Guidelines for Capacity Development

1
Guidelines for Capacity Development

• An Introduction

2
Welcome and introduction
Guidelines for Capacity Development in the
Education Sector
within the Education For All - Fast Track
Initiative Framework

• Introduction of participants
• Objectives of the workshop
• To create a common understanding of capacity and
  capacity development
• To become familiar with the FTI Guidelines for
  Capacity Development
• To learn about the process being launched with
  this workshop

3
Program
Guidelines for Capacity Development in the
Education Sector
within the Education For All - Fast Track
Initiative Framework
Introduction

• Day 1
• Welcome and introduction
• Purpose of the guidelines
• Capacity some conceptual notes
• Capacity development definition and concepts
• Using the FTI CD Guidelines
• Overview The 5 Steps
• Step 1
• Step 2
• Day 2
• Using the FTI CD Guidelines
• Steps 3-5
• Conclusion and evaluation

4
Background of the guidelines
Guidelines for Capacity Development in the
Education Sector
within the Education For All - Fast Track
Initiative Framework

• Fast Track Initiative (FTI) is a global
  partnership to support basic education in low
  income countries
• FTI recognized need for systematically addressing
  the capacity of low-income countries to implement
  their sectoral plans -- capacity assessment is
  part of the endorsement process
• Guidelines are the result of a participatory
  process involving multiple stakeholders from 14
  bi- and multilateral organisations and Ministries
  of Education

5
Purpose of the guidelines
Guidelines for Capacity Development in the
Education Sector
within the Education For All - Fast Track
Initiative Framework
Introduction

• The CD Guidelines
• focus on the implementation of education sector
  plans
• should guide a process to put in place the
  capacities needed to attain sector plan
  objectives
• are designed as a resource for country-level
  stakeholders
• can be used during the elaboration of the sector
  plan or while implementing the sector plan as a
  monitoring and evaluation tool on capacity issues

The guidelines are not a blueprint!
6
Definition of capacity
Guidelines for Capacity Development in the
Education Sector
within the Education For All - Fast Track
Initiative Framework
Capacity

• OECD/DAC Capacity is understood as the ability
  of people, organizations and society as a whole
  to manage their affairs successfully.

7
Three levels of capacity
Guidelines for Capacity Development in the
Education Sector
within the Education For All - Fast Track
Initiative Framework
Capacity

• Capacity is generally considered to have 3
  levels individual, organizational and
  institutional

Individual
Organizational - sub-levels
Institutional
8
Institutional vs organizational levels
Guidelines for Capacity Development in the
Education Sector
within the Education For All - Fast Track
Initiative Framework
Norms for exertion of power and authority
(including power distribution)

• institutions are often used synonymously with
  organizations, but in this context institutions
  denotes resilient social structures formed by
  norms and regulations which provide solidity and
  meaning to social life. Institutions can be
  formal or informal, and are by definition slow to
  change.

Socially embedded norms for what government
should and should not do and of how public
management should be performed
9
Components within levels
Guidelines for Capacity Development in the
Education Sector
within the Education For All - Fast Track
initiative Framework
Capacity

• Individual level
• Experience
• Knowledge and technical skills
• Motivation (personal goals and needs)
• Organizational level
• Systems
• Procedures
• Rules
• Institutional level
• Institutional framework
• Laws, norms
• Power structure and influence

10
Levels and components
Guidelines for Capacity Development in the
Education Sector
within the Education For All - Fast Track
initiative Framework
Capacity
institutional framework, laws, norms
High capacity can be said to exist when these
components are all in place in the right mix
procedures
knowledge, technical skills
motivation
experience
rules
systems
power structure, influence
11
Activity I Levels of capacity
Guidelines for Capacity Development in the
Education Sector
within the Education For All - Fast Track
Initiative Framework

• Capacity for what?
• Discuss in small groups what capacities are
  relevant to have competent teachers in every
  school. Please use the activity sheet provided to
  record your groups answers.

