capacity needs analysis and capacity development plan for ... · year capacity development plan for...

CDF 008 Inception Report

Capacity Needs Analysis and Capacity Development Plan for the PNG National Education System

Key deliverable 1: Inception Report

CDF-008 (CNA-CDP)

Professor Pam Norman, Mr Peter Baki CBE, Dr Catherine Nongkas, Mr Richard Jones and Mr William Oliver

Divine Word University and Voluntary Service Overseas PNG

Date 23 March 2012

New graduate teachers during induction in Simbu Province

facilitated by VSO


To contribute to the capacity needs analysis or for more information on the study please contact:

(email) [email protected] or [email protected] (mobile) +675 7222 8798

(internet) www.education.gov.pg Or via the DoE Intranet

mailto:[email protected]


http://www.education.gov.pg/


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Contents Acronyms ................................................................................................................................................ 2

Introduction ............................................................................................................................................ 3

Objectives and terms of reference ......................................................................................................... 3

Specific tasks ....................................................................................................................................... 4

Key deliverables .................................................................................................................................. 4

Capacity to do what? .............................................................................................................................. 5

What does a good capacity development plan look like? .................................................................. 5

The five steps of analysis and plan development ................................................................................... 7

Detailed methodology for the study ....................................................................................................... 8

Points of entry ..................................................................................................................................... 8

Technical capacities ............................................................................................................................ 9

Cross-cutting core issues..................................................................................................................... 9

How does this relate to our education sector? ................................................................................ 10

Specific and priority assessment questions ...................................................................................... 10

Assessment tools and recording instruments................................................................................... 11

Proposed capacity development plan .............................................................................................. 11

Process of data collection for the capacity needs analysis ................................................................... 12

Province selection ................................................................................................................................. 13

Risk assessment .................................................................................................................................... 14

Work plan .............................................................................................................................................. 15

Stakeholder engagement and communication strategy ...................................................................... 17

Budget for the study ............................................................................................................................. 18

Exemplar table of contents for the capacity needs analysis................................................................. 20

Exemplar table of contents for the capacity development plan .......................................................... 21

References and data sources ................................................................................................................ 22

Appendix 1 Capacity analysis tools ....................................................................................................... 23


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Acronyms AOFP Annual Operational Financial Plan AusAID Australian Agency for International Development CCLS Coordination, Communication and Legal Services CDAD Curriculum Development and Assessment Division CDF Capacity Development Facility DEB District Education Board DoE Department of Education DFID Department for International Development DMT District Management Team DSM Divisional Staff Meeting DWU Divine Word University ECBP Education Capacity Building Program EMIS Education Management Information System EU European Union FA Finance and Administration HROD Human Resources and Organisational Development IEA International Education Agency IT Information Technology JICA Japan International Cooperation Agency MAG Madang MDG Millennium Development Goals NEB National Education Board NZAid New Zealand Aid OBE Outcomes Based Education PEB Provincial Education Board PMT Provincial Management Team PNGTA Papua New Guinea Teachers’ Association POM Port Moresby PPR Policy, Planning and Research RCM Regional Consultative Meeting SDA Seventh Day Adventist SEOC Senior Education Officers’ Conference SGD Standards and Guidance Division SLIP School Learning Improvement Plan SSM Secretary’s Staff Meeting TED Teacher Education Division TMT Top Management Team TOR Terms of Reference TSC Teaching Service Commission TVET Technical and Vocational Education Training TWG Technical Working Group on Capacity Development UBE Universal Basic Education UNDP United Nations Development Programme UNESCO United Nations Education, Science and Cultural Organisation UNFPA United Nations Fund Population Awareness UNICEF United Nations International Children Emergency Fund VSO Voluntary Service Overseas


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Introduction Divine Word University (DWU) and Voluntary Service Overseas (VSO) have established a team for the Papua New Guinea (PNG) Department of Education Capacity Needs Analysis and Capacity Development Plan project. DWU and VSO have a long-term, not-for-profit commitment to education and learning in Papua New Guinea. Our missions are to improve the quality of education and increase access to education for all. We have a shared belief in strong partnerships, respect, openness and shared values. Professional integrity and ethical practices are essential and the team will ensure that the objectives of the study are clarified with the primary clients. Data and sources will be treated confidentially and data securely stored for access only by team members. In terms of relationship building, the team will, throughout the process, seek to identify and engage national and local stakeholders to foster sustainable success. The team is aware of, and will comply with, all relevant policies such as codes of conduct, child protection, gender equity and inclusiveness. Where possible conflicts of interest may arise, these will immediately be made known to the Deputy Secretary of Teaching and Standards. Please note that DWU and VSO are entering into this tender process with the understanding that neither organisation will be disadvantaged in opportunities for future capacity development work deriving from the Capacity Needs Analysis and Capacity Development Plan.

Objectives and terms of reference The Papua New Guinea National Department of Education (DoE), in collaboration with its development partners, is seeking to undertake a detailed Capacity Needs Analysis of the national education system followed by a three year Capacity Development Plan focusing on system, organisational and individual levels. The goal of the study is to improve education service delivery in Papua New Guinea. The Capacity Needs Analysis and Capacity Development Plan will focus on the Department of Education, provincial and district authorities, teaching institutions and church education agencies. The needs analysis will focus on the administrative/ management/ technical workforce in the national education system and not the front