EDUCATION OFFICERS TRAINING: CYCLE 3 FACILITATOR’S …

Accelerated Quality Education for Liberian Children | Education Officers Training Cycle 2 2019

EDUCATION OFFICERS TRAINING: CYCLE 3 FACILITATOR’S MANUAL

Accelerated Quality Education for Liberian Children | Education Officers Training Cycle 2 2019

ACCELERATED QUALITY EDUCATION FOR LIBERIAN CHILDREN

EDUCATION OFFICERS TRAINING: CYCLE 3 FACILITATOR’S MANUAL December 16-18, 2019

USAID/LIBERIA ABE: ACCESS IDIQ CONTRACT

AID-OAA-I-14-00073/AID-669-TO-17-00001

Prepared for:

Judy Webb, Contractor Officer (CO)

Office of Acquisition and Assistance

United States Agency for International Development/Liberia

c/o American Embassy

502 Benson Street

Monrovia, Liberia

Prepared by:

Education Development Center

43 Foundry Avenue

Waltham, MA 02453-8313

USA

USAID/Liberia ABE:ACCESS IDIQ Contract AID-OAA-1-14-00073/AID-669-TO-17-00001 This document was made possible by the support of the American people through the United States Agency for International Development (USAID). This document was produced for review by the United States Agency for International Development. It was prepared by Education Development Center, Inc. (EDC) for USAID/Liberia Accelerated Quality Education for Liberian Children.

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Accelerated Quality Education for Liberian Children | Education Officers Training Cycle 3 2019 1

Contents ACRONYMS ............................................................................................................................................ 2

SESSION OUTLINE AND HANDOUTS ............................................................................................. 3

INTRODUCTION ................................................................................................................................... 4

OVERVIEW OF TRAINING .................................................................................................................. 4

TRAINING AGENDA ............................................................................................................................. 6

DAY 1 ....................................................................................................................................................... 8

SESSION 1: Introduction to the Cycle 3 EOs Training ............................................................................................................... 8 SESSION 2: County update—status of the action plan from Cycle 2 EOs training ........................................................ 11 SESSION 3: Overview of the MOE budget planning process and county budgeting/monitoring ................................. 13 SESSION 4: Basic budgeting principles and best practices ..................................................................................................... 16 SESSION 5: Documents needed to inform MOE budgeting process ................................................................................... 19

DAY 2 ..................................................................................................................................................... 22

SESSION 6: The role of county education team in MOE budget process .......................................................................... 22 SESSION 7: Review of AE principle 6 and cost factors for ALP budgeting ......................................................................... 24 SESSION 8: Strategies for linking county education plan to MOE budget ......................................................................... 27 SESSION 9: SLE midline assessment findings and ALP-SQIP baseline assessment findings .......................................... 29

DAY 3 ..................................................................................................................................................... 31

SESSION 10: Overview of ALP Policy on Learner Eligibility, Assessment, and Certification (LEACP) ............................ 31 SESSION 11: County Education Team Action Planning ............................................................................................................ 33


ACRONYMS

ABE Alternative Basic Education

AE Alternative Education

AEC Alternative Education Coordinator

AED Alternative Education Division

AES Alternative Education Supervisor

ALP Accelerated Learning Program

CEO County Education Officer

COR Contracts Officer Representative

DEO District Education Officer

DPE Department of Physical Environment

EDC Education Development Center

EO Education Officer

EMIS Education Management Information Systems

ESP Education Sector Plan

GBV Gender Based Violence

GOL Government of Liberia

MoE Ministry of Education

NGEI National Girls’ Education Initiative

OOSC Out of School Children

OOSY Out of School Youth

PCENDPD Parents, Community Engagement and National Dropout Prevention Division

PQS Program Quality Standards

PTA Parent Teacher Association

RERA Rapid Education Risk Assessment

SRGBV School Related Gender Based Violence

SOW Scope of Work

TCoC Teachers’ Code of Conduct

TWG Technical Working Group


Session Outline and Handouts

Session Handouts

Session 1: Introduction to Cycle 3 EOs Training

Handout 1.1: Introduction and Background

Handout 1.2: Overview of Training

Handout 1.3: Illustrative Agenda

Handout 1.4: Pre-test Questionnaires

Session 2: County update—status of the action plan from Cycle 2 EOs training

Handout 2.1: Template overview for EO Action plan review

Handout 2.2: PowerPoint presentation template for EO Action Plan review

Session 3: Overview of MOE budget planning process

Handout 3.1: Ministry of Education Budgeting Process

Handout 3.2: County Budgeting and Monitoring

Session 4: Basic budgeting principles & best practices

Handout 4.1: Scenario on Principles and Best Practices for Education Budgeting Handout 4.2: Basic Principles and best practices of budgeting

Session 5: Documents used for the MOE budgeting process

Handout 5.1: Major documents used in MOE Budgeting Process

Session 6: The role of county education team in MOE budget process

Handout 3.2: County Budgeting and Monitoring

Session 7: Review of AE principle 6 and cost factors for ALP budgeting

Handout 7.1: AE Principle 6: goals, monitoring and funding alignment

Session 8: Strategies for linking activity plans to MOE budget

Handout 8.1: County education plan template Handout 8.2: Developing a County Level Budget for ALP

Session 9: SLE mid-line assessment findings and ALP-SQIP baseline assessment findings

Handout 9.1: SLE Midline Assessment Findings and Recommendations Handout 9.2: ALP School Quality Improvement (SQIP) Baseline Assessment Findings

Session 10: Overview of ALP Policy on Learner Eligibility, Assessment and Certification

Handout 10.1: Diagram on Learner Eligibility, Enrollment, Placement, Attendance, Completion, Certification & Transition Handout 10.2: Learner Eligibility, Assessment and Certification Guidelines for Accelerated Learning Programs Handout 10.3 video review School Quality Improvement Process to assess ALP provision

Session 11: County Education Team action planning

Handout 11.1: County Education Team action planning template

Workshop Closure Post-Test Questionnaire Workshop Evaluation Form


Introduction

USAID Accelerated Quality Education for Liberian Children Activity (AQE) is a 4-year intervention with the Ministry of Education (MOE) aimed at increasing access to primary education for approximately 48,000 children who have never been to school or who have dropped from school before completing grade 6. Implementation of the activity is being done in 264 public schools in Montserrado, Grand Bassa, Bong, Margibi, Lofa and Nimba. The activity focuses on two major result areas: institutionalizing a framework for ALP and increasing the number of learners who are eligible to re-enter the formal school system.