12
Areas of capacity
Guidelines for Capacity Development in the
Education Sector
within the Education For All - Fast Track
initiative Framework
Capacity

• Human Capacity
• Material Capacity
• Decentralization Capacity
• Management Capacity
• Financial Capacity
• Planning, ME Capacity
• Communication Capacity

13
Definition of CD
Guidelines for Capacity Development in the
Education Sector
within the Education For All - Fast Track
Initiative Framework
Capacity Development

• OECD/DAC Capacity development is the process
  whereby people, organizations and society as a
  whole unleash, strengthen, create, adapt and
  maintain capacity over time

14
Capacity development
Guidelines for Capacity Development in the
Education Sector
within the Education For All - Fast Track
Initiative Framework
HIGH
MODERATE
CAPACITY
LOW
15
CD spiral
Guidelines for Capacity Development in the
Education Sector
within the Education For All - Fast Track
Initiative Framework
Capacity Development

• As capacity increases, possibilities and
  opportunities also increase. Capacity for the new
  opportunities is low and needs to be increased

Capacity is a moving target
16
On to the guidelines
Structure Introduction 5 Steps
Conclusion Summary
17
The 5 steps
Guidelines for Capacity Development in the
Education Sector
within the Education For All - Fast Track
Initiative Framework
Introduction
1
Set the stage for participatory dialogue and a CD
strategy
Make sure everyone is on board

• outline a process for designing a shared strategy
  for country-led CD

2
Understand and build on the country context for
an effective education CD strategy
Put the sector in the big picture
3
Conduct the capacity gap analysis
Insufficient resources revise targets
Identify what exists what is missing to reach
objectives
Consistent strong political commitment? Context
changed?
4
Design the CD strategy -- mobilize resources and
set priorities
M E process
Plan it priorities make it sustainable
5
Define a monitoring and evaluation mechanism for
the CD process
Do it! And make sure it works
18
Step 1
Step 1 Set the stage for participatory dialogue
around a CD strategy
1 2 3 4 5
1
Set the stage for participatory dialogue and a CD
strategy
Make sure everyone is on board
2
Understand and build on the country context for
an effective education CD strategy
Put the sector in the big picture
3
Conduct the capacity gap analysis
Identify what exists what is missing to reach
objectives
Insufficient resources revise targets
Consistent strong political commitment? Context
changed?
4
Design the CD strategy -- mobilize resources and
set priorities
M E process
Plan it priorities make it sustainable
5
Define a monitoring and evaluation mechanism for
the CD process
Do it! And make sure it works
19
Set the stage
Step 1 Set the stage for participatory dialogue
around a CD strategy
1 2 3 4 5
Establishing a common ground around systemic
capacity issues within the education sector
requires that the design process is carried out
in an inclusive and comprehensive manner.
Make sure everyone is on board

• Critical factors
• Strong, long-term commitment and consistent
  leadership
• Broad ownership and inclusiveness of the CD
  process
• An informed debate on capacities

20
Leadership
Step 1 Set the stage for participatory dialogue
around a CD strategy
1 2 3 4 5
Does the education sector have an overall vision
and a policy framework for implementing this
vision?

• Consistent leadership and strong commitment to
  the education objectives and related capacity
  issues are necessary to drive the CD process over
  the long-term.

Are the leaders at all levels committed to the
vision and strategies?
Are resources being allocated according to the
vision and strategies?
21
Political commitment
Step 1 Set the stage for participatory dialogue
around a CD strategy
1 2 3 4 5

• What if this key factor is not fully ensured?
• Clear political will is necessary throughout the
  process. Leadership could be strengthened by
  involving other stakeholders. Useful support
  could be sought at the community level or among
  civil society organizations. Preparatory
  activities (e.g. awareness raising and training)
  could maximize the chances of success.

22
Broad ownership and inclusiveness
Step 1 Set the stage for participatory dialogue
around a CD strategy
1 2 3 4 5

• Broad ownership is essential in order for the
  often ambitious and difficult reforms to be
  implemented by the stakeholders themselves.

