Phase One - Formalization: This entails signing a service agreement with the provincial Departments of Education (DoE) and identifying the poorest districts that could benefit from the program. Management capacity at provincial and district levels is then allocated. This phase solicits political buy-in.
Phase Two - School Selection: The provincial DoE identifies schools and the program invites them to participate in an interview to justify why their school would benefit from the BNSD program. Once the schools are selected, an official launch of the program takes place in each province.
Phase Three - Capacity Development: This phase includes school retreats; curriculum management and implementation; school management and governance, as well as student leadership.The school retreats are team building exercises for each school. All educators, representatives of the school governing bodies, and selected students attend. Honest conversations are facilitated to identify the reasons why the school is performing poorly and participants sign commitment statements to play an active role in improving within the identified areas.
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CEI approaches in actionSchool supportTeacher trainingSchool leader trainingParental/community engagement for school accountabilitySchool operations or managementTeacher evaluationStudent assessment and progressInfrastructure and equipmentStudent support
The program is deliberately targeted at underperforming schools in disadvantaged rural areas. It is free for all schools and infrastructure is used as an incentive for achieving benchmark levels of academic achievement.
- Total number of schools served so far through the program: 45
- Total number of students reached so far through the program: 21,494
The program plans to focus on Annual National Assessments (ANA) as barometer of success. It will also continue to develop its model and content so that it can be adopted by the government to deal with systemic change through implementation at the district level, even if it is rolled-out nationally.
Monitoring & EvaluationYes
A research company has been employed to develop very specific indicators, write the qualitative assessment of the success of the program, and commission a formal evaluation every six months.
Five internal bodies are in place to monitor the program.
Project managers adopt the nine traits functionality model as suggested by DoE to evaluate the success of the program.
District and provincial management meet with implementers to review structure and discuss bottlenecks in the rollout.
An advisory board monitors the cost effectiveness of the program by monitoring finances and risk.
A management committee monitors operations to ensure effective implementation.
An executive committee meets the need for program implementation support as the need becomes apparent from monitoring the progress in various schools.
Standardized assessment performanceInternal assessment performanceUser satisfactionAbility to reach the poorGraduation or promotion ratesEmployment ratesIncreased enrollmentCost effectiveness/value for moneyYes