Institutionalization of the ALP framework, especially as the MoE seeks to decentralize management of educational services, requires that education officers at the county, district and site levels have the knowledge and skills needed to implement, monitor and support quality ALP services. Toward this end, AQE provides professional capacity enhancement support to education officers (EOs) and other professional staff to ensure quality in monitoring, supervising, recording and reporting on ALP activities over the course of the year. Training workshops for EOs and other professional staff are held at the county level using interactive and participatory methodologies to ensure that they have the information, skills and needed tools to support accelerated learning program (ALP) at county and district levels.

Training cycles for EOs and other professionals have been informed by self-assessment of competencies by a cadre of EOs, Institutional Capacity Assessments (ICA) at county level, continuous program monitoring, research and reporting by EDC staff and MOE-TWG staff.

The training package presented here is the third cycle in the series for EOs capacity building under USAID Accelerated Quality Education for Liberian Children Activity (AQE). The training is informed by data gathered over the course of ALP implementation and annual ICAs conducted in the activity counties. Thematic areas for the training include: 1) EOs role in school budgeting, 2) use of data from SLE mid-line assessment to promote safe schools, and 3) engendering effective management and leadership at school, district and county levels.

EDC will continue to deliver training that is aligned with MoE policies, the roles and functions of the participants with respect to the implementation of ALP and good practice in professional development and training.

Overview of Training

1) Characteristics of Participants: The training will target members of the county education team in AQE Activity counties. Led by the County Education Officer, members of the county education team include District Education Officers, Alternative Education Supervisors and Coordinators. Professional personnel posted at the county as part of administrative decentralization form a part of the county education team. They include Human Resources, Monitoring and Evaluation, Planning, Procurement and Logistics, and Finance personnel. For cycle 3, the specific training needs and interests identified through the annual ICAs, showed that financial management at the county level remains a critical priority for additional capacity development support.

2) Learning Outcomes: Participants will have a deeper understanding of the budget process for the education sector. They will recognize the principles and techniques applicable to the budget process and identify budgeting practices that can be applied to ALP. The training will also enable participants to explore cost elements for implementing ALP at the county and district levels. Participants will be able to use data from SLE mid-line to develop measures for promoting safe


schools, with special focus on ALP. They will be able to link with community stakeholders to promote safe teaching and learning environment to boost learners’ enrollment, attendance and retention for better learning outcomes. Participants will review the ICA plans and implementation. They will further review the performance of the county education team in addressing existing institutional gaps. Specifically, by the end of the Cycle 3 Training participants will be able to:

§ Describe the principles and policies that guide the education budget process, from planning and execution to monitoring.

§ Identify ways to link budget to various education plans, including ICA at the county and district levels and SQIP at the site level.

§ Determine realistic budgets for implementing ALP considering various cost factors at the county, district and site levels.

§ Discuss Alternative Education (EA) principle 6 and its implications for ALP planning and budgeting.

§ Determine the major cost factors in budgeting for ALP implementing at the county, district and site levels.

§ Conduct continuous review of budget and re-planning of activities as a means of improving value for money.

§ Use data from SLE mid-line assessment and results of Module 9 School quality improvement pilot to develop plans for improving school level performance.

§ Review progress and challenges in the implementation ongoing ICA plan and make needed adjustments for the next phase of activities.

3) Trainers: The trainers for Cycle 3 Training will be comprised of MoE and EDC staff who are content experts and have the skills to help training participants interact with the content and how it is relevant to their duties within the ALP and MoE structures. They will also have the experience and discipline to support CEOs in building strong teams and developing actionable county level plans. These trainers, if successful, can continue to provide support (coaching/mentoring) to county teams, based on their roles within the MoE and the needs of the counties. AQE staff can provide additional support as needed.

4) Training Strategies: Given the characteristics of the participants, a variety of participatory and interactive techniques will be used to deliver the training content. These will include brainstorming, pair work, group work, presentation and discussion, case studies, plenary discussion, etc. There will be an element of analysis and planning as well as opportunities to determine what each participant is expected to do with training inputs, as individual and as part of a broader country or district team. In so doing, participants will have the space to work together in district or county teams as well as to work with peers in “role alike” groups according to positions—EOs, AESs and professional staff.


TRAINING AGENDA Day 1

Time

Session Title Lead/Co-

Facilitators

Comments

7:00 – 8:00 BREAKFAST and Registration All

8:00 – 9:15 Session 1: Introduction to Cycle 3 EOs Training Facilitators

9:15 – 10:15 Session 2: County update—status of the action plan from Cycle 2 EOs training

Participants

10:15 – 12:00 Session 3: Overview of the MOE budget planning process and county budgeting/monitoring

12:00 –1:00 LUNCH All

1:00 – 2:00 Session 4: Basic budgeting principles & best practices

Facilitators

3:30 – 4:15 Session 5: Documents needed to inform MOE budgeting process

Facilitators

4:00 – 4:30 Review of day 1 Facilitators

Day 2

Time Session Title Lead/Co-Facilitators

Comments

7:00 – 8:30 Breakfast and Registration M&E/All

8:30 – 9:00 Recap based on Day 2 Facilitators

9:00 –11:00 Session 6: The role of county education team in MOE budget process

Facilitators

11:00–12:00 Session 7: Review of AE principle 6 and cost factors for ALP budgeting

Facilitators

12:00 – 1:00 Session 8: Strategies for linking county education plan to MOE budget

Facilitators

1:00–2:00 LUNCH All

2:00–3:00 Session 8: Strategies for linking county education plan to MOE budget (Practicum on ALP budgeting)

Participants

3:00–4:20 Session 9: SLE midline assessment findings and ALP-SQIP baseline assessment findings

Facilitators

4:20–4:30 Review of day 2 Facilitators


Day 3

Time Session Title Lead/Co-Facilitators

Comments

7:00–8:30 Breakfast and Registration M&E/All 8:30–9:00 Recap based on Day 2 Facilitators 9:00–10:00 Session 10A: Overview of ALP Policy on

Learner Eligibility, Assessment, and Certification (LEACP)