Who are the key stakeholders involved in relevant
public sector reform(s)?
Which stand to gain from the reforms (potential
supporters)?
Who are potential opponents and why?
23
Stakeholders
Step 1 Set the stage for participatory dialogue
around a CD strategy
1 2 3 4 5

• Possible stakeholders include
• Public actors other line ministries (civil
  service, planning), central and decentralized of
  education, members of parliament, local
  authorities, sector staff across departments
• Civil society parent-teacher associations,
  teachers unions, religious authorities, CBOs,
  FBOs, community education committees, NGOs
• Private sector building contractors, private
  school leaders, textbook suppliers and banks
• Academic think tanks, universities
• Doctors
• Media

Country ownership is much broader than government
ownership
24
An informed debate on CD
Step 1 Set the stage for participatory dialogue
around a CD strategy
1 2 3 4 5
How to draw from existing evidence and key
national documentation?

• Given the sensitive nature of CD, it is important
  to ensure consistent and high level technical
  discussions with a comprehensive approach.

How to organize the process at different levels?
How to involve key experts from other sectors?
How to embed the CD process in other reforms?
Experience shows that continuity of individuals
involved is a key factor for success
What other local or regional resources are there?
25
Information sources
Step 1 Set the stage for participatory dialogue
around a CD strategy
1 2 3 4 5

• Cross-sector or macro level PRSP, public sector
  reform plans, political and economic assessments,
  World Bank country financial accountability
  assessment, country policy and institutional
  assessment, public expenditure review, public
  expenditure tracking survey, UN agencies country
  common assessment, mid-term expenditure framework
  and drivers of change analysis
• Education sector level education sector plan,
  annual action plans and progress reports, budget
  allocations, legal documents (status of teachers,
  school fees), Catalytic Fund implementation
  plans, frameworks for donor coordination, sector
  review documentation, donor studies and
  evaluations

Other sources could include internal ministry
documents, universities, individual,
non-university research institutes, peer learning
groups, distance learning nodes, teacher resource
centers, consulting firms, NGOs, UN and donors
26
To do Step 1
Step 1 Set the stage for participatory dialogue
around a CD strategy
1 2 3 4 5

• Verify minimum long-term commitment and
  consistent leadership
• Identify key stakeholders, allocate space and
  time to involve or consult them
• Share the guidelines broadly with all immediate
  stakeholders
• Define the format, mechanisms, time frame,
  facilitating resources and tools for the CD
  dialogue
• For working groups or task teams, identify
  members, clarify roles, responsibilities and
  commitment
• Conduct an inventory and collect key
  documentation on countrys social development,
  the education sector objectives, and capacity
  issues

27
Step 2
Step 2 Understand and build on the country
context for an effective education CD strategy
1 2 3 4 5
1
Set the stage for participatory dialogue and a CD
strategy
Make sure everyone is on board
2
Understand and build on the country context for
an effective education CD strategy
Put the sector in the big picture
3
Conduct the capacity gap analysis
Identify what exists what is missing to reach
objectives
Insufficient resources revise targets
Consistent strong political commitment? Context
changed?
4
Design the CD strategy -- mobilize resources and
set priorities
ME process
Plan it priorities make it sustainable
5
Define a monitoring and evaluation mechanism for
the CD process
Do it! And make sure it works
28
Understand country context
Step 2 Understand and build on the country
context for an effective education CD strategy
1 2 3 4 5

• Step 2 embeds the overall CDdialogue in the
  international and country context.
• Establish a baseline for CD
• Analyze the institutional context change
  processes and constraints
• Embed education sector CD within framework of
  broader reforms

Put the sector in the big picture
29
Baseline
Step 2 Understand and build on the country
context for an effective education CD strategy
1 2 3 4 5
What are the striking features of the country in
terms of individual, organizational and
institutional capacity?

