EPM 314 - Education Sector Programmes and Projects

9 May 2017 to 19 May 2017
Application deadline: 
17 February 2017

Course objectives

The aim of this course is to provide participants with the necessary competencies and technical skills to design, monitor and evaluate development aid programmes and projects for the education sector.

It addresses professional development needs of practitioners from Government agencies and the Civil Society in aid recipient and donor countries. The course is particularly relevant for education practitioners who want to update themselves on developments in the aid environment and would like to develop their project design and writing skills.
 
At the end of the course, participants should be able to:

  • Analyze the features characterizing the evolving aid environment that characterize Government-donor relations and the national policy dialogue in aid recipient countries;
  • Design a project document, applying the Logical Framework Approach and complementary principles such as those of Results Based Management and Management for Development Results;
  • Identify and use current approaches for programme and project identification, preparation, monitoring and evaluation within a sector-wide planning and resource allocation framework;
  • Explain the conditions that contribute in making project negotiations successful;
  • Present a project proposal in a compelling manner.

Structure

1. Aid instruments for education sector development
This component sets the stage by introducing the context in which programme and project design takes place. After recalling the milestones of the evolving aid environment since 2000, programme-based approaches (PBA) are critically reviewed. The importance of PBA for project identification, formulation, implementation monitoring and evaluation (M&E) is discussed. Sector financing is examined, including modes of external financing for education and changing aid instruments. Different forms of aid are assessed in terms of their implications for the national policy dialogue and Government-donor cooperation. This component is delivered mainly through plenary sessions and discussions. (1 day)

2. Programming approaches, techniques and tools
This component provides an overview of the main approaches, techniques and tools currently used for the identification, the preparation, the implementation monitoring and evaluation of education programmes and projects. The main approach and tool for programme/project identification and design used in the course is the Logical Framework Approach (LFA). The LFA is explained, critically reviewed and applied throughout the course, including through group work guided by IIEP staff. Approaches for monitoring and evaluation of programme/project implementation are presented and discussed. Donor requirements concerning the inclusion of cross-cutting themes in education programmes are analyzed using recent examples. Modalities to negotiate project funds with various donor agencies are introduced. This component consists of plenary sessions and a practical exercise. Participants work in groups with an IIEP instructor and formulate a project document. At the end of the course, project documents are defended and debated. (7 days)

Participants’ profiles:

Education development personnel from Ministries of Education and related national organizations, national and international NGOs and development agencies involved in project preparation, implementation and monitoring.

No pre-requisites.