Category Archives: Capacity Building

Feasibility Study for Establishing a National Curriculum Centre in Iraq (INCC)

Country: Iraq

Donor: UNESCO

Period: 07/2012 -12/2012

Activity: The INCC aims to contribute to the modernization and reconciliation in Iraqi society through rebuilding the Iraqi school curriculum and textbooks along side with teacher professional development to enhance and innovate educational practices. This project is part of an overall Iraqi educational reform and development strategy also targeting Teacher Training, Higher Education and Literacy.

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Strengthening Technical and Vocational Education and Training (STVET) Project

Country: Lao PDR

Donor: Asian Development Bank

Period: 09/2011 – 05/2013

Activity: The TVET Skills Contracting Program aims to widening the national skills training base through direct support for the greater involvement of selected private TVET institutions. The project seeks to improve both the quality of, and access to, formal TVET in Lao PDR, focusing on certificate and diploma programs. Quality improvements include developing skill standards, improving curricula and training teachers in 4 priority skill areas:

(i) construction and building trades,

(ii) mechanical and machinery maintenance and repair,

(iii) furniture-making, and

(iv) basic business.

Higher Education Finance

Country: Bosnia and Herzegovina

Donor:  European Union

Period: 12/2011-05/2013

Activity: The project contributes to ongoing reform of education in BIH with a catalytic effect on the macro-objectives of employability and public expenditure. Considering that education, including higher education, is economically and socially productive investment, it is expected that the project will come up with more efficient ways of higher education funding that will improve allocation of resources and ensure satisfaction and improvements of overall society. Recommendations for alternative models for cost efficient and evidence based planning and allocation of public funds for higher education are to be developed and relevant institutions trained in how to deal with different implications of alternative models of financing.

Inclusive Education Services

Country: Montenegro

Donor:  European Union

Period: 12/2011-12/2012

Activity: The existing social welfare and education system in Montenegro is in the process of intensive reforms and decisive endeavours are needed to restructure in accordance with best EU practices and in the best interest of the beneficiaries. One of the areas which require special attention is the education of excluded children. Direct beneficiaries are the MoES, the Bureau for Educational Services, Examination Centre. Indirect beneficiaries are the current and futures special education needs pupils.

TVET School Entrance Examination

Country: Mongolia

Donor: Millennium Challenge Corporation

Period: 05/2011 – 10/2011

Activity: Support MCA-Mongolia in the design of instruments for a rigorous impact evaluation of VET activities to assess the extent to which VET project activities, and, in particular, the establishment of a competency-based training system and complementary equipment upgrades, impact the overall quality of VET schools as well as the skill-level, productivity, employment, and income of VET graduates.

Promotion of Basic Education in Afghanistan: Results-based Monitoring

Country: Afghanistan

Donor: GIZ

Period: 06/2011 – 05/2013

Activity: Part of the National Education Strategy is the establishment and operation of an Education Management Information System (EMIS). It is supposed to be established throughout the country and organized, conducted and used by professionals at the national level and in the provinces and districts. The design of the EMIS is supported by donors and development partners. The project “Results-based Monitoring” refers to both the existing EMIS of the Ministry of Education and the M&E System of the Teacher Education Department (TED) in the Ministry of Education as well as to the implementation and impact of projects within the components of German technical cooperation. Results from the monitoring activities of the latter are made available to the M&E Unit of the TED and are fed into the overall EMIS. A capacity assessment for the M&E Unit of TED and a corresponding capacity development strategy are developed and implemented.

New Modern Apprenticeship System

Country: Cyprus

Donor: European Social Fund (ESF)

Period: 11/ 2011 – 11/2012

Activity: The main components of the Consultants work are the following:

  • Cost benefit analysis of the New Modern Apprenticeship
  • Analytical Planning of the New Modern Apprenticeship
  • Development of an Implementation Mechanism for the realization of the analytic planning within the agreed timetable
  • Setting up specifications for  Experts /Researchers to crew the Research & Development Center of the   New Modern Apprenticeship
  • Technical Support of the Beneficiary (Cypriot Productivity Center, KEPA) to implement the New Modern Apprenticeship

 

 

 

 

Teacher Education Improvement Project: Upgrading Academic and Professional Teaching Qualification of Under-Qualified Class Teachers for Grades 1-4

Country: Palestine

Donor: World Bank

Period: 06/2011 – 05/2013

Activity: In the context of the Teacher Education Improvement Project (TEIP), and in keeping with the Teacher Education Strategy (TES), the aim of this project is to make provision for under-qualified, grade 1-4, class teachers to upgrade their academic qualifications to degree level and to gain a professional teaching qualification and, thereby, meet the standards required for teacher certification.

Rapid Employment Program – Provision of Pre-Employment Training

Country: Solomon Islands

Donor: World Bank

Period: 05/2011 – 05/2013

Activity: The overall objective of the project is to assist targeted urban poor to: i) increase their incomes through the provision of short term employment; and ii) improve their knowledge, experience and basic employment skills that are valued in the work place and society. Secondary benefits accrue to the target communities/neighbourhoods and the general urban population from the infrastructure and services that are provided through the Rapid Employment Project. The project is designed as a rapid response to address unemployment, underemployment and poverty in the main urban centre of the Solomon Islands. The project also serves to increase economic productivity through investing in the maintenance of infrastructure assets, particularly roads.

Association of African Distance Learning Centers (AADLC) Project – Knowledge Transfer in Change Management

Country: AADLC member countries[1]

Donor: Institutional Development Fund – World Bank

Period: 05/2011 – 5/2012

Activity: The overall objective is to support the Association of African Distance Learning Centers (AADLC) in managing complex service contracts on behalf of its member centers and to help the Association in development and implementation, through peer/action learning on real-life projects, of an efficient working structure, including designing and implementing the strategic plan. The plan should allow AADLC to be the main point of contact for relations with the World Bank, to support the expansion of the network in Africa and manage membership, business development, advocacy, marketing and communication



[1] Angola, Benin, Burkina Faso, Côte d´Ivoire, Ethiopia, Ghana, Kenya, Madagascar, Mali, Mauritania, Mozambique, Senegal, Tanzania and Uganda