Facilitators

10:00 –11:00 Session 10B: Overview of School Quality Improvement Process (SQIP)

11:00–1:00 Session 11: Development of counties action plan

Participants

1:00–2:00 LUNCH All 2:00–3:00 Session 11 (cont’d): Presentation and

finalization of counties action plan Participants

3:00–3:30 Review of day 3 Facilitators

3:30–3:45 Post Test/ Training Evaluation and Closing remarks

Participants

3:45–4:30 Administration and Finance Matters AFO


DAY 1

SESSION 1: Introduction to the Cycle 3 EOs Training

Duration: 1 hour 15 minutes

Session Objectives:

By the end of this session, participants will have

§ Been welcomed to the workshop and acquainted with each other and trainers § Common understanding of the learning outcomes of the training workshop § Shared expectations of the training and linked expectations to learning outcomes § Discussed workshop agreements, and agreed to the timetable for the training § Completed the pre-test questionnaire designed for the training workshop

Key learning points:

§ Background/rationale for the training § Names, positions, county, district and other units represented in the training § Expectations of participants for the training and learning outcomes § Agreements about any expectations about what will not be met in the training § List of workshop agreements (norms about what will enhance cooperation & learning)

Preparation:

§ Facilitator should read the session plan for better understanding of the mode of facilitation. If several facilitators are conducting the session, ensure that each facilitator is familiar with the session plan and understands where s/he starts and stops.

§ Develop and/or read the talking points for the opening speaker, and formulate specific questions for group introduction. Prepare flipcharts to be used at various stages of the session implementation.

Materials:

§ Prewritten learning objectives for the session (legible written on flipchart paper) § Prepared flip chart with introduction points; question for expectations; and parking lot § Flipchart stand, blank flipchart papers, name tags, markers, notebooks, masking tape § Copies of training agenda and learning outcomes (sufficient for individual participant)

Session activities:

Time Activities Notes 20

minutes

Introduction and warm-up

§ Call participants to order and introduce yourself by stating your name, position in AQE and role in the training.

§ Introduce the opening speaker, that is, the County Education Officer (CEO) and invite him/her to make welcome statement and officially open the workshop.

§ Introduce the training team by calling the name and position of individual team member.

§ Review objectives for the introductory session (these should be on a flipchart).

§ Set an appointment time (8am – 12pm) when participants can interact and get to know each other by name, position, area of assignment,

Talking points to be developed for the first welcome, which provides a brief rationale for the training.


etc.

45 minutes

Climate setting and housekeeping

Expectations: § Elicit participants’ expectations for the workshop by asking the

following questions: o Why are we here? o What would you like to happen in this workshop? o What are you afraid will not happen in this workshop?

§ Give participants 3 pieces of sticky note (different colors) so they can write their expectations.

§ Categorize the expectations on 2 flipcharts: 1) Like to happen and 2) Afraid will not happen.

§ Ask participants what expectations are similar and what things are different. Point out those expectations that will be addressed in the workshop and those that will not.

§ Point out expectations that will not be met in this workshop will be considered in a future.

§ Share the learning outcomes for the workshop, and together with participants point out how the learning outcomes are related to the expectations.

§ Share the workshop agenda, and then highlight the day’s activities

and schedule. Note any changes and/or shifts.

§ Lead participants into setting workshop norms by asking the questions below: o How we will work together during this workshop? o What will make our work/time effective? o What can we do to avoid things that might take away from our

effectiveness?

§ After the workshop norms have been formulated, post it at a visible part of the training room for constant reminder.

§ Introduce notion of “parking lot” and post a flipchart that will be the parking lot to capture outstanding issues.

§ Provide administrative and housekeeping information such as allowance payment date, location of restrooms for male and female, location of phone charging stations, etc.

Expectations, Objectives, Norms and Parking Lot should be displayed and used throughout the training.


10 minutes

Conclude the session and present summary of pre-test § We now know who is in the room; what we are going to do together

this week, i.e., our intended outcomes; norms about how we will work; and an agenda for completing our work.

§ Present summary results from the pre-test and inform participants there will be a post-test and training evaluation at the end of the workshop.


SESSION 2: County update—status of the action plan from Cycle 2 EOs training

Duration: 1 hour

Session objectives:

By the end of this session, participants will be able to

§ Review progress and challenges with the implementation of county action plan from Cycle 2 EOs training.

§ Make needed adjustments to the next phase of activities of county action plan from Cycle 2 EOs training.

Preparation:

§ Review county action plan from Cycle 2 EOs training, taking into consideration planned activities and timelines.

§ Facilitators should read the template for county report and make a list of possible questions to ask after the update.

§ County TLs should share copy of the report template with the CEO, and if possible other members of the county education team. (At least 1 week ahead of training)

§ County TLs should inform the CEO to work with other members of the county education team to prepare an update on the action plan from Cycle 2 EOs training.

Materials:

§ Prewritten learning objectives for the session (legible written on flipchart paper)

§ PowerPoint for county report template and a projector to be used for presentation

§ Digitized copies of county action plan from Cycle 2 EOs training (about 5 – 6 copies)

§ Template for the presentation which includes current status of county action plan

Session Activities:


minutes Introduction and warm-up

§ Call participants to order and introduce the objectives for the session as indicated below:

o Review progress and challenges with the implementation of county action plan from Cycle 2 EOs training.

o Make needed adjustments to the next phase of activities of county action plan from Cycle 2 EOs training.

Display the prewritten learning objectives for the session and then explain each.

20 minutes

Report on action plan implementation from Cycle 2 EOs training

§ Inform participants that the reporting template for county action plan from Cycle 2 EOs training was shared with the CEO.

§ Project and review the report template with participants, highlighting the following:

o The report is expected to be in the format that was sent through the county TLs.

Use the prepared flipcharts. Move around the room to make sure that instructions are clear and that the group is on task.


o Make sure the presentation has names of the county, group members, positions, and reporter.

§ Allow the group 5 - 10 minutes to share experiences, review the report and add any information that was is left out.

§ After the group has reviewed and/or updated the report, allow the CEO or a representative to report to plenary. (5 min)

§ Lead a plenary discussion on key challenges encountered during implementation of the action plan:

o Now that you have listened to update, what could be one idea for moving forward?

o What can be done to mitigate challenges and implement the next phase of activities?

