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Measuring the impact of education development work in the field
 

Measuring the impact of education development work in the field

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  • Water Aid - Advocacy campaign in Nigeria that resulted in a change in gov’t policy on sanitation
  • We have 16 bond members funding the programme, two major donors Want a joined up programme of work acorss the UK, so BEP in run in partnership with CADA and Nidos, sister platforms in Northern Ireland and Scotland

Measuring the impact of education development work in the field Measuring the impact of education development work in the field Presentation Transcript

  • Improve it Framework – education themePrepared by BOND and adapted by Gabriela Dib for presentation at theGood Practice in Education conference – Edinburgh, April 27th, 2012. bond.org.uk
  • The Bond Effectiveness Programme (BEP)…a three year process of supporting UK NGOs in improving how they assessand demonstrate their contribution to social development; this involves• Developing agreement and supporting implementation of a sector wide framework of shared indicators and data collection tools (Improve it Framework); and an online effectiveness self-assessment and resource portal (organisational health check).• Building knowledge and skills to support members to measure and manage effectiveness and value for money• Creating an enabling environment that encourages and supports organisations to deliver improvements in their effectiveness bond.org.uk 2
  • Contributors to the BEPPartners of the BEP: bond.org.uk 3
  • The Improve it FrameworkWhat is it?• A framework grounded in the distinctive contributions that UK NGOs make to international development that will support organisations to measure and communicate their effectiveness robustly and consistently.• Across ‘thematic areas’ and ‘ways of working’ it asks: What should we assess? How should we assess? And, what should we communicate?Why are we developing it?• Developing robust, cost effective methods to measuring effectiveness is a collective challenge for UK NGOs• UK NGOs need to start telling a more robust story at sector level as well as at organisational level about the contribution they make to international developmentWho is involved?•155 people from 77 organisations (bond, NIDOS & CADA members, PPAagencies, Comic Relief grantees) bond.org.uk 4
  • De on go liver isi th, ec r od y o i g d e No lly n h s& fe nc n t lob a the serv ssen lue i g po ices tial Inf kers and or to a th m ou Principles of S assessing effectiveness Voice Inclusion co so e TransparencyBui pport t in th mm ciety ing civ Utility Stre th ity lic e S actio g or un Triangulation elo orth Pub n ngt f ou t e Contribution pm N hen Appropriateness h ldin and il s udev n in South institutions in the organisation and Developing
  • Domains of Change Framework for Education Outcomes a) Laws, policies and practices b) Adequate resources are allocated c) Performance in are in place that support quality and adequate teachers recruited and education is monitored education that is accessible for trained for the provision of quality at a national and local all children education for all level OutcomesOutcomes 2 a) School managementa) Mothers, fathers and other Governments and committees exist and managecaregivers support all their other mandated bodies schools effectivelychildren to access education ensure all children b) School managers access,b) Communities actively support access quality manage, and deploy resourcesand participate in children’s education in an effective and transparenteducation way 6 3c) CSOs support and advocate for c) Teachers, resources andimproved education for all infrastructure are in place to Communities actively Schools are well support the education support education managed, safe and well of all children d) Schools are safe and resourced healthy environments for girls 1) All children and boys access quality education where Outcomes they learn useful knowledge and a) Teaching is high quality,Outcomes skills child-centred and child- friendlya) Children participate in a b) Teachers deliver a fullmeaningful way in decisions that 5 4 allocation of lessonsaffect their education c) Teachers are trained andb) Children participate in their All children participate All children receive supported to deliver highown and others’ learning in their education and their full allocation of quality teaching in school life high quality teaching d) The curriculum is relevantc) Children have a positive and appropriateattitude towards education e) Teaching supports equality and empowerment
  • Domain 3: Schools are well managed, safe and well resourced Outcome 3a: School management committees exist and manage schools effectively Indicators ToolsSchool committees exist and function The Right to Education indicators and form for section 9: right to transparent and•# and % of schools with a Parent Teacher Association (PTA) accountable schools covers the functioning and representativeness of the PTA, the•Level of activity of the Parent Teacher Association (PTA) functioning and representativeness of the SMC, the monitoring of the school•# and % of schools with a School management committee (SMC) budget and the inspections and review of the school’s performance.•Level of activity of the School management committee (SMC)•# and % of schools where the roles and responsibilities of school committees are The Plan UK child friendly tool Section 1: School managementclearly defined•# and % of schools where school management have played their roles and fulfilled The VSO quality scale for education services quality areas on educationtheir tasks effectively management and community engagement includes scales on: teacher participation•Evidence that the participation of parents in the PTA/SMC is meaningfully and voice; gender equality in education management; school improvement plans;changing the policies and practice of the school collaboration with education authorities and other education bodies; representation and inclusion in PTAs/SMCs; and participation and voice in education management.School management is representative•# and % of schools with women in the composition of school management(principal and/or deputy principal)•Improvement in teacher participation and voice in school management•% of members of the Parent Teacher Association (PTA) from marginalised groups(including women)•% of members of the School management committee (SMC) from marginalisedgroups (including women)Use of School Development Plans•# and % of School Development Plans developed•# and % of School Development Plans in use•# and % of School Development Plans that have achieved x% of their targetsCapacity of education managers The VSO quality scale for education services quality area on education•Improved capacity of head teachers and other education managers to supervise management: scale on adequate supervision/support for teachers.and support teachersSchool records are kept•# and % of schools with student attendant lists•# and % of schools with follow-up records on student performance
  • Steps in assessing, learning from andcommunicating your effectiveness Identify the Identify the Identify who Identify what Describe Identify how evidence problem & you will work you want to your vision you will work that you will underlying with & change of change with them collect and causes influence (outcomes) how Focus of Improve it FrameworkCollect and Reflect and Communicateanalyse the learn from results to key data the data stakeholders bond.org.uk
  • Improve it Framework: what it is and is not It is not… It is…• …about creating a single way of • …about providing a collective resource assessing effectiveness –it’s about that UK NGOs can draw on when encouraging greater harmonisation developing their own context specific and consistency where appropriate M&E frameworks• …going to offer an off the shelf • …about developing shared approaches answer to measuring effectiveness, where we can but it will provide a common starting • ….about providing organisations with point the tools to be able to tell a more• …going to produce an encyclopaedia robust story of how they are of indicators and tools. There will be contributing to change an element of prioritisation. • …going to be practical & simple• …an organisation specific tool; • …going to be dynamic & will continue seeing 60% of your organisation in it to evolve is good enough bond.org.uk 9
  • Way forwardJan– May 2012: thematic task groups work with Bond to revise and finalise the background papers, agree the Domains of Change Frameworks and identify the indicator and data collection methods to be included in the final Improve It Framework.Jan – May 2012: Consultation with UK NGOs on each of the five ways of working and the development of background papers on assessing effectiveness in each area.July – Launch of the Improve It Framework as an online tool. Save the Children UK will include the framework on its internal Education Update advising country offices to use it when relevant for their programming. bond.org.uk
  • Thank you! bond.org.uk