Led a participatory education bottleneck analysis for the Eastern and Northern Provinces’ Ministries of Education with support from UNICEF. The analysis covered the primary and secondary sub-sectors. Bottlenecks were identified at school, zone and province levels through focus groups with children, parents and teachers, interviews with principals and school management teams, and meetings with zone and provincial education officials, NGOs, and universities. Key education issues were discussed in workshops, which laid the foundation for the development of a 3-year road map in the Eastern Province, and the development of a set of priority interventions in the Northern Province. Outputs fed into the Medium-Term Strategic Plan and the Annual Implementation Plan of the two Provinces.
EDUCATION BOTTLENECK ANALYSIS IN SRI LANKA
SCHOOL FACTORS OF DROPOUT AND LOW PERFORMANCE IN HAITI
The research focused on the school factors that contribute to low performance, school failure and dropout in primary education. It was conducted in 35 schools using a mixed methods design. The study explored 4 types of factors (i) student factors (motivation, self-esteem, wellbeing, sense of belonging, attendance, learning results…), (ii) teacher factors (qualification and training), motivation, self-confidence, attitudes, absenteeism…), (iii) teaching and learning factors (classroom environment, equipment and materials, classroom activities, interactions, feedback, assessment, classroom management…), and (iv) school factors (infrastructures, supervision, management of low achievers, student participation, relationships with parents, discipline and corporal punishment, absenteeism and dropout management…).
Conducted a formative evaluation of the Inclusive Education Pre-primary Education Model developed by the Ministry of Education with support from UNICEF. The evaluation covered 3 regions. It included preschool visits, focus groups with teachers, school psychologists, resource teachers and speech therapists, interviews with preschool directors, and focus groups with parents of children with special educational needs. Meetings took place with teacher trainers, Regional Resource Centres’s staff, officials from Regional Education Departments, NGOs, civil society and representatives from the MoES. The evaluation fed into the revision and scale up of the model.
EVALUATION OF THE INCLUSIVE PRE-PRIMARY EDUCATION MODEL IN BULGARIA
MONITORING OF EU EDUCATION BUDGET SUPPORT PROGRAMME IN MOROCCO
As a vulnerable children expert, conducted 6 missions for Education II, the EU Budget Support Programme in Morocco. Missions covered sector analysis and monitoring of specific indicators before disbursement on the following themes: (i) preschool education, (ii) education for children with disabilities, and (iii) formal and informal education for migrant and refugee children.
DROUPOUT PREVENTION IN EUROPE AND CENTRAL ASIA
Provided policy, strategy and capacity development support on out-of-school children, dropout and early school leaving prevention and response, with a focus on Roma, ethnic minority and migrant children, children with disabilities and children in difficult life circumstances. This included working with education and social sector ministries, national education agencies, decentralised authorities, schools and UNICEF offices in 12 countries: Albania, Armenia, Bosnia & Herzegovina, Bulgaria, Georgia, Kazakhstan, Kyrgyzstan, Kosovo*, Moldova, Serbia, Tajikistan, and Ukraine. The technical assistance concentrated on: (i) Guiding national inter-ministerial working groups on legislation reviews, policies, national programmes and monitoring mechanisms for out-of-school children and dropout prevention, (ii) Conducting policy reviews and developing policies, strategies, and action plans, (iii) Conducting research studies, (iv) Assessing and documenting pilot programmes, (v) Training and developing training manuals and modules for education and social sectors professionals, (vi) Compiling best practices. For more information, see publications.
GLOBAL REVIEW OF CHILD, EARLY AND FORCED MARRIAGE
This review was undertaken for Plan International and implemented in partnership with Louise Wetheridge Consulting. It included a thorough review of the frameworks and strategies of international agencies (UN, bilateral, INGOs) and of existing research and lessons learned on programming for Child, Early and Forced Marriage in development and emergency contexts globally. It also comprised an assessment of the policies, strategies of Plan International (including national, regional and country offices in 4 regions) and how these translated into programming practices and project implementation. The review fed into Plan International’s learning and programming cycle with an aim to improve programming and delivery practices.