Capacity development for Education for All –  The CapEFA Programme © UNESCO CapEFA Regional LIFE meeting, Dakar, Senegal, ...
Presentation overview Introduction: Background, scope and overview 1.Conceptual framework - Targets for CD and processes 2...
Introduction: Background and scope Origin:   Initiated in 2003 to support the objectives of UNESCO’s programme in Educatio...
1. Conceptual framework - Targets for CD and processes
1. The CapEFA conceptual framework  Responding to typical CD challenges accross thematic areas <ul><li>1. National leaders...
1. The CapEFA conceptual framework  Responding to typical CD challenges accross thematic areas <ul><li>3. Institutional ca...
1. The CapEFA conceptual framework  Responding to typical CD challenges accross thematic areas <ul><li>5. Knowledge genera...
1. The capacity development process   - 5 steps   Source:  UNDP, 2008,  Capacity Assessment: Practice Note .
Overview of objectives and outputs    - step by step 2 <ul><li>Capacity assessments, mapping and situation analysis  </li>...
Overview of objectives and outputs (ctd)     Step Objectives Main outputs 4 <ul><li>Implementation of capacity development...
2.  Operational tools  -  The Capacity Assessment tool -  Management tools & Guidance Notes
The CA Tool     (S ee DOC) Structure <ul><li>The 5 CD dimensions </li></ul><ul><li>Indicative sub-headings of issues for a...
The CD interventions framework The CapEFA Programme document: 5 CD dimensions Guidance  Notes Guidance Note Steps 1-3 Incl...
3.  Examples of results
3. Examples of results     Leadership/ownership Senegal : Mise en place un comité scientifique à l’échelle nationale et de...
3. Examples of results     Institutional capacities: quality and equity Senegal : Le forum initié par le BREDA/UNESCO en r...
3. Examples of results     Knowledge management Senegal:  Les bonnes pratiques en matière de renforcement de capacité inst...
4.  Communications tools
4. CapEFA Communications tools     <ul><li>CapEFA brochure </li></ul><ul><li>Country briefs </li></ul><ul><li>CapEFA Intra...
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Overview: Capacity Development for Education for All

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  • Overview: Capacity Development for Education for All

    1. 1. Capacity development for Education for All – The CapEFA Programme © UNESCO CapEFA Regional LIFE meeting, Dakar, Senegal, 25-27 November 2010
    2. 2. Presentation overview Introduction: Background, scope and overview 1.Conceptual framework - Targets for CD and processes 2. Operational tools - Capacity assessments - Management Tools & Guidance Notes 3. Examples of results 4. Communications tools
    3. 3. Introduction: Background and scope Origin: Initiated in 2003 to support the objectives of UNESCO’s programme in Education – moving from focus on ‘EFA action plans’ to emphasis on capacity development (CD) Explicit CD focus: Since 2008, through the CapEFA framework (5 dimensions), complemented, since 2010 with a CD methodology helping to initiate CD processes (5 steps) C/5 Regular programme: Geographical, thematic and financial alignment with RP Thematic focus : Sector-wide policy and planning, non-formal education, teacher education, technical and vocational education and training. Supporting donors: Denmark, Sweden, Norway, Finland and Switzerland (14 million/biennium) Current coverage: Africa : Angola, Burundi , Chad , Côte d’Ivoire, DR Congo , Ethiopia, Guinea, Lesotho , (Madagascar) , Malawi, Mozambique, Rwanda, Senegal, Sierra Leone, Tanzania, Thad, Togo . Asia : Afghanistan , Bangladesh, Cambodia , Laos PDR, Nepal, Pakistan, Papua New Guinea, and East Timor . Arab States : Mauritania, Yemen, Lat Am: (Haïti) National level: Programme decentralized to FO, with technical support from all UNESCO entities through the Family Approach Regional level: Regional initiatives to support country-level action and knowledge-sharing Future: UNESCO’s priority countries for Education (LDCs, post conflict, low EDI): 2010/2011: 20 countries; 2012-2013: + 16 countries (CapEFA and others)
    4. 4. 1. Conceptual framework - Targets for CD and processes