§ Write the suggestions from participants on flipchart pad. These suggestions will be used to update the action plan.

30 minutes

Update of Cycle 2 EOs training action plan

§ Tell participants to update the county action plan from the Cycle 2 EOs training based on the following questions:

o What activities in the action plan should be revised? o What are that timelines that should be adjusted? o Are there other responsible parties to be included?

§ Allow the group 5 - 10 minutes to update the action plan from the Cycle 2 EOs training. Provide support as needed.

Participants reference the suggestions from the previous activities.

5 minutes

Conclusion

§ Thank the group for participating in the session. Collect a copy of the updated action plan from Cycle 2 EOs training.

§ Tell the group that going forward, county TLs will provide coaching/mentoring to ensure implementation of action plan.


SESSION 3: Overview of the MOE budget planning process and county budgeting/monitoring


Session objectives:


§ Describe the MOE budget process, with focus on the stages involved, timeframe for completing each stage and responsible parties.

§ Discuss how MOE budgeting and monitoring process works at the county level and the stakeholders/actors involved.

§ Identify the stage(s) in county budgeting where alternative education programs such as ALP can be considered.

Preparation:

§ Facilitators should read and get acquainted with the information in Handout 3.1: MOE annual budget process; and Handout 3.2: County budgeting and monitoring.

§ Facilitators should prepare the materials that are needed for the icebreakers, and acquaint themselves with the facilitation steps.

Materials:


§ A hat (paper hat will do), slips of paper, and pens/markers for the icebreaker

§ Printed copies of Handouts—3.1 & 3.2 (sufficient for individual use)

§ Flipchart stand, flipchart papers, markers and tables for group work and presentation Session Activities:


minutes Warm-up and introduction

Lead participants through “Expectations in a Hat” icebreaker:

§ This icebreaker gives facilitators a sense of what participants expect to learn from the session. During the session, facilitators can emphasize points that participants may have mentioned.

§ The following items will be needed for the icebreaker: a hat (paper hat will do), slips of paper, and pens/markers.

§ Directions: o Have each participant write down personal learning expectation

anonymously on pieces of paper.

o Each piece of paper is then placed in the hat. The papers are stirred so that they mix.

o Circulate the hat in the group and have each participant take out a piece of paper.

o The participant should then read the learning expectations and say why they think the person wants to learn this.

o The facilitators should take note of learning expectations that may

Participants can write more than 1 learning expectations, but each should be on a separate slip of paper.


arise and then paste them on flipchart paper.

§ Thank the group for participating and then introduce the learning objectives for the session:

o Describe MOE budget process, with focus on the stages involved, proposed timeframe and responsible parties.

o Discuss how MOE budgeting and monitoring process works at the county level and the stakeholders/actors involved.

o Identify the stage(s) in county budgeting where alternative education programs such as ALP can be considered.

30 minutes

Overview of MOE annual budget process

§ Lead a brainstorm on the MOE budget planning process by asking the following questions:

o What do you understand are some stages involved in the MOE annual budget planning process?

o What some information/documents needed to inform the MOE budget planning?

o Who are the stakeholders involved in the MOE annual budget planning process?

§ Distribute copies of MOE annual budgeting process among participants and explain the stages involved. Also, emphasize responsible parties and proposed timeframes. (Handout 3.1)

§ Respond to questions that participants may have before moving on to the next step.

40 minutes

Overview of county budgeting and monitoring

§ Tell participants that the next set of activities will focus on the county budgeting and monitoring in the context of education.

§ Instruct participants to form four small groups to discuss the following questions:

o What are the stages involved in the county budgeting and monitoring?

o Who are the stakeholders/actors involved in the county budgeting and monitoring?

o What documents/information are needed to inform the county budgeting process?

§ Allow the groups to discuss these questions for about 2 – 3 minutes, and then distribute flipchart papers and markers for them to write their responses.

§ Allow the groups time to present to the body. Each group should present for at most 3 minutes, follow by 2 minutes of question and answer.

§ Give participants copies of Handout 3.2: county budgeting and monitoring.

§ Explain the stages involved in the county budgeting and monitoring,

Consideration for ALP should be made at the first 2 stages of the county budget process: 3.5.1 and 3.5.2


referencing what participants have presented.

§ After the explanation, ask participants to point out the stage(s) in the county budgeting where ALP should be considered.

15 minutes

Conclusion

§ Ask participants if county budgeting and monitoring process is done in accordance with what the MOE has outlined.

o If the answer is YES, then point out this it is an opportunity to consider ALP during the county budgeting process.

o If NO, ask participants to say what can be done to ensure that the process is carried out at recommended.

§ Thank the group for participating and then close the session.

If participants’ response to the question is NO, then write down their suggestions about what can be done. This should be an activity of focus during the development of county action plan


SESSION 4: Basic budgeting principles and best practices

Duration: 1 hour

Session objectives:


§ Describe basic principles and best practices that should be considered in education budget planning process.

§ State how basic principles and best practices of budgeting can be applied to county-level education budgeting.

Preparation:

§ Facilitators should devote time to reading the session plan well in advance for better acquaintance with the session content and delivery method.

§ It is also important for facilitators to prepare all materials that are needed for effective implementation of the session.

§ The background below contains important information about budgeting principles and best practices. Facilitators should read this prior to the training.

Materials:


§ Printed copies of session Handouts—4.1 & 4.2 (sufficient for individual use)

§ Flipchart stand, flipchart papers, markers and tables for group work Background information:

Budgeting is a critically important part of education planning as it enhances decision-making about quality service delivery and facilitates proper administration of finance and other resources. Budgeting ensures that programs are executed according to educational strategies and expenditure framework to meet anticipated goals within a given timeframe. For those who have the task to develop budgets or to be involved in the budget process, it is important to have a good knowledge of budgeting principles and best practices required to achieve expenditure targets in education service delivery.

Session Activities:



§ Introduce the learning objectives for the session:

o Describe basic principles and best practices that can be applied to county-level education budgeting process.

o State how basic principles and best practices of budgeting can be applied to county-level education budgeting.

If participants appear tire, do a short icebreaker. E.g. point to the roof-door-floor.

