for the Global Partnership in Education fund. CIDT has provided the Technical Team Leader and Education Specialist for the nationwide survey, to determine the current status of the learning environment and student and teacher performance in primary education in Zimbabwe. Tasks include the design of the survey and tools, management of fieldwork, the development of final report and presentation to UNICEF and GoZ.
Zimbabwe: Team Leader for the Final Evaluation of Camfed’ s ‘Community Action for Girls’
education in Zimbabwe’ Project, (Camfed July 2014 – September 2014)
CIDT was contracted to undertake a final external evaluation of Camfed’s three year project funded by DFID through the grant mechanism of the Civil Society Challenge Fund (CSCF). This evaluation focused on gathering qualitative and qualitative evidence through field visits and desk reviews on project deliverables and logframe outputs. The focus of this assignment was aimed at revitalising education at a critical time in Zimbabwe through extensive partnership networks at local and national level behind a ‘Together We Can’ campaign and collaborative Whole School Approach principles.
Zimbabwe: Evaluation of Camfed’s ‘Transforming the Lives of Rural Children in Rural Zimbabwe’
Project (Camfed Zimbabwe April 2014 – May 2014)
CIDT was contracted to undertake this final evaluation of the 3-year ‘Transforming the Lives
of Children in Rural Zimbabwe Project’, funded by the Roger Federer Foundation (RFF).
The evaluation focused on gathering both qualitative and quantitative evidence on the
project objectives of the critical issue of child hunger, tackling some of the economic barriers
that children face in accessing and/or remaining in primary school, and ways in which a
network of social support within the school and wider community has been built and centred
on the child.
Nigeria: Women for Health (Health Partners Int, Jun 2013 – 2017)
Senior Technical Adviser for Monitoring and Evaluation, Education and Gender for this five-
year programme to strengthen the capacity of northern Nigerian Health Training Institutions
to successfully train female health professionals for deployment to rural areas. Role has
included institutional assessments, strategic planning and capacity strengthening.
UK/Malta: Impact Assessment of Malta Commonwealth Secretariat Third Country Training
programmes (Commonwealth Secretariat, April 2013 – June 2013)
Impact Assessment of the Malta-Commonwealth Third Country Training Programme and
recommendations for the commonwealth Secretariats strategic approach to training for
development. Review conducted through review of training programmes and materials,
meetings with training providers in Malta; online survey and telephone interviews with
participant in training.
Pakistan: Institutional and Organisational Development Assessment of the National Vocation and
Technical Education Commission (NAVTEC) and the Technical and Vocational Training Authorities
(TEVTAs) (EC/DFID and GIZ 2011-2012).
A CIDT staff member was contracted as the team leader of this training needs analysis to
consider practical possibilities for the development trajectory for NAVTEC and the TEVTAs.
Rwanda: Support to Ministry of Education Planning and Development of Monitoring and
Evaluation Frameworks (Government of Rwanda 2006 – 2009)
Support to the Government of Rwanda in the development of its National Economic Development Poverty Reduction Strategy (EDPRS) and support to all Rwandan Ministries, including the Ministry of Education in their national planning processes and development of monitoring and evaluation frameworks.
Nigeria: Impact/Beneficiary Assessment (World Bank 2005 – 2006)
Beneficiary assessment of IDA funded Universal Basic Education Project to support transition to SWAP. Training of local consultants to carry out participatory approach to community consultation, development of instruments; data analysis; and report writing.
Worldwide: Evaluation of UNESCO’s Contribution to ‘Education for All’ (UNESCO 2005 – 2006)
Provision of two members of staff for this evaluation of UNESCO’s work in the preparation
and implementation of national plans and regional lesson learning under the Education For
All (EFA) strategy, as part of a worldwide evaluation. The role included country reviews
focusing on UNESCO’s collaboration with donors, civil society and relevant ministries in Mali,
Burkina Faso, Colombia and Guatemala and UNESCO cluster office in Ecuador.
Namibia: Evaluation of Quality of Education (NIED 2005)
Support to evaluation of quality of education, teacher development and teacher learning through observation and semi structured interviews.
Zambia: Sub-Sector Review of High School Education (DFID 2004 – 2005)
CIDT was the Managing Consultants and provision of a 12 person team for this nine month
review of all aspects of high school education across the country: management and
governance; equality and access issues; curriculum and quality of teaching/learning;
resources and use of ICT; vocationalisation; infrastructure; and equitable financing. The
review identified short-term efficiency gains to ensure greater operational effectiveness and
longer term major policy decisions to transform high school education and ensure its
responsiveness to vulnerable groups
Contacts
CIDT is a self-financing, not-for-profit development and training centre working within the
academic framework of the University of Wolverhampton. It operates within an internal
company structure and is highly experienced in the contractual, managerial, operational and
financial aspects of external, client-funded contracts and projects. This organisational
framework means that the Centre is free to respond quickly and flexibly to clients’ and
partners’ needs and requests as they arise, whilst maintaining the backing of the University’s
financial, personnel and quality assurance support.
For further information on CIDT capacity within this practice area please contact the
following staff members. We will be happy to discuss in more detail the services CIDT can
offer and to put together a costed programme to meet your organisational needs.
Education Practice Area Team Leader:
Rachel Roland r.j.roland@wlv.ac.uk
Education Team:
Patt Flett pattflett@wlv.ac.uk
Mary Surridge m.e.surridge@wlv.ac.uk
Lilla Oliver l.oliver@wlv.ac.uk
University of Wolverhampton Centre for International Development and Training University of Wolverhampton, Faculty of Social Sciences Telford Innovation Campus, Shifnal Road Priorslee, Telford TF2 9NT, UK
info@cidt.org.uk
http://www.wlv.ac.uk/cidt
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