    5. 5. 1. The CapEFA conceptual framework Responding to typical CD challenges accross thematic areas <ul><li>1. National leadership & ownership, harmonization, partnerships </li></ul><ul><li>Basic programmatic principles </li></ul><ul><li>Communications & advocacy generating adherence and 'buy-in' to need for targeted capacity strengthening strategies in pursuance of sector/sub-sector goals. </li></ul><ul><li>Synchronization with on-going int. initiatives and existing/emergent national policy frameworks </li></ul><ul><li>Creation/reinforcement of sustainable and participatory CD structures & mechanisms at national/decentralized levels </li></ul><ul><li>2. Institutional capacities: analytical & operational planning skills </li></ul><ul><li>Capacities for gathering & processing up-to-date, reliable education data & statistics disaggregated by gender, population group, region etc. </li></ul><ul><li>Capacities for analytical and planning skills within planning units/departments </li></ul><ul><li>to harmonise sector/sub-sector priorities into planning for ESDF & Medium Term Frameworks </li></ul><ul><li>to harmonise between regional/provincial level plans and those at national/Federal level </li></ul><ul><li>to translate policies & plans into annual operational plans & deliverables with corollary budget </li></ul><ul><li>. </li></ul>
    6. 6. 1. The CapEFA conceptual framework Responding to typical CD challenges accross thematic areas <ul><li>3. Institutional capacities: quality & equity issues </li></ul><ul><li>Capacities to elaborate policy & legal frameworks addressing quality and equity issues </li></ul><ul><li>Capacities to harness lessons from innovative NFE pedagogical, teaching and delivery models into education strategies & planning processes </li></ul><ul><li>Capacities to establish certification/equivalency frameworks </li></ul><ul><li>Capacities to integrate cross-cutting issues (gender, HIV/AIDs, ESD, human rights education) into education contents, learning materials and policies for teacher/facilitator training </li></ul><ul><li>Capacities to plan for professional development & conditions of service for teachers/facilitators </li></ul><ul><li>Capacities for functioning Inspection, performance monitoring (inc.indicators) and evaluation systems </li></ul><ul><li>4. Organizational capacities </li></ul><ul><li>Stakeholder mapping and clarity on roles and responsibilities of actors, entities and structures at </li></ul><ul><li>different governance levels and in different locations </li></ul><ul><li>Capacities to mobilize and manage partnerships with NGO, private sector and social partners towards consolidating delivery capacities </li></ul><ul><li>Capacities to coordinate and manage external assistance, incl. Mobilization of new partners </li></ul><ul><li>Communication/coordination between actors facilitating information flow and operational efficacy </li></ul><ul><li>Availability of functional skills within line Ministries, departments and providers to ensure implementation of policy directives </li></ul><ul><li>ICT infrastructure and skills for management & data gathering purposes </li></ul>
    7. 7. 1. The CapEFA conceptual framework Responding to typical CD challenges accross thematic areas <ul><li>5. Knowledge generation for CD </li></ul><ul><li>Capacities to capture/build on previous experiences through research, monitoring and feedback mechanisms </li></ul><ul><li>Capacities to engage in successful advocacy, mobilization communications around education targets </li></ul><ul><li>Capacities to share knowledge on good CD practices at sub-regional/regional level with countries facing similar challenges </li></ul>
    8. 8. 1. The capacity development process - 5 steps   Source: UNDP, 2008, Capacity Assessment: Practice Note .
    9. 9. Overview of objectives and outputs - step by step 2 <ul><li>Capacity assessments, mapping and situation analysis </li></ul><ul><li>To identify existing capacities and assets and get a measure of institutional/organizational performance capabilities </li></ul>-> Capacity baseline Step Objectives Main outputs 1 <ul><li>Advocacy, dialogue and consensus-building </li></ul><ul><li>To communicate the rational & build adherence for the CD approach </li></ul><ul><li>To mobilize the support of key stakeholders and partners </li></ul>-> Terms of Reference 3 <ul><li>Formulation of capacity development action plan </li></ul><ul><li>To prioritize capacity needs and elaborate scenarios for improved performance at sector-wide or sub-sector levels </li></ul><ul><li>To harness knowledge on good CD practices at regional level from countries facing similar challenges </li></ul><ul><li>To gain high-level endorsement and commitment for the action plan </li></ul><ul><li>-> CD action plan (s) </li></ul><ul><li>Addressing core CD dimensions: </li></ul><ul><li>Leadership, partnership-building </li></ul><ul><li>Institutional capacity </li></ul><ul><li>Organizational capacity </li></ul><ul><li>Quality and Equity </li></ul><ul><li>Knowledge-generation for CD </li></ul>
