capacity strenghtening for quality improvement in education in ghana
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CAPACITY STRENGHTENING FOR QUALITY IMPROVEMENT IN EDUCATION IN GHANA. JOPHUS ANAMUAH-MENSAH VICE CHANCELLOR, UEW & DIRECTOR OF SACOST CENTRE Email: [email protected]. Focus. Introduction Importance of capacity strengthening to government - PowerPoint PPT PresentationTRANSCRIPT
CAPACITY STRENGHTENING FOR QUALITY IMPROVEMENT IN
EDUCATION IN GHANA
JOPHUS ANAMUAH-MENSAHVICE CHANCELLOR, UEW & DIRECTOR OF
SACOST CENTRE
Email: [email protected]
Focus
Introduction Importance of capacity strengthening to
governmentExamples of successful and unsuccessful
capacity strengtheningFactors affecting capacity strengtheningKey issues for successful stregthening for
gov’t, schools, NGOSRole of research in helping to understand CS
IT’S ALL ABOUT THE ABILITY OF EDUCATION SYSTEMHELPING STUDENTS TO MEET CHALLENGING GOALS
Introduction
Over the last decade, the Government has received considerable funding from development partners to support the education sector. In spite of this, overall achievements have not been impressive. One serious constraint has been the inadequate provision for capacity building.
Introduction
In 1996, a national capacity building assessment identified the following capacity constraints: Inadequate human and institutional capacityInefficient utilization of existing national capacityUnderperforming of education service de-motivated by low pay, inadequate incentives, corruption and lack of transparency in promotion;Over reliance on long-term expatriate technical assistance Weak in policy analysis and research capacity as well as translating policy into practice
Introduction In this presentation, Capacity will be defined as the ability of the education system to help all students to meet morechallenging outcomes. Three Dimensions of capacity buildingcan be identified:• HUMAN CAPACITY - knowledge, skill, attitude, views of their roles and themselves;• ORGANIZATIONAL CAPACITY - identifiable groups of people governed by goals,and procedures be it department, school, or district; areas include vision and leadership, commitment to students, organizational structure and resources• INSTITUTIONAL CAPACITY - i.e. policies, procedures legal instruments and incentives
Dimensions and effect of cs
CapacityStrengthening Human capacity
Institutional capacity
Organizational capacity
Student Outcomes
Why capacity strengthening is important for GovernmentPoor education indicators such as CRT,
BECE, PMT, schools without teachers,and de-motivated teachers suggest poor service delivery;
Flight of skilled workers from Ghana;Poor pay for teachers and other
education workers;
Why capacity strengthening is important for Government?Human resource
development is one of the three pillars the Government is relying on for moving the country into a middle income status
Recognition that knowledge is power
Importance of capacity strengtheningBuilds confidenceImproves performanceProvides skills and competenciesBuilds knowledge base (increase
knowledge)
Encourages/promotes effectiveness and efficiency
Leads to effective and efficient planning and implementation
Importance of capacity strengthening (cont’d)
Addresses waste and mismanagement
Promotes management efficiency
Increases work output
Examples of un/successful capacity strengthening (World bank, 2005) EDUCATION PROJECTS
Capacity building category
Capacity building objective
Results from reviews
Human Development
Train Primary school head teachers to improve upon their supervisory roles
The training was completed and manuals produced However the objective of training was not achieved. i.e. to reduce teacher absenteeism. TeacherÕs performance has been negligible despite training.
Primary School Development Programme (2004) Organization Strengthen
MinistryÕs capacity to monitor, implement, and plan school construction
The ministryÕs capacity has increased. But agenda of the ministries such as school mapping was never carried out. Although orientation took place, there are mixed results. The community was not actively involved in the selection of head teachers.
Basic Education Sector Improvement (1996)
Institution Develop the Education Management Information System
A system that generates reports is in place. However:
It has not been able to meet requirements of various divisions/units to support their functions.
Some training has taken place but the districts donÕt have the full complement of staff.
The data/information not provided on time due to delays in data collection and processing.
EMIS staff is not able to develop the application independently and is still dependent on TA.
Human development
Train teachers 4288 teachers trained, 1996 & 21253 in 1999
Examples of un/successful capacity strengthening Tertiary Education
Human Development
Train University and Polytechnic teachers
Some training occurred. However there is the issue of whether the staff was retained.
Institution Enhance management capacity-establish National Board for Accreditation, National Board for Professional and Technical Examination, National Council for Ter tiary Education. Establish MIS
Tertiary system is slowly increasing management efficiency. Improvements in management are not sufficient to achieve both expansion and quality in the tertiary system. MIS established. Universities involved have core capabilities to manage the system but management needs training in its use. Research Fund and an Accreditation Board established. The National Board for Technical Examination is handicapped in performing its functions. National Council for Tertiary Education more involved in tertiary financing.
Vocational Skills and Informal Sector Support Project
Human Development
Increase governmentÕs capacity to develop, manage, and access various data-train staff to implement tracer studies
Capacity created to implement tracer studies. Staff retention is an issue and there is concern whether studies will be conducted on a regular basis. Capacity was not retained. The units involved are weaker now than before these activities took place. Development of capacity of technical and vocational institutions to deliver short focused, practical and competency based courses.