• Data and indicators should provide information
  about education sector capacity.

Where does the country stand in comparison with
other countries with similar features?
If relevant information or indicators are
missing, efforts to gather key documentation in
Step 1 may have been insufficient.
What are the possible implications for capacity?
30
Analyze the institutional framework
Step 2 Understand and build on the country
context for an effective education CD strategy
1 2 3 4 5

• Developing a clear idea of the institutional
  environment in which the education system works.
• Analyzing inputs and resources, as well as
  constraints, helps explain why a system works as
  it does, rather than just seeing why it does not
  work.

What change processes, at the national and sector
levels, should be supporting, accompanying or
underlying the CD strategy?
What are the main objectives?
What has been achieved compared to the inputs?
What are the main constraints?
31
Structural and institutional context
Step 2 Understand and build on the country
context for an effective education CD strategy
1 2 3 4 5

• Both structural and institutional factors may
  seem to be abstract and it may sometimes appear
  as an intellectual exercise of little practical
  value to analyse these factors. But failing to do
  so may be the first reason for CD and CD support
  to fail, and most evaluations identify the poor
  attention to the content as the key explanation
  for CD support to be ineffective.

Structural factors are beyond the influence of
individuals and short-term decision making
32
Embed in broader reforms
Step 2 Understand and build on the country
context for an effective education CD strategy
1 2 3 4 5

• Various elements of public sector reform
• National planning capacity
• Public financial management
• Public procurement
• Public service re-structuring mandates and
  functions
• Information and statistical systems
• Decentralization
• Maintenance of public infrastructure and
  equipment
• Client/user responsiveness
• Democratic governance and mutual accountability
  systems
• Legal and constitutional reform
• Aid management and donor harmonization
• etc.

What are the public sector reforms which are
planned or being implemented?
Which elements have an impact on the education
sector?
How could it be adapted in the education sector
to maximize success?
33
To do Step 2
Step 2 Understand and build on the country
context for an effective education CD strategy
1 2 3 4 5

• Analyze the available information collected in
  Step 1, in light of capacity, to set the baseline
  and identify the country specific challenges
• Analyze the institutional and structural context
• Identify education objectives, targets and
  strategies
• Review on-going or planned public sector reforms
  and their potential implications for education
  sector capacities

34
Closure day 1 key points
Guidelines for Capacity Development in the
Education Sector
within the Education For All - Fast Track
Initiative Framework
Summary

• FTI CD Guidelines are not a blueprint, they are a
  flexible tool for guiding a process
• Capacity is complicated, having different levels
  and areas
• Capacity development is not linear since capacity
  is a moving target.
• FTI CD Guidelines outline a 5-step process
• Step 1 is setting the stage for a CD dialogue
  involving stakeholders from all levels
• Step 2 is putting it in context

35
Preview of tomorrow
Guidelines for Capacity Development in the
Education Sector
within the Education For All - Fast Track
Initiative Framework
Preview

• FTI CD Guidelines 5 Steps
• 3. Analyzing the capacity gap
• 4. Designing the CD strategy
• 5. Defining ME mechanisms
• Discussion over guidelines and implementation
• Wrap-up and evaluation

36
Day 2 Overview
Guidelines for Capacity Development in the
Education Sector
within the Education For All - Fast Track
Initiative Framework
Welcome

• Recapping of yesterday
• Overview of the guidelines
• Concepts of capacity
• Concepts of CD
• FTI CD Guidelines
• Overview the 5 Steps
• Step 1 Setting the stage
• Step 2 Understanding the country context
• Todays program
• FTI CD Guidelines 5 Steps
• Step 3 Analyzing the capacity gap
• Step 4 Designing the CD strategy
• Step 5 Defining ME mechanisms
• Discussion over the guidelines implementation

