Capacity Development in Education the case of JICA support in mathematics and science education

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Capacity Development in Education -the
case of JICA support in
mathematics and science education-

• Presentation made at IWGE 12-14 June 2006, Rome
• Yumiko Yokozeki, Senior Education Adviser, JICA

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Science and mathematics education support

• JICAs major technical support in pre-tertiary
  education in the last ten years
• Great demands/basis for technological advancement
• Comparative advantage(?)
• Cultural/political neutrality(?)
• Projects in the Philippines, Egypt, Kenya,
  Indonesia, South Africa, Ghana, Cambodia and
  Honduras
• Regional support in Africa from Kenya
• Regional support in Latin America from Honduras

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Project design

• Objectives
• Enhancement of learners educational achievement
• Upgrading and updating of teaching in classrooms
• Methods
• INSET quality enhancement and structuring and
  institutionalising
• PRESET quality enhancement and management
• Activities
• Formulating INSET Cascade/cluster system
• Improving sustainability of INSET system
• Enhancing INSET contents, eg. lesson studies
• Formulating Teaching philosophy

Increased focus on INSET due to efficiency,
effectiveness and the level of awareness of
teachers
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General shift in the focus of support in
mathematics and science education

• From technology transfer to capacity
  development
• Surrounding organisational and institutional
  issues incorporated
• Output/outcome based and also process-oriented
• Ownership and sustainability
• Capacity building or capacity development

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Capacity development conceptualised (1)

• 1. Definitions
• Capacity the ability of people, organisations
  and society as a whole to manage their affairs
  successfully.
• Capacity Development the process whereby
  people, organisations and society as a whole
  unleash, strengthen, create, adapt and maintain
  their capacity over time.
• (DAC GOVNET Mar 2006)
• 2. CDs important role in aid effectiveness
• The capacities to plan, manage, implement and
  account for results of policies and programmes,
  are critical for achieving development objectives
  from analysis and dialogue through
  implementation, monitoring and evaluation.
  (Paris declaration, Feb/March
  2005)

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Capacity development conceptualised (2)

• Three levels of capacity
• Individual
• Organisation
• Society/institution
• Spiral development of capacity at different
  levels

Society/ institution
organisation
individual
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Building an INSET training system

• Effectiveness of INSET
• Setting training mechanisms in line with local
  capacity
• Choice of training delivery options through
  practice

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Practical activities
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Initiatives for institutionalising and extending
INSET

• Building an acceptable and sustainable system
• Incorporating a mechanism to motivate
  stakeholders
• Determining the impact of institutionalisation
• Strategic advocacy and involvement of key
  personnel

Evidence-based policy formulation
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INSET for Teachers
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Improvised teaching learning materials
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Process indicators for measuring
institutionlisation of INSET
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Investing in teachers
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Some lessons learnt

• Shifting the approach focusing on
  institutionalisation
• Strategic response to risk factors in capacity
  development
• Developing an environment conducive to
  institutionalisation
• Developing process indicators for monitoring CD
  progress

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Thank you
Capacity Development for Quality Education