E.g. Traffic light

40 minutes

Scenario on principles and best practices for education budgeting

§ Tell participants to form four small groups. Each group should read the scenario and then complete the task. (Handout 4.1)

Scenario: Fiscal year 2020/2021 is about to begin and all ministries of

Circulate the room to provide support to the groups and ensure that they are on course with the


national government are preparing their budgets. Relevant education stakeholders, at both the central and local levels, are working to prepare the annual operating budget for the education sector. In so doing, they must follow basic principles and best practices regarding budget preparation. This group is part of education stakeholders involved in the process.

Group task:

1) List 5 principles and best practices that you should take into consideration in preparing the budget.

2) State 2 reasons why you should consider these principles and best practices in preparing the budget.

3) Are these principles and best practices considered during the county budgeting process?

o If yes, how do they affect the county budgeting process? o If no, what can be done to ensure that they are followed?

§ Give each group 5-10 minutes to complete the task. Distribute flipchart paper and markers for the groups to write their responses to the questions.

§ Instruct the groups place their work at visible sections of the wall in the training hall.

§ Lead participants through a gallery walk for them to review the work of other groups. Instruct them to take note of differences and similarities in their work.

task.

10 minutes

Gallery walk—principles and best practices of budgeting

§ After the gallery walk, facilitate a group discussion on similarities and differences across the presentations.

o What was different across the presentations?

o What was similar across the presentations?

§ Now present basic principles and best practices of budgeting. Where necessary refer to what the groups have presented. Clarify questions and concerns participants may have.

The basic principles and best practices of budgeting:

v Manage budgets within clear, credible and predictable limits for fiscal policy.

v Closely align budgets with the medium-term strategic priorities of the education sector.

v Design the budgeting framework in order to meet educational needs in a cost-effective/coherent manner.

v Ensure that budget documents and data are open, transparent and accessible.

v Provide for an inclusive, participative and realistic debate on budgetary choices and priorities.

v Present comprehensive, accurate and reliable account of the public finances.

Ensure that participants are moving from one group’s work to another, and taking note of differences and similarities.


v Actively plan, manage and monitor budget execution.

v Ensure that performance, evaluation and value for money are integral to the budget process.

Source: Organization for Economic Co-operation & Development (2019) https://www.oecd.org/gov/budgeting/principles-budgetary-governance.htm

§ Then present principles and best practices for budgeting. Conclude

with 2-3-1.

5 minutes

Conclusion

§ Conclude the session with the 2-3-1 evaluation as follows: o State 2 new things learned from the session. o State 3 ways you will apply what you have learned. o State 1 thing you still want to learn more about.



SESSION 5: Documents needed to inform MOE budgeting process

Duration: 1 hour

Session objectives:


§ List various documents used in MOE budget planning process at both the national and local levels.

§ State how these documents inform decision-making during MOE budget planning process at both levels.

Preparation:

§ Facilitators should devote time to reading the session plan well in advance for better acquaintance with the session content and delivery method.

§ It is also important for facilitators to prepare all materials that are needed for effective implementation of the session.

Materials:

§ Prewritten learning objectives for the session (on flipchart paper)

§ Printed copies of session Handout 5.1 (sufficient for individual use)


MOE budget planning process must certify basic policy requirements defined by national government. As such, certain policy documents must be consulted to inform the budget planning process at the national and local levels. These documents are essential in that they clarify the mechanics of MOE budget preparation, outline roles of key stakeholders, identify priorities and services to be provided, provide rationale behind key decisions.

Session Activities:



§ Call participants to attention and introduce the learning objectives for the session:

o List various documents used in MOE budget planning process at both the national and local levels.

o State how these documents inform decision-making during MOE budget planning process at both levels.

20 minutes

Group work on the documents used in the MOE budget process

§ Tell participants to form four small groups and discuss the following questions:

o What documents do you think are used in the MOE budgeting process?

o How doe each document inform MOE budgeting process?

§ Give each group 10-15 minutes to discuss and write their responses on flipchart paper.

Circulate the room to provide support to the groups and ensure that they are on course with the task.


§ Ask a representative from each group to present to the body. This is followed by 1-2 minutes of question and answer.

25 minutes

Presentation on documents used in MOE budgeting process

§ Distribute copies of the Handout 5.1 among the participants and elaborate on the documents used in MOE budget process.

§ Where necessary refer to what the groups have presented. Clarify questions and concerns participants may have.

Major documents used in MOE budgeting process:

o Public Finance Management Act of 2009 governs all matters related to the management of the public finances of the Republic of Liberia. It lays out fundamental procedures for the preparation, adoption, execution and final accounts of the National Budget and related matters including internal control, accounting and auditing of public finances, assets as well as the arrangements for public debt and government guarantees.

o MOE Financial Manual is policy and procedure manual that provides comprehensive practical guides, incorporating effective internal controls necessary for the management of MOE funds. The manual also clarifies the roles and responsibilities of the various functions of the Ministry, including Counties and District Offices.

o Budget preparation guidelines is issued to facilitate the preparation of MOE annual budget. It includes instructions on the budget preparation timetable, standard rates of use for various items, and the budget format.

o Chart of accounts (COA) is a financial organizational tool that provides a complete listing of every account in MOE accounting system. It captures each type of asset and liability as well as revenue and expenditure transactions.

o Budget template is a categorized way to look at where money is allocated. It provides an easy to follow format that helps the budget planning process.

o National Education Master Plan - allocation of the total budget across expenditure lines is decided by MOE, according to priorities set out in the National Education Master Plan.

§ Clarify any questions that participants may have.

10 minutes

Conclusion

§ Conclude the session by stating the following takeaways:

o MOE budget planning process must certify basic policy requirements defined by national government.

o Certain policy documents must be consulted to inform the budget


planning process at the national and local levels.

o These documents are essential in that they clarify the budget planning process, outline roles of budget holders, and identify priorities and rationale behind decisions.



DAY 2

SESSION 6: The role of county education team in MOE budget process

Duration: 2 hours

Session objectives:


§ List local education stakeholders and the role they play in MOE budgeting process at the county level.

§ Explain the role of the county education team in MOE budgeting process at the county level.

Preparation:

§ Facilitators should read the session plan well in advance for better acquaintance with the session content and delivery method. They should prepare all materials that are needed effective implementation of the session.

Materials:




The process of creating an annual MOE budget is a collaborative experience that should involve all stakeholders at both the central and local levels. At the County level, the CEOs are budget holders. According to the MOE Financial Manual, all counties should establish a County Budget Committee to support in the development of the annual county budget and corresponding county work plan.