Examples of un/successful capacity strengthening
Education project UNESCO
Capacity building category
Objective Results from reviews
Support for TTCs
Human development
Train tutors in pre-vocational and pre-technical skills
No follow up
Organization Strengthen ministryÕs capacity in management of programmes
No follow up
Human Train heads of Department of TTCs in management and supervision
No follow up
Examples of un/successful capacity strengthening
Education project UNICEF
Capacity building category
Objective Results from reviews
Multigrade teaching
Organization Strengthen District Teacher Support Teams in deprived districts in multigrade teaching
No follow up
Support for early childhood development
Organization Strengthen the capacity of Regional training teams in use of ECD curriculum
No follow up
Support for TTCs
Human Train tutors to provide access courses for females into TTCs
No follow up
Examples of un/successful capacity strengthening
Education project GTZ
Capacity building category
Objective Results from reviews
Ghanaian Language in primary schools
Human Train primary teachers in effective use of Ghanaian language textbooks
745 primary teachers trained in use of texts in Dagbani, Twi, and Gonja in 2005; no support from Government; however information indicates improvement of pupils in performance.
Organization Sensitize DCEs, District Directors of Education in use of Ghanaian languages in teaching
No follow up
Human Train circuit supervisors on effective use of the textbooks
No follow up,
Examples of un/successful capacity strengthening
Education project (European Union 1988-2001)
Capacity building category
Objective Results from reviews (KPMG)
Primary school improvement project
Human Train untrained primary teachers in rural schools
Most of the Ū10.5m Funds not used.
Organization Provide physical infrastructure for rural schools
Not done
Organization Provide school resources such as books
Not done
Institution Set up a unit at HQ and the regions to manage the training
Only the unit at the HQ was set up
Factors affecting capacity strengthening
Identification of needs/needs assessment
Identifying solutions Developing effective and efficient
training strategies Selection of competent participants
Identifying participants capable of benefiting from training
Identifying those capable of sharing/utilising knowledge
Factors affecting capacity strengtheningcont’dSelection of motivated participants
Identifying willing participantsSelection of competent resource
personsCompetent trainersMotivated trainers/trainers with passion
Selection of appropriate training venueVenue with less attraction to participants
Factors affecting capacity strengtheningcont’d
Addressing participants’ expectationsProvision of training packs/handout/etcDelivery should provide opportunity for
sharing knowledge, group work, hands-on, minds-on activity
Proper definition of roles and functions of consultants/participants/ administrators
Factors affecting capacity strengtheningcont’d
Definition of implementations hierarchical structure
Minimizing obstruction to implementation programmes
Ensure adequate funding for the training programme
Factors affecting capacity strengtheningcont’d
Ensure that goals of the project were in line with national strategic goals;
Effective and efficient use of scarce resourcesAvoiding wastageMaximum use of resources
Maintain reasonable number of participants, i.e. avoid large numbers
Key issues for successful capacity strengthening
Government Government must ensure that capacity
strengthening interventions are based on systematic needs assessment;
Government must avoid over optimism about her level of commitment to projects. Their commitment must be based on critical assessment of the political economy and peoples’ commitment to change;
Ensure adequacy of funding.
Key issues for successful capacity strengthening (cont’d)
Support results-based approach to project design so that implementation will be based on explicit targets and indicators;
Support interventions that are piloted beforehand;
Select appropriate/competent consultants - local and foreign- use more local ones;
Avoid projects with over-ambitious designs and which are largely consultant-led
Key issues for successful capacity strengthening (cont’d)
Ensure proper planning and management of programmes
Effective monitoring and evaluation of progress as part of every project;
Non-politicization of issues- minimize interference (political);
Ensure effective and efficient collaboration and coordination between partners/agents and implementing units;
Address issues of sustainability of project.
Key issues for successful capacity strengthening (cont’d)
Project goals should align with national priorities/objectives;
Project design should show clarity, feasibility and impact.
Key issues for successful capacity strengthening (cont’d)Schools:Participate in the provision of data
for needs assessment; use personal starting points of teachers;
Schools’ strategic plans should support results-based interventions;
Ensure ownership of project;Engage in open and frank discussion
of problems;
Key issues for successful capacity strengthening (cont’d)
Ensure talented educationalists in the institutions and communities are involved in all stages of capacity strengthening- planning, implementation and evaluation.
Ensure clarity of objectives
Key issues for successful capacity strengthening (cont’d)Donors/NGOs:Ensure projects follow a client-driven
agenda and not a donor-driven one;Play a supporting and facilitating role;Ensure projects have in-built monitoring
and evaluation component;Move progressively to a sector-wide
approachInvolve all major stakeholders in entire
project cycle
Role of research in understanding capacity strengthening issues
Provides evidence of nature of problem (reality under ground)
Provides facts and figures for effective planning;
Makes recommendations for solution of problems;
Throws light on the impact of capacity strengthening interventions on service delivery and outcomes;
Provides information on how available resources are used to improve efficiency and effectiveness
Challenge/Conclusion Pursue a holistic approach to capacity
strengthening;Place learning for students and the
educational system as a whole at centre of all capacity building;
Educate the public on teacher and organizational capacity strengthening efforts
Change the sporadic INSET to a regular comprehensive INSET
Ensure accountability and continuity in projects
CAPACITY STRENGTHENING CAN MAKE A DIFFERENCE
THANK YOU