37
Step 3
Step 3Conduct the capacity gap analysis
1 2 3 4 5
1
Set the stage for participatory dialogue and a CD
strategy
Make sure everyone is on board
2
Understand and build on the country context for
an effective education CD strategy
Put the sector in the big picture
3
Conduct the capacity gap analysis
Identify what exists what is missing to reach
objectives
Insufficient resources revise targets
Consistent strong political commitment? Context
changed?
4
Design the CD strategy -- mobilize resources and
set priorities
ME process
Plan it priorities make it sustainable
5
Define a monitoring and evaluation mechanism for
the CD process
Do it! And make sure it works
38
Capacity gap analysis
Step 3 Conduct the capacity gap analysis
12 3 4 5

• Guides users in
• Reviewing all capacity needs related to the
  education sector objectives and implementation
  strategies
• Reviewing existing capacities or on-going
  capacity development efforts
• Determining the net capacity gap

Identify what exists what is missing to reach
objectives
39
Capacity to do what?
Step 3 Conduct the capacity gap analysis
12 3 4 5

• Pre- and in-service training of teachers,
  supervisors and pedagogical staff
• Supervision and pedagogical support of teachers
• Supporting school-level governance for decision
  making, funds use, etc.
• Designing curricula, textbooks and didactic
  material
• Physical supply school design, building
• Data use, IT, database management and indicators
• Planning and ME at all levels, MTEF, and joint
  annual reviews
• Financial management budgeting, budget tracking,
  financial transfers, audit, efficient use of
  resources at decentralized levels
• Quality assurance, supervision and support
• etc.

If it is difficult to clearly answer this
question, it means that the plan needs further
clarification and review or that the elaboration
of the strategy is incomplete. A return to Step 2
may be needed.
40
Gap assessment
Step 3 Conduct the capacity gap analysis
12 3 4 5

• 1) Existing capacities - based on a rigorous
  skills assessment and mapping of the roles and
  responsibilities of organizations and individuals
• 2) Gap assessment 1 Gross capacity gap - the
  gap between should and is capacities
• 3) Existing CD efforts and trends - are there
  realistic, locally-owned CD efforts planned or
  on-going?
• 4) Gap assessment 2 Net capacity gap - the gap
  taking into account the gross gap and existing
  CD efforts

Do stakeholders feel constrained in implementing
EFA plans by other capacity issues which are not
addressed in the current strategy?
41
Areas of capacity
Step 3 Conduct the capacity gap analysis
12 3 4 5
Areas to be reviewed at the individual,
organizational and institutional levels
Absorptive Capacity
Human Capacity
Management Capacity
Capacity in the Education System
Material Capacity
Financial Capacity
Decentralization Capacity
Planning, ME Capacity
Communication Capacity
42
Human resource capacity
Step 3Conduct the capacity gap analysis
1 2 3 4 5

• The most basic and essential capacity of an
  education system
• The overall capacity, in terms of numbers and
  skills at the organizational and institutional
  levels, and the specific abilities needed at the
  individual level for those positions

Are teachers equitably distributed throughout the
country (also in terms of gender)?
Are personnel management rules transparent?
Does staff have the right skills and incentives
to work efficiently and effectively?
43
Material capacity
Step 3Conduct the capacity gap analysis
1 2 3 4 5

• Material resources include key inputs of the
  education sector such as infrastructure,
  equipment, vehicles, software, systems and
  consumables for the equipment.

Are all stakeholders adequately equipped
according to their responsibilities? If not, why
not?
Is the procurement channel transparent and rapid
enough?
44
Financial capacity
Step 3Conduct the capacity gap analysis
1 2 3 4 5

• The adequacy of financial resources, their
  allocation and management are key aspects of this
  area.

What are the financing needs for implementing the
sector strategy?
Is budget allocation compatible with the
subsectors respective objectives?
Are there agreed norms for payment of per diems,
travel policy, etc.?
45
Decentralization capacity
Step 3Conduct the capacity gap analysis
1 2 3 4 5

• The transfer of power to decentralized levels of
  an education system has great implications for
  the capacity requirements at those levels and at
  the central level.