Session Activities:




o List local education stakeholders and the role they play in MOE budgeting process at the county level.

o Explain the role of the county education team in MOE budgeting process at the county level.

40 minutes

Pair work on the role of local education stakeholders in MOE budgeting process

§ Tell participants to work in pair to complete the following tasks:

o Read session Handout 3.1: county budgeting & monitoring

o Make a list of stakeholders involved in the budget process

o State the role of each of the stakeholders you have listed

§ Circulate the room to provide support to and ensure that the groups are on course with the task.



§ Place two flipchart papers on the board. One should be labeled stakeholders and the other roles.

§ Ask each pair to say one stakeholder that have been identified and the corresponding role in the county budgeting process.

§ As each pair explains, write the response on the appropriate flipchart paper.

50 minutes

Group work on the role of the county education team on MOE budgeting process

§ Tell participants to form small groups of four to complete the following tasks:

o Read session Handout 3.2: county budgeting & monitoring.

o State the role of county education team in the budgeting process.

§ Circulate the room to provide support and ensure that the groups are on course with the task.

§ After the group has completed the task, ask a representative from each group to present to the body.

§ Now elaborate on the role of local education stakeholders and that of the county education team in the MOE budget process.

10 minutes

Conclusion

§ Conclude the session by leading participants through the following discussion:

o What new thing have you learned about the role of local education stakeholders in the county budgeting process?

o What new thing have you learned about the role of the county education team in the county budgeting process?

o How do you intend to use what you have learned?



SESSION 7: Review of AE principle 6 and cost factors for ALP budgeting

Duration: 1 hour

Session objectives:


§ Explain AE principle 6 and its relevance in MOE-ALP budgeting at the central and local level.

§ Identify various cost factors that county education teams should considered when budgeting for ALP.

Preparation:

§ For effective implementation of the session, facilitators should read the session plan ahead of time for better familiarization with the content and delivery method. Special attention should be given to action points A and B of AE principle 6. Facilitators should also cost and monitoring considerations are specific to AEPs.

Materials:




AEPs should be anchored in national budgets. AEP programmers can collaborate with government officials on planning and budgeting in the immediate inception phase, when decisions that have long-term impact are being made. While a number of Education Sector Plans include AEPs, relatively few include specific budget lines. School for Life Ghana is an example of a programme that has successfully advocated for national education budgets to include AE. Source: AEWG Accelerated Guide to the Principles

Session Activities:


minutes Warm-up and introduction

Lead participants through “Robot” icebreaker:

§ Have participants work in pairs, with one person playing the role of the controller and the other, the robot.

§ The controller should use his/her hand to control the robot. The hand should be raise upward, with palm facing the robot.

§ Each pair is to stand upright, facing each other. As the controller moves his/her hand in different directions, the robot must follow.

§ After some time of play, instruct the pairs to reverse the roles. They should repeat the process briefly.

§ After some time of play, instruct the pairs to reverse the roles. They should repeat the process briefly and then end the game.

§ Lead a brief discussion to gather participants’ reaction. Possible responses are exercise of power, influence and control.

§ Conclude the icebreaker and then introduce the learning objectives for the session:


o Explain AE principle 6 and its relevance in MOE-ALP budgeting at both the central and local level.

o Identify various cost factors that county education teams should considered when budgeting for ALP.

20 minutes

Group work on AE principle 6

§ Tell participants that they are going to review AE principle 6 and the cost factors of ALP budgeting.

§ Divide participants into four small groups and give each group a blank copy of the K-W-L chart:

-K- What do you know about AE principle 6?

-W- What do you want to learn about AE

principle 6?

-L- What have you

learned about AE principle 6?

______________ ______________ ______________ ______________ ______________

______________ ______________ ______________ ______________ ______________

______________ ______________ ______________ ______________ ______________

§ Tell the groups to work in the first 2 sections of the chart, i.e. the K and W. Inform them that the L section will be done later.

§ After the groups have worked on the first 2 sections, tell them to place the charts on the board.

§ Review what the groups have written, pointing out differences and similarities.

25 minutes

Presentation and discussion of AE 6 principle

§ Distribute copies of session Handout 7.1 among the participants and explain AE principle 6 with emphasis on action points D and E. Where necessary, reference the groups K-W-L charts.

Principle 6: goals, monitoring and funding align

A. Centre the overarching programme goal on increasing access, improving skills and ensuring certification.

B. Develop, apply, and regularly report using a monitoring and evaluation framework linked to programme goals / plans.

C. Make monitoring and evaluation systems for data compilation and analysis compatible with the MoE.

D. Ensure the programme is adequately funded to assure sustained minimum standards for infrastructure, staffing, supplies, supervision and management.

E. Include exit strategies and/or a sustainability plan in the AEP design.

Group work, presentation and discussion on AE 6 principle

§ Divide participants into four small groups and ask them to refer to session Handout 7.1.


§ Tell the groups to read the handout and make a list of possible cost factors for ALP implementation.

§ Circulate the room to see how the groups are progressing with the task and provide support as needed.

§ Ask a representative from each group to present to the body. This should be followed by 1-2 minutes of question and answer.

§ Explain that in addition to the usual good practice issues for programme budgeting, there are several budget, cost and monitoring considerations are specific to AEPs:

o Annual per learner recurrent costs need to be considered, such as enrolment costs, teacher and supervisor salaries, supervision and training, management and operations (rentals, fuel, overheads). Indirect costs such as uniforms, transportation and learning materials need to be covered, either partially or fully.

o Communities may supply land and other infrastructure, labor and materials. Capital costs to expect may include classrooms, educator accommodation, and water and sanitation facilities.

o Significant start-up costs—including facilities, vehicles, curriculum development, materials, community and radio campaigns, and local/international consultants—need to be considered.

o Cash transfers and other incentives, such as feeding programmes (which may be provided by partners such as the World Food Programme), need budgeting for delivery, management and monitoring.

o Small, flexible budget lines to support the special needs of learners are a good idea, particularly for those affected by disability. Some learners may need wheelchairs or other assistive devices, and many need support for reading glasses to be able to learn. Such a budget line can be managed through a grant fund for center committees to control and supplement with community contributions, or through direct allocation to teachers and learners by AEP management, based on teachers’ recommendations.

o The cycle of learners through the AEP should be considered alongside funding and budget cycle planning. Funding should not end or diminish before learners are ready for transition to formal schools.

