The Education Support Program (ESP) that is funded by USAID began implementation in September 2011 and builds on the institutional achievements made by the Education Reform Program (ERP) in strengthening the local educational structures to support teacher professional development and community involvement in educational decision making and quality improvement. It also seeks to enhance the MOE capacity for crisis contingency planning so that political and social disruptions to the school system in the future can be well managed, thus reducing the negative impacts of such disruptions.
ESP’s main components
• Building the capacity of Boards of Trustees (BOT)and Social Work Departments (SWD) to support community participation to improve the educational process.
• Assistant Teacher professional development (newly hired).
• Building the capacity of the Instructional leadership to deal with contingencies and support the professional development of teachers.
• Increase the capacity of the Ministry of Education and Social Work Departments to support the BOTs in dealing with the challenges which could face the school.
• Support Idarras and BOTs in implementing activities to improve skills of students who have reading and writing difficulties.
• Support Idarras and BOT in implementing activities to improve leaning of science.
• Build the capacity of newly hired Assistant Teachers.
• Build the capacity of the Training Departments on the Mudderia and Idarra levels to meet teachers’ professional development needs.
• Strengthen the capacity of Institutional leadership at the Idarra level to plan for and manage contingencies and professional development.
• Working through partners to increase the effectiveness and efficiency of the project; such as Professional Academy for Teachers (PAT), the SWD, the Training Departments, and other educational leaders at the central and local levels.
• Involving local leaders in planning and implementation of activities.
• Utilizing the MOE Education’s monitoring and evaluation system to ensure accuracy of data.
• Utilizing the MOE cadres of trainers who have been trained previously in all areas.
• Using available training materials that have been produced previously by ERP in collaboration with the MOE.
• Adopting innovative non-traditional training strategies to reach as many teachers as possible.
• Linking leadership capacity-building activities with real problems currently facing schools.
• Enhancing coordinating between the community and educational leaders at the school and Idarra level.
Summary of achievements until the end of August 2012
• Supporting PAT to prepare 50 Professional Development Certification Reviewers.
• Initiating the Professional Development Certification System and certifying the first training course for Assistant Teachers, followed by certifying 47 training program.
• Developing and certifying a training program for Assistant Social Workers (ASW) and a program building the capacity of BOTs.
• Preparing idarra level local plans to build the capacity of the BOTs.
• Preparing 149 trainers at the Mudderia level and 1219 trainers at the Idarra level to build the capacity of BOTs
• Supporting the SWD in training of 3,612 boards of trustees on certified capacity building program modules to support the educational process.
• Training 25,200 Assistant Teacher in various specialization in the basic education.
With the beginning of the second year of implementation, the program will work in new following activities in addition to the main activities in collaboration with the Ministry of Education:
Remedial reading and writing program:
Support the design and implementation of a remedial reading and writing program for students in grades 4-8. The program will include diagnostic tools to identify the target students, a guide for the students, a training program for teachers, and system for monitoring and support during implementation of the program which aims to target is 20,000 students in (400) schools in (80) Idarras.
Science Clubs and Fairs:
Support education departments in the implementation of science clubs and fairs to enhance students’ scientific research skills and increase their motivation to study science. The program will build the capacity of Teachers to manage science clubs at the school level and then coordinate with the idarra to implement science fairs at the Idarra level. 3000 students will be trained to participate in science clubs at the school level in (140) in schools, in (20) Idarras.
Build the capacity of Boards of Trustees to support at risk students:
Designing and implementing a training program for BOTs to identify students, who are at risk of dropping out of school, and develop and implement plans to provide the necessary support to prevent them from dropping out, and then provide the necessary support for them to continue in school. The program will also work on developing a monitoring system to ensure that these students are continuously supported.
Build the capacity of the teacher supervisor to support institutional leadership at the school level:
Build the capacity of 10,000 supervising teachers on mentoring skills through training providing a certified 30 hour training program that focuses on mentoring, effective communication, constructive feedback, and evaluation.
Instructional Leadership Development:
Coordinating with the PAT to activate the process of selecting and training institutional leaders and delivering a leadership training program to 3,000 leaders with a special focus on topics such as enhancing community participation in education and supporting teachers professional development, and enhancing women participation in education.
Supporting the certification of 50 local training units at the Idarra and Mudderia levels:
Providing technical and material support to local training units so they fulfill certification standards set by the PAT throughout equipping training venues and building the capacity of the training managers.