How does decentralization affect the education
system?
What powers are decentralized and what capacities
are needed to implement them?
To what extent are local communities involved in
school management?
46
Management capacity
Step 3Conduct the capacity gap analysis
1 2 3 4 5

• Management is about the effectiveness and
  efficiency of the day-to-day operation of the
  Ministry and its sub-units. Management organizes
  the different parts to work together effectively.

What are the different management tools
available? How are they used?
Is there good collaboration between the education
ministry and other line ministries?
47
Planning, ME capacity
Step 3Conduct the capacity gap analysis
1 2 3 4 5

• Planning and monitoring and evaluation are
  essential capacities for effective functioning of
  any system.

Is there an education sector plan, is it
disaggregated into annual budgeted action plans?
Do policies link planning and data (EMIS)?
Does ME focus on outcomes?
Are Sector Review outputs considered in the next
years planning?
48
Communication capacity
Step 3Conduct the capacity gap analysis
1 2 3 4 5

• The flow and use of information is the lifeblood
  of an organization. Efficient communication
  boosts effectiveness and efficiency.

How does information circulate within the sector?
What is done with new information and new
technologies?
Are there social communication activities
included in the sector plan?
How does central administration communicate with
decentralized levels and vice versa?
49
Activity II Areas of capacity
Step 3 Conduct the capacity gap analysis
12 3 4 5
Analyze capacities in each area considering each
of the 3 levels
Absorptive Capacity
Human Capacity
Management Capacity
Planning and implementation of a curriculum
reform
Material Capacity
Financial Capacity
Decentralization Capacity
Planning, ME Capacity
Communication Capacity
50
To do Step 3
Step 3Conduct the capacity gap analysis
1 2 3 4 5

• Identify the structures (roles and
  responsibilities of administrative units)
• Identify the individual, organizational and
  institutional capacity needs
• Review the existing capacities and determine the
  gross capacity gap
• Consider the on-going or planned CD actions and
  trends and determine the net capacity gap

51
Step 4
Step 4 Design the CD strategy - mobilize
resources and set priorities
12 3 4 5
1
Set the stage for participatory dialogue and a CD
strategy
Make sure everyone is on board
2
Understand and build on the country context for
an effective education CD strategy
Put the sector in the big picture
3
Conduct the capacity gap analysis
Identify what exists what is missing to reach
objectives
Insufficient resources revise targets
Consistent strong political commitment? Context
changed?
4
Design the CD strategy -- mobilize resources and
set priorities
ME process
Plan it priorities make it sustainable
5
Define a monitoring and evaluation mechanism for
the CD process
Do it! And make sure it works
52
Design the CD strategy
Step 4 Design the CD strategy - mobilize
resources and set priorities
12 3 4 5

• This inventory will yield an approximate
  technical and financial framework within which to
  set priorities among CD needs and objectives.

Plan it prioritize and make it sustainable

• Mobilize domestic resources
• Involve technical and financial partners
• Formulate a strategy based on priority trade offs
• Define time-bound implementation modalities
  through a 1-2 year action plan

53
Mobilize domestic resources
Step 4 Design the CD strategy - mobilize
resources and set priorities
12 3 4 5

• Before considering external support to capacity
  development, an often neglected step is to
  carefully examine locally or nationally available
  resources which could serve for developing
  capacity.

What are the availability and quality of specific
capacity development resources needed to engage
in a CD strategy?
Under which conditions could skilled emigrants be
interested in returning home to work in the
education sector?
54
Involve partners
Step 4 Design the CD strategy - mobilize
resources and set priorities
12 3 4 5
Are there particular donor approaches or
activities that have proven (documented)
successful or particularly useful for capacity
development?

• External partners cannot drive the CD process,
  but they can and should contribute. They should
  not hamper the CD process with their own
  practices.