10 minutes

Conclusion

§ Tell participants to form the same groups as they did with the first 2 sections of the K-W-L chart.

§ Give the K-W-L charts back to the groups and instruct them to complete the L section.

§ Allow a representative from each group to present what the groups have written down.

§ Summary key learning from the session and then conclude the session.


SESSION 8: Strategies for linking county education plan to MOE budget

Duration: 2 hours

Session objectives:

By the end of this session, participants will be able to § Identify ways to link activities, inputs and costs for implementing ALP to MOE annual budget.

§ Prepare county education budget inclusive of activities, inputs and costs for ALP implementation.

Preparation:

§ Effective implementation of this session is contingent of adequate preparation and familiarization with training materials. Thus, facilitators should read the session plan ahead of time for full understanding of the content and delivery method. Facilitators should acquaint themselves with both the County Planning and Budgeting templates.

Materials:


§ Printed copies of session Handout 8.1 (at least 6 copies per group) § Printed copies of session Handout 8.2 (at least 6 copies per group)


ALP is an integral component of the Education Sector Plan of Liberia (2017-2021), and so costs for its implementation must be linked to and anchored in the national education budget. This process, otherwise known as program-based budgeting, gives a realistic picture of how to allocate available financial resources to ALP activities. It may be done by covering single activities (sub-budgets) or the whole program. However, a well-constructed program-based budget for ALP should allow for the rolling up of several priorities/activities.

At the local level, the County Education Team work to develop the County Education Plan, with the sole purpose of supporting implementation and fulfillment of the Education Sector Plan. For this to be actualized the County Education Plan must be linked to the MOE budget.

Session Activities:




o Identify ways to link activities, inputs and costs for implementing ALP to MOE annual budget.

o Prepare county education budget inclusive of activities, inputs and costs for ALP implementation.

20 minutes

Small group discussion

§ Group participants into four small groups and distribute copies of the County Education Plan template (Handout 8.1).

§ Instruct the groups to review the template with specific reference to the COST component.


§ Facilitate a plenary discussion using the following questions:

o How are costs determined for planned activities?

o How are costs linked to the MOE annual budget?

§ Write responses from participants on flipchart paper and display at visible part of the room.

§ Provide explanation on the County Education Plan template and clarify questions and concerns participants may have.

60 minutes

Practicum: Developing a County Level Budget for ALP

§ Inform participants that they will work in their respective county teams to develop county level budget for ALP.

§ Share copies of the scenario (Handout 8.2) and ask the groups to prepare sample budget with consideration for ALP implementation. Distribute flipchart pads and markers.

§ After the groups have completed the task, ask group representatives to present their county budget to the body for 5 minutes, follow by 2 minutes of question and answer.

§ After all the groups have presented, provide clarity on those areas where participants may have doubts.

5 minutes

Conclusion

§ Conclude the session with the following question: o What are some ways to link activities, inputs and costs for

implementing ALP to MOE annual budget?



SESSION 9: SLE midline assessment findings and ALP-SQIP baseline assessment findings


Session objectives:


§ Speak to major findings of SLE midline assessment in comparison to findings from SLE baseline assessment.

§ Identify various mitigation measures they can implement to address challenges from the SLE midline assessment.

Preparation:

Facilitators should read the session plan ahead of time for better familiarization with the content and for effective presentation. Since this is a power point presentation, caution should be exercise to ensure that time is properly managed.

Materials:


§ Printed copies of session Handout 9.1 (at least 8 copies per group)

§ Flipchart stand, flipchart papers, markers and tables for group work § Projector for PowerPoint presentation

Background information:

The importance of creating/building safe learning environments for learners is something that cannot be overstated. While it is true that every learner learns a bit differently from the next, the environment itself plays a significant role in learner’s development. Safe learning environments can translate into comfortable learning outcomes and learners’ performance. The SLE midline assessment contains critical findings and recommendations for creating safe learning environment in ALP schools.

Session Activities:



§ Ask participants to state some of the key findings from the SLE baseline survey, and activities they implemented to address major challenges.

§ Put two flipchart papers on the wall. Label one “key findings” and the other “activities implemented.” Write participants responses on the appropriate flipchart.

§ Tell participants that their responses will be referred to later during the session.

§ Thank participants and introduce the learning objectives for the session:

o Speak to major findings of SLE midline assessment in comparison to findings from SLE baseline assessment.


SESSI

o Identify various mitigation measures they can implement to address challenges from the SLE midline assessment.

20 minutes

Present findings from the SLE midline assessment

§ Present findings from the SLE midline assessment. You may want to finish the presentation before taking questions from participants.

§ After the presentation, allow 5-10 minutes for question and answer. Keep the interaction within the context of the assessment.

Tell participants to write down questions they may have during the presentation.

20 minutes

Present findings from ALP-SQIP baseline assessment

§ Present findings from ALP-SQIP baseline assessment. You may want to finish the presentation before taking questions from participants.

§ After the presentation, allow 5-10 minutes for question and answer. Keep the interaction within the context of the assessment.

Tell participants to write down questions they may have during the presentation.

30 minutes

Small group discussion and presentation

§ Tell participants to form 6 small groups. Three groups for SLE midline assessment and the other 3 for ALP-SQIP.

§ Give each SLE group at least 5 copies of the printed SLE midline assessment slides (Handout 9.1).

§ Give each ALP-SQIP group at least 5 copies of the printed ALP-SQIP baseline assessment slides (Handout 9.2).

§ Each group should select 5 challenges from the assigned assessment and state ways to address them. Each challenge could have more than 1 mitigation measures.

§ After the groups have completed the task, allow a representative from each group to present to the body.


5 minutes

Conclusion

§ Thank the groups and inform them their presentation will be used during the action planning session.


DAY 3

SESSION 10: Overview of ALP Policy on Learner Eligibility, Assessment, and Certification (LEACP)

Duration: 2 hours

Session objectives:


§ Explain, in their owner words, ALP Policy on Learner Eligibility, Assessment and Certification.

§ Outline ways to sensitize principals on ALP Policy on Learner Eligibility, Assessment and Certification.

