- EFA FTI was created to help countries address four "gaps" identified as major hurdles to achieving EFA. These gaps are finance, data, policy and capacity. EFA FTI's focus was broadened to systematically address the capacity within countries to implement their education sector plans.
- In the spirit of the Paris Declaration on Aid Effectiveness, EFA FTI promotes systematic, coordinated support to country-driven agendas for capacity development involving all relevant actors and levels, strengthening individuals, institutions and organizational set-ups. This approach goes beyond the experience, knowledge and technical skills of individuals or material resources.
- In the education sector, capacity development is a major issue which must be built around the abilities needed to sustain quality teaching and learning in the classroom. It is more than training since it involves fostering institutional environments and organizations in a comprehensive, strategic way, including the processes of change management.
Guidelines for Capacity Development in the Education Sector
As there is no blue-print for meaningful capacity development EFA FTI developed Guidelines for Capacity Development in the Education Sector within the EFA FTI Framework under the leadership of the German Technical Cooperation (GTZ) as a tool to use in the context of developing and implementing a country's education sector plan.
Guidelines for Capacity Development:
- introduce a strategic, participatory and "best fit" approach to capacity development in the education sector,
- support a country government in preparing a sound education sector plan,
- identify capacity gaps and existing resources for implementation, and
- address capacity gaps with a capacity development strategy in a systemic way.
Workshop Package for the Introduction of the Guidelines
The Workshop Package is meant to accompany the Guidelines for Capacity Development in the education sector. They are intended to support the design of a strategic, participatory approach to capacity development in the education sector.
Experience Sharing: Countries that worked with the Guidelines
Malawi
An assessment of the capacity to implement the National Education Sector Plan (NESP) was conducted from May to October, 2008. The assessment had three objectives: (a) contribute to the FTI appraisal documents, (b) develop a capacity development action plan for primary education, and (c) contribute to a national capacity development strategy for implementation in support of NESP. In accordance with the first objective, the FTI CD Guidelines were used as a basis for the assessment.
Guinea
The revision of the sector strategy in Guinea aimed to build on a strong capacity analysis and include a capacity development strategy. The endogenous process, led by the sector program coordination unit, included multi-partner and multi-sector technical working groups (different levels of the MoE, MoF, Ministry of Civil Service, unions, civil society). A work plan granted time for the groups to deepen the capacity analysis at institutional, organizational and individual levels, and at national, regional and local levels. Lessons learned in this process: Good planning and inclusive and participatory methods are key factors for success.
Honduras
In Honduras, a focal group comprised of ministry executives and civil society was constituted to lead work based on the pilot version of the Capacity Development Guidelines. Four successive workshops made it possible to: (a) Analyze and agree on a common understanding of the terminology; (b) Sensitize and train a team from the university to become the facilitators for the process; (c) Review the guidelines for two days, divided into two teams; and (d) Share the outcomes and findings of this work.
|
Guidelines for Capacity Development in the Education Sector within the EFA FTI:
|
Whats New