What measures are donor implementing to harmonize
their support?
55
Capacity depletion
Step 4 Design the CD strategy - mobilize
resources and set priorities
12 3 4 5

• Fragmentation of policies and implementation
  through proliferation of projects with investment
  sometimes falling outside national priorities
• Poaching government staff by parallel
  implementation units, distorting salary schemes
  or the creation of an enclave labor market
• Establishing multiple distorting incentives for
  civil servants (per diems, allowances, topping up
  schemes)
• Bypassing institutional bottlenecks instead of
  removing them, such as bypassing normal budget
  and accounting procedures
• Undermining national political accountability
  mechanisms such as parliamentary scrutiny
• Substituting institutionally demanding domestic
  taxation with easy aid receipts
• And more -(

Development partner action, however
well-intended, may also result in the depletion
of capacities.
56
Activity III Capacity depleting phenomena
Step 4 Design the CD strategy - mobilize
resources and set priorities
12 3 4 5
Which of these phenomena are present in your
country? How much of a problem are they?
Use the activity sheet to discuss these questions
in groups.
57
Formulate a strategy
Step 4 Design the CD strategy - mobilize
resources and set priorities
12 3 4 5
Are the conditions for a CD strategy in place?

• Once there is a consensual assessment of the
  needs, the existing CD efforts, the available and
  potential financial and technical resources, the
  conditions are met to formulate a CD strategy.

What concrete actions should be carried out to
address each CD gap identified in Step 3?
How will country sources of changes, as
identified in Step 1, be involved and entrusted
with a proactive role?
If resources are inadequate to fill all the gaps,
it may be necessary to go back to step 3 and
revisit targets, CD objectives and priorities.
58
Format options
Step 4 Design the CD strategy - mobilize
resources and set priorities
12 3 4 5

• Different options are available for the format of
  a sectoral CD strategy
• separate,
• mainstreamed into the sector plan,
• integrated into a national CD strategy

What on-going efforts should be built on or
integrated into the sector strategy?
If there is a country strategy, it might be
possible to specify aspects unique to the
education sector
59
Define an action plan
Step 4 Design the CD strategy - mobilize
resources and set priorities
12 3 4 5

• It is important to concretely define what actions
  need to be completed in the first years. Quick
  accomplishments and rapidly observed progress
  will help build and maintain the momentum around
  CD.

A simple document, road map, action plan or table
that includes

• the time frame
• the stakeholder/ unit responsible
• the other stakeholders to be involved
• the costs

60
Activity IV CD strategy
Step 4 Design the CD strategy - mobilize
resources and set priorities
12 3 4 5

• Imagine that after a curriculum reform process,
  the new curriculum is not being implemented in
  all schools. Investigators have discovered that
• not all schools have the new materials
• not all teachers know how to use them
• and the central ministry did not know about
  this problem

Brainstorm activities for addressing these
capacity gaps
61
To do Step 4
Step 4 Design the CD strategy - mobilize
resources and set priorities
12 3 4 5

• Jointly analyze the behavior of financial and
  technical partners
• Clarify donors financial commitment
• Assess and mobilize technical support
• Formulate a capacity development strategy
  priority CD activities, integrate on-going CD
  efforts
• Decide on format of CD strategy separate,
  mainstreamed in sector plan or integrated in
  national strategy
• Derive a 1-2 year action plan

62
Step 5
Step 5 Design a monitoring and evaluation
mechanism for the CD process
12 3 4 5
1
Set the stage for participatory dialogue and a CD
strategy
Make sure everyone is on board
2
Understand and build on the country context for
an effective education CD strategy
Put the sector in the big picture
3
Conduct the capacity gap analysis
Identify what exists what is missing to reach
objectives
Insufficient resources revise targets
Consistent strong political commitment? Context
changed?
4
Design the CD strategy -- mobilize resources and
set priorities
ME process
Plan it priorities make it sustainable
5
Define a monitoring and evaluation mechanism for
the CD process
Do it! And make sure it works
63
Define a ME mechanism
Step 5 Design a monitoring and evaluation
mechanism for the CD process
12 3 4 5

• While designing a strategy, it is key to define
  how these structured efforts toward CD will be
  monitored and evaluated. ME of CD should be
  considered part of a planning cycle, interlinking
  priority setting, strategy selection, resource
  allocation and budgeting and implementation.

