Advocacyhttps://www.africaeducationhub.org/handle/hesa/492024-03-29T13:01:19Z2024-03-29T13:01:19ZParticipatory Action Learning and Action ResearchOxfam IBIS Education Out Loud (EOL) program Regional Management Unit (RMU)https://www.africaeducationhub.org/handle/hesa/1022024-03-28T03:00:17Z2023-01-01T00:00:00ZParticipatory Action Learning and Action Research
Oxfam IBIS Education Out Loud (EOL) program Regional Management Unit (RMU)
Twenty two Education Advocacy networks engaged by Oxfam Denmark under the Education Out Loud (EOL) Programme attended a training workshop on Participatory Action Learning and Action Research training held at MS TCDC Tanzania, between 18th and 22nd September 2023.
This learning initiative was organised to build the capacity of grantees in one area of capacity deficiency, namely Participatory Action Learning and Action Research (PALAR).
The EOL program is funded by the Global Partnership for Education and managed by Oxfam Denmark. EOL is the world's largest fund dedicated to enhancing civil society capacity and advocacy for education policies aligned with the GPE 2025 goal. It aims to improve access, learning outcomes, and gender equality in 21st- century education systems. The program has three key objectives: 1) Enhance civil society engagement in education policy, 2) Boost civil society's role in ensuring policy transparency and accountability, and 3) Facilitate a cross-border environment for education policy advocacy and transparency efforts.
As a five-day specialized training, forged through a short curriculum delivered in five modules;
Identifying challenges, problems that require PALAR to ensure effective project implementation.
Introduction to Principles and Practices of PALAR.
Application of PALAR to EOL Projects. PALAR approaches, tools, and techniques. PALAR Report Proposal Outline and Budget
Participants of the PALAR training workshop committed to implement a range of new actions in their education advocacy networks.
The new actions will be aimed at integrating PALAR principles into their work, emphasising inclusivity, stakeholder engagement, and effective communication. Participants committed to adapt action research to suit their specific contexts, ensuring ownership, credibility, and coordination in their efforts. These actions collectively reflect a commitment to more participatory and impactful education advocacy in Africa.
Participants plan to adapt action research to suit their specific contexts, incorporating both qualitative and quantitative methods while using PALAR principles. There is a clear emphasis on (a) engaging community groups, learners, and relevant stakeholders in research and project planning, aiming for inclusivity in decision- making processes; (b) ensuring that participants and affected communities are the owners of the process, and resources used are credible and reliable; (c) Collaborative efforts are encouraged, including coordinating research and analysis using participatory action research methods and involving consultants in these processes.
Stakeholder engagement became a recurring theme, whether it's using PALAR methods for engaging with stakeholders on education financing issues or organising meetings to share PALAR information with coalition members and stakeholders. Participants plan to apply PALAR to conduct quarterly reflection meetings to document results and enhance project/program implementation.
Communication is paramount, with participants intending to share knowledge within their teams and networks through various means like factsheets, policy briefs, and storytelling.
PALAR Training Report
2023-01-01T00:00:00ZEndline Evaluation of Education Out Loud financed TRANSNATIONAL ADVOCACY FOR CAPACITY BUILDING (TRANAC) Project 2020-2023Makusha, Dr TawandaHuman Sciences Research Council (HSRC) Statutory Research Councilhttps://www.africaeducationhub.org/handle/hesa/1012024-03-28T03:00:18Z2023-11-01T00:00:00ZEndline Evaluation of Education Out Loud financed TRANSNATIONAL ADVOCACY FOR CAPACITY BUILDING (TRANAC) Project 2020-2023
Makusha, Dr Tawanda; Human Sciences Research Council (HSRC) Statutory Research Council
The Transnational Advocacy for Capacity Building (TRANAC) project was implemented by the Zimbabwe Network of Early Childhood Development (ZINECDA in Zimbabwe) as the grantee in conjunction with the Network of Early Childhood Development of Lesotho (NECDOL in Lesotho) and Early Childhood Development Coalition of Malawi (ECDCM in Malawi) as subgrantee grant recipients, and Zambia National Education Coalition (ZANEC in Zambia), the Network for the Development of Early Childhood known as Rede para o Desenvolvimento da Primeira Infância (RDPI in Mozambique), and the Swaziland Network for Early Childhood Development (SNECD in Eswatini) being additional countries that benefitted from the project advocacy efforts. The primary purpose of this multi-country Endline Evaluation study was to benchmark the TRANAC project goals and outcomes of the intervention by documenting project advocacy achievements in the six participating countries and the SADC region.
TRANAC Endline Evaluation Report
2023-11-01T00:00:00ZPAMODZI PROJECTPamodzi for Inclusive Education in South-East Africa, Kesho Kenyahttps://www.africaeducationhub.org/handle/hesa/992024-03-28T03:00:39Z2023-09-01T00:00:00ZPAMODZI PROJECT
Pamodzi for Inclusive Education in South-East Africa, Kesho Kenya
Kesho Kenya a member of Elimu Yetu Coalition has been working on a project- Pamodzi for Inclusive Education in South-East Africa. With funding from the Global Partnership for Education (GPE) under the Education Out Loud (EOL) Program, Kesho Kenya is implementing a project focusing on addressing the awareness gap, and the disconnect between inclusive education policies and implementation. During this period of implementation the project has recorded great wins as it continues to advance an inclusive education policy advocacy agenda. As part of a transnational alliance of 4 organizations based in Malawi, Kenya, and Tanzania, with funding from the Global Partnership for Education (GPE), under the Education Out Loud (EOL) Program, Kesho Kenya is implementing an inclusive education policy advocacy project. The project seeks to address the disconnect between inclusive education policies and their implementation by enhancing the use of evidence on Special Needs Education (SNE) among policy makers & influencers, and strengthening advocacy campaigns on key inclusive education investment areas.
Article
2023-09-01T00:00:00ZGOVERNMENT PARTNERS WITH WORLD BANK IN A BID TO STRENGTHEN TEACHER TRAINING COLLEGESKenya Primary Education Equity in Learning Program (KPEELP)https://www.africaeducationhub.org/handle/hesa/982024-03-28T03:00:38Z2023-09-01T00:00:00ZGOVERNMENT PARTNERS WITH WORLD BANK IN A BID TO STRENGTHEN TEACHER TRAINING COLLEGES
Kenya Primary Education Equity in Learning Program (KPEELP)
The government, in collaboration with the World Bank, is planning to enhance the capabilities of 35 Public Primary Teacher Training Colleges (PTTCs) to provide initial training for aspiring
primary school teachers.
This capacity-building effort, known as the Kenya Primary Education Equity in Learning Program (KPEELP), has the primary objective of addressing disparities in learning outcomes within schools.
Martha Ekirapa, the National Coordinator of KPEELP, emphasized the program’s potential impact on basic education institutions. She stressed the importance of investing in the skills and competence of teacher graduates at the pre-service level, highlighting their critical role in the education sector, especially in implementing the Competence-Based Curriculum (CBC). Ekirapa made these remarks during the Kenya KPEELP technical mission field visit at Thogoto Teachers Training College in Kiambu County, where the team assessed the readiness for program implementation. She reiterated that KPEELP’s main goal is to rectify inequalities in school
participation and learning outcomes by equalising opportunities.
Article
2023-09-01T00:00:00Z