USAID

USAID

A brief on the transforming effect of the change from within program on St. Peter Claver Primary School.

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FILED UNDER: Education, Jamaica, PDF, Briefs, USAID, USAID
USAID
April 11, 2005

From April 11 – 22, 2005, a four-person team from the Washington, D.C.-based Safe Schools (DevTech SSP)1 traveled to Malawi to conduct a school-related gender-based violence (SRGBV) assessment. The DevTech Safe Schools Team was comprised of four DevTech Systems, Inc. employees: Program Director Maryce Ramsey, Youth and Reproductive Health Specialist Cate Lane, Education Specialist Nina Etyemezian, and Qualitative Researcher Ji Sun Lee. Also participating in the assessment was Julie Hanson Swanson, DevTech SSP’s Cognizant Technical Officer from the U.S. Agency for International Development (USAID), Economic Growth, Agriculture, and Trade/Office of Women in Development (EGAT/WID).

Objectives
The overall objectives of this first exploratory trip were to:
• Assess existing programs for their capacity to address SRGBV;
• Understand the nature of SRGBV in Jamaica; and
• Identify individuals and organizations from the key informant interviews to serve as local
partners.

Methodology
Over the course of the visit, the Team collected data, reports, and materials, conducted openended interviews, and semi-structured focus groups with key stakeholders recommended by the USAID/Jamaica and/or other informants. The Team examined programs and structures at multiple levels: national, institutional, community, and individual. The Team interviewed representatives from the Ministry of Education, Youth and Culture (MoEYC), the Ministry of Health (MoH), the Ministry of National Security (MoNS), USAID partners, other international donors and organizations, local non-governmental organizations (NGOs), and community level
organizations (e.g., Parent Teacher Associations [PTAs]) to identify:

(a) Types of gender-based violence;
(b) Issues and gaps;
(c) Promising programs and organizations; and
(d) Recommendations.

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USAID
January 1, 2011

This white paper discusses the lessons learned while anticipating the challenges of sustaining the CETT program after the end of USAID funding. The CETTs worked closely with USAID to prepare for the continuation of the program at the regional, national, and local levels. The paper examines the political, financial, institutional, and social sustainability dimensions of these efforts.

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FILED UNDER: PDF, Assessments, USAID, USAID
USAID

Paper Two: Testing and Assessment

This white paper discusses the challenges and lessons learned in the process of creating a cross-country testing initiative. The three CETTs carried out testing initiatives to track student performance toward literacy benchmarks, with the goal of showing valid and reliable results. An extremely challenging endeavor, student assessment is further complicated when using tests across countries.

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USAID

This white paper discusses the systemic change in the behaviors and attitudes of CETT stakeholder groups, including school administrators, teacher trainers, teachers, parents, and students. CETT’s teacher training model stressed the inclusion of stakeholders at all levels to promote the importance of reading and writing. Achievement of the program’s intended effects depended on the willingness of the institutions and individuals involved to change their behaviors. This paper highlights the lessons learned and best practices in promoting this change.

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USAID

Paper One: Regional Nature This white paper discusses the challenges, successes, and lessons learned implementing a regional model for teacher training. The regional nature of CETT differentiated this program from other, strictly national, teacher professional development efforts undertaken by USAID. Three CETTs in the Caribbean, Central and South America underwent a significant process of compromise and cooperation to arrive at their regional models and this paper documents the initiatives taken.

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USAID
November 1, 2011

This white paper presents lessons learned from a cost effectiveness study linking financial inputs and CETT program outcomes. While the data was insufficient to provide a full cost effectiveness analysis, the paper identifies lessons learned and presents guidelines for future program design and cost effectiveness analysis.

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The Snapshot of School Management Effectiveness (SSME) developed under the USAID EdData II project offers an approach to assessing primary student performance at the same time that it evaluates school management and governance factors that are strongly associated with school effectiveness and learning achievement. A single person can gather data in one school during a one-day visit, and just enough schools are sampled to give donors and governments a fast, inexpensive, yet reliable and statistically valid scan of school management at a given level
of interest. The SSME also provides principals, teaching staff, and parents with a mechanism for voicing their concerns to the Ministry of Education.

The instruments that constitute the SSME were applied in 48 Jamaican primary schools in six parishes during the period May 29 to June 15, 2007. In each of the 48 schools, two classes (a grade 2 and a grade 3) and their two teachers were observed and interviewed. Two boys and two girls from each class were interviewed—making a total of 8 students from each school. In all, 48 principals, 96 teachers and classrooms, 384 students, and 47 parents provided information for the study. Observations were also made of the school compound and the classrooms.

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FILED UNDER: PDF, Technical Resources, USAID
May 1, 2008

Education is universally acknowledged to benefit individuals and promote national development. Educating females and males produces similar increases in their subsequent earnings and expands future opportunities and choices for both boys and girls. However, educating girls produces many additional socio-economic gains that benefit entire societies. These benefits include increased economic productivity, higher family incomes, delayed marriages, reduced fertility rates, and improved health and survival rates for infants and children.


Over the years, education has focused on access and parity—that is, closing the enrollment gap between girls and boys—while insufficient attention has been paid to retention and achievement or the quality and relevance of education. Providing a quality, relevant education leads to improved enrollment and retention, but also helps to ensure that boys and girls are able to fully realize the benefits of education. The primary focus on girls’ access to education may overlook boys’ educational needs. This approach also fails to confront the norms and behaviors that perpetuate inequality.


This paper presents a framework that has been designed to address the inequality described above. A tool for education programmers, the framework helps ensure that education projects meet the needs of all learners. Using an approach that takes into account the relations and interaction between males and females (also known as gender dynamics), the Gender Equality Framework addresses four dimensions of equality in education. These are: equality of access, equality in the learning process, equality of educational outcomes, and equality of external results. Sections on each of the four dimensions include concrete activities that can be implemented as part of an overall strategy to achieve gender equality in education. Additional examples are provided through the use of text boxes, which highlight successful USAID education interventions.


In addition to presenting the framework, this report also explores topics such as the relationship between education quality and gender equality and the distinction between parity and equity. Achieving gender equality in education means that boys and girls will have equal opportunities to realize their full human rights and contribute to and benefit from economic, social, cultural, and political development.

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FILED UNDER: PDF, Technical Resources, USAID
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