    10. 10. Overview of objectives and outputs (ctd) Step Objectives Main outputs 4 <ul><li>Implementation of capacity development response </li></ul><ul><li>Roll-out of interventions </li></ul>-> Capacities evolved in support of reaching performance targets 5 <ul><li>Monitoring, quality assurance and evaluation </li></ul><ul><li>Review capacity needs and fine-tune programme approach periodically. </li></ul><ul><li>Undertake end-of-cycle evaluation. </li></ul><ul><li>Mainstream lessons learnt into future technical support and guidance strategies. </li></ul>-> Performance indicators reflecting incremental changes in capacities
    11. 11. 2. Operational tools - The Capacity Assessment tool - Management tools & Guidance Notes
    12. 12. The CA Tool (S ee DOC) Structure <ul><li>The 5 CD dimensions </li></ul><ul><li>Indicative sub-headings of issues for analysis </li></ul><ul><li>Three functions: scoring, narrative sections, and indicative actions </li></ul>Use <ul><li>Flexibility: adaptation to country, sub-sector, task areas </li></ul><ul><li>Comes alive through pre-scoping, scoping and fine-tuning: identifying </li></ul><ul><li>focus, honing in on key CD issues, getting behind persistent challenges </li></ul><ul><li>(stumble blocks); instilling ownership of CA and CD. </li></ul><ul><li>Provides architecture for the capacity baseline </li></ul>Processing <ul><li>Clarify issues through a wide range of methodologies tapping into existing knowledge, research, info gathering and analysis necessary for assessing performance in the task area </li></ul><ul><li>Key information from the assessment feeds into capacity baseline on existing capacities and needs </li></ul>Results <ul><li>Capacity baseline (scoring, narrative and synthesis) to serves priority-setting and realistic targeting: formulation of CD strategies </li></ul><ul><li>As the basis for monitoring of CD processes, capturing incremental change </li></ul>
    13. 13. The CD interventions framework The CapEFA Programme document: 5 CD dimensions Guidance Notes Guidance Note Steps 1-3 Including TOR for CA Guidance Note for use of CA tool Capacity assessment and baseline Guidance Note Steps 4-5 Preparation of CD response The CD process Overview of the 5 steps Figure 1: Overview of CapEFA documents, methodology and tools
    14. 14. 3. Examples of results
    15. 15. 3. Examples of results Leadership/ownership Senegal : Mise en place un comité scientifique à l’échelle nationale et des comités au niveau régional et départemental qui ont permis une mobilisation de l’expertise à tous les niveaux de pilotage du sous-secteur. En 2010, le dialogue politique s’est vu renforcé avec l’appui accompagnement du comité national pour le dialogue social créé à travers CapEPT. Institutional capacities: Analytical & planning skills Senegal : Quatre outils développés et des capacités de gestion renforcées au niveaux central et déconcentré pour alimenter l’efficacité du sous secteur à travers le système d'information (NFE-MIS), les modèles de simulation. Maitrise du stock d’analphabètes en cours avec l’accompagnement du CapEPT via l’ISU et l’agence nationale des statistiques à travers la définition du cadre méthodologique et la mobilisation des ressources pour la collecte.
    16. 16. 3. Examples of results Institutional capacities: quality and equity Senegal : Le forum initié par le BREDA/UNESCO en rapport avec les organisations de la société civile a sélectionné 12 innovations pédagogiques alternatives prometteuses de changement qualitatif qui ont fait l’objet d’une publication très usitée aujourd’hui. Sept d’entre elles sont déjà intégrées dans le plan d’action de plusieurs niveaux de gestion du système éducation (régional, départemental) et trois dans la lettre de politique sectorielle 2010. Organizational capacities Senegal : une définition fonctionnelle des rôles et responsabilités placent le niveau déconcentré et décentralisé dans la recherche de l’efficacité et de l’exigence de reddition des comptes pour plus de transparence et de performance. Des mécanismes opérationnels de coordination et de définition des rôles et responsabilités entre l’Etat, les ONG et les collectivités locales (CL) mis en place.
    17. 17. 3. Examples of results Knowledge management Senegal: Les bonnes pratiques en matière de renforcement de capacité institutionnelle et organisationnelle produites par le projet seront documentées et partagés au niveau national et dans la région ASS.
    18. 18. 4. Communications tools
    19. 19. 4. CapEFA Communications tools <ul><li>CapEFA brochure </li></ul><ul><li>Country briefs </li></ul><ul><li>CapEFA Intranet </li></ul><ul><li>CapEFA Internet </li></ul><ul><li>CapEFA blog </li></ul><ul><li>CapEFA publication </li></ul><ul><li>Technical briefs </li></ul>

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