EPM 314 - Education Sector Programmes and Projects

23 April 2019 to 3 May 2019

Practical information and application

Find on this page all the practical information on the SCP and related costs.

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Course objectives

To provide participants with the necessary competencies and technical skills to design, monitor and evaluate development aid programmes and projects for the education sector.

At the end of the course, participants should be able to:

  • Analyze the features characterizing the evolving international aid environment, including the new SDG commitments; 
  • Design a project document, applying the Logical Framework Approach (LFA), linked to the Theory of Change; 
  • Use current approaches for programme and project identification, preparation, monitoring and evaluation within a sector-wide planning approach;
  • Explain the conditions that contribute in making project negotiations successful;
  • Present a project proposal in a compelling manner.



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 a critical review of programme-based approaches (PBA) and their importance, sector financing is examined (modes of external financing and changing aid instruments, etc.) as well as the different forms of aid. This is 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, preparation, implementation and 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), but the course also relates the LFA to evolving approaches to developing Theories of Change that inform the design of the LFA. Approaches to the 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 on the design of a project. As a group, they write a project document. At the end of the course, all teams defend their projects and their presentations are debated. (7 days)


No pre-requisites.


Participants’ profiles:

In addition to the criteria mentioned in the introduction, education development personnel from Ministries of Education and related national organizations, national and international NGOs and development, involved in the preparation, implementation and monitoring of projects.