Preparation:

Facilitator should read the session plan for better understanding of the mode of facilitation. If several facilitators are conducting the session, ensure that each facilitator is familiar with the session plan and understands where s/he starts and stops.

Materials:


§ Printed copies of session Handout 10.1 (at least 8 copies per group) § Copies of LEACP for small group work (at least 3 copies per group)

§ Flipchart stand, flipchart papers, markers and tables for group work


The Learner Eligibility Policy Guidelines presents a detailed description of implementation purposes, methods and strategies for the Harmonized Policy for Alternative Education. The guidelines were developed to fulfill the Government of Liberia’s constitutional mandate for enabling “equal access to educational opportunities and facilities for all citizens and residents to the extent of available resources” and for ensuring that “emphasis shall be placed on the mass education of the Liberian people and the elimination of illiteracy” (Constitution of Liberia, 1986, Article 6).

Session Activities:



§ Call participants to order and introduce the learning objectives for the session:

o Explain, in their owner words, ALP Policy on Learner Eligibility, Assessment and Certification.

o Outline ways to sensitize principals on ALP Policy on Learner Eligibility, Assessment and Certification.

25 minutes

Introduction of the LEACP

§ Display printed copy of the below diagram (on flipchart) and introduce the process on Learner Eligibility and Enrollment, Placement and Attendance, Completion Assessment, Certification and Transition.


§ Allow time for questions and clarify appropriately and distribute copies of the diagram among participants.

§ § Circulate the room to provide support to the groups and

ensure that they are on course with the task.

§ Allow the groups time to present to the body for at most 3 minutes, follow by 2 minutes of question and answer.

§ Thank participants for the presentation and summarize key points under various provisions.

§ Facilitate plenary discussion for participants to suggest ways they would sensitize ALP principals on the LEACP.

§ Write the suggestions on flipchart paper and inform participants that they will be used during the action planning.

Semester 1 – Education Officer ALP Good Practice Video Review

2 groups – Review the School Quality Improvement Process school assessment videos – Grand Bassa and Margibi. The SQIP is a tool to monitor the quality of ALP provision against 2 standards of 1) teaching and learning environment; and 2) community engagement

• Group 1 – identify what is working well and can be improved for standard 1 – teaching and learning environment

• Group 2 – identify what is working well and can be improved for standard 2 – community engagement

2 groups – 2 LEAP videos

10 minutes

Conclusion

§ Conclude the session by facilitating a plenary discussion on ways to sensitize ALP principals on the LEACP: o How will you sensitize ALP principals on the LEACP?

§ Write the suggestions on flipchart paper and inform participants that they will be used during the action planning.



SESSION 11: County Education Team Action Planning

Duration: 2 hours Session objectives:

By the end of this session, county education teams would have

§ Determined 5 - 6 priorities of focus in support of ALP implementation and set SMART objectives for each.

§ Identified strategic activities that they will carry out to achieve the objectives for each priority area.

§ Developed specific action plans for implementation in their respective counties for the next 3 months.

§ Prepared a presentation on the action plans to share with Desk Officers, AED and DMI for integration into county work plans and for reporting on training.

Preparation:

This session is a strategic, so facilitators must be acquainted with the content and process if participants must develope realistic action plans. This means that facilitators must read the session guide and understand the mechanics of the action plan template. The facilitation team should collect all relevant flip charts that reflect learnings and action items generated in daily discussions and recaps.

Materials:


§ Flipchart version of the action plan template § Printed copies of session Handout 11.1 (at least 2 copies per group)

§ Parking lot items for possible inclusion in county action plan § Flipchart stand, flipchart papers, markers and tables for group work


At the end of every EO training, participants are required to develop achievable action plans for implementation in their respective counties. These action plans outline realistic activities that county education teams will carry out in support of ALP implementation at the site, district and county levels. To ensure that the plans are implemented accordingly, AQE County TLs will provide mentoring/coaching as well as monitoring on a regular basis.

Session Activities Time Activities Notes

5 minutes

Introduction and warm-up

§ Call participants to order and introduce the learning objectives for the session:

o Determined 5 - 6 priorities of focus in support of ALP implementation and set SMART objectives for each.

o Identified strategic activities that they will carry out to achieve the objectives for each priority area.

o Developed specific action plans for implementation in


their respective counties for the next 3 months.

o Prepared a presentation on the action plans to share with Desk Officers, AED and DMI for integration into county work plans and for reporting on training.

60 minutes

Action plan preparation

§ Participants should work in their county teams to develop county action plans, with focus on the following:

o Budget for ALP implementation and include said in county education plan

o Sensitize principals in ALP schools on the LEACP and monitor its implementation

o Incorporate ICA and transition objectives that were not achieved in Cycle 2 EO county plans

o Use of SLE midline data and ALP-SQIP baseline findings to improve school safety and quality

o Other relevant areas of focus

§ Display and explain the action plan template. Clarify questions/concerns that may arise.

§ Inform county teams that the duration of their action plans is 6 months.

§ Each county team should be subdivided into 4 groups and assigned 1 priority from the 4 planning areas.

§ Make sure that the subgroups are setting SMART objective for the assigned focus area.

o S= Specific o M=Measurable o A=Achievable o R=Relevant/Realistic o T=Trackable for monitoring progress

§ Ask each subgroup to think of an example of one SMART objectives and write it on flipchart paper.

§ Ask the subgroups to review whether the objectives meet various parts of a SMART objective.

§ Each subgroup should make plan for the assigned focus area, using the A4 paper template.

§ Circulate the room to ensure that activities, outcomes, timelines, resources/monitoring are linked to objectives.

§ Thereafter, county teams should consolidate the work of subgroups into the county action plan, using flipchart.

50 minutes

Presentation, revision digitalization of county action plans

§ Ask a representative from each county team to present the action plan to the body. This should be followed by 1-2 minutes of question and answer.

Each group should present for at most 5 minutes.


§ Urge the groups to take note of questions and suggestions from the body, as they may be used to revise some aspects of the plans.

§ After all the groups have presented their plans, ask them to return in their county groups to revise those aspects of their plan based on suggestions from the body.

§ Obtain a copy of each county action plan for reporting and monitoring purposes. It is best to take photo of the revised plans and then digitalize them later.

5 minutes

Conclusion

§ Thank the group for participating in the session. Inform them that going forward, county TLs will provide coaching and mentoring to ensure implementation of action plans.