Do it! And make sure it works
Step 5 is also the starting point for reviewing
periodically the progress made by going back to
Step 3. Over time, it may also be necessary to
review Step 1.
64
Set up ME modalities
Step 5 Design a monitoring and evaluation
mechanism for the CD process
12 3 4 5
Which performance indicators should be associated
with each CD activity? Can they be streamlined
with those in the sector plan?

• Baseline (from Step 2)
• Performance indicators
• ME mechanism to measure progress

Is there a functioning sectoral monitoring
mechanism?
How can CD be systematically reviewed?
65
Activity V Performance indicators
Step 5 Design a monitoring and evaluation
mechanism for the CD process
Performance indicators measure the change brought
about by an activity or set of activities.

• Develop performance indicators for the activities
  collected in the previous activity.

Good indicators have qualitative, quantitative
and temporal elements
66
To do Step 5
Step 5 Design a monitoring and evaluation
mechanism for the CD process
12 3 4 5

• Establish a monitoring and evaluation system for
  CD with agreed indicators
• Synthesize the overall CD process into a table,
  or tables that will be reviewed periodically in
  the ME process
• Periodically draw lessons from experience and
  learn from the experience of others

Does the process still enjoy consistent and
strong political commitment? Has the country
context changed dramatically? Depending on
current developments, it might be necessary to
review Steps 1 and 2
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Summary
Guidelines for Capacity Development in the
Education Sector
within the Education For All - Fast Track
Initiative Framework
Wrap-up

• 1 Set the stage
• 2 Country context
• 3 Capacity gap analysis

Strong, long-term commitment consistent
leadership broad ownership informed
debate Baseline for CD institutional context -
change processes and constraints embed CD How
to conduct the capacity gap analysis, key areas
for the analysis Mobilize domestic resources,
involve partners, formulate strategy based on
priorities, define 1-2 year action plan Set up
ME modalities for CD, summarize overall CD
process, learn from experience and share lessons
learned
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Success factors
Guidelines for Capacity Development in the
Education Sector
within the Education For All - Fast Track
Initiative Framework
Wrap-up

• A successful CD strategy will
• Stem from an endogenous, country-led process
  (ownership and leadership)
• Involve all types of stakeholders at all levels
  of the education system
• Link sector reform to broader reform processes
• Diagnose critical capacity constraints impacting
  on specific sector objectives
• Diagnose constraints, strengths, weaknesses,
  opportunities and threats regarding capacity
  through individual organizational and
  institutional perspectives
• Identify sources of country-owned change and
  develop strategies to support them
• Consider how capacity development support is
  delivered and seek ways of coordinating this
  support
• Build and promote mechanisms for learning from
  experience and sharing lessons

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The 5-step process
Guidelines for Capacity Development in the
Education Sector
within the Education For All - Fast Track
Initiative Framework
1
Set the stage for participatory dialogue and a CD
strategy
Make sure everyone is on board
2
Understand and build on the country context for
an effective education CD strategy
Put the sector in the big picture
3
Conduct the capacity gap analysis
Identify what exists what is missing to reach
objectives
Insufficient resources revise targets
Consistent strong political commitment? Context
changed?
4
Design the CD strategy -- mobilize resources and
set priorities
ME process
Plan it priorities make it sustainable
5
Define a monitoring and evaluation mechanism for
the CD process
Do it! And make sure it works
70
FTI CD Guidelines implementation
Guidelines for Capacity Development in the
Education Sector
within the Education For All - Fast Track
Initiative Framework

• What do you think of the FTI CD Guidelines?
• How could they be useful in our context?
• Do we need to develop or revise a CD strategy?
• How to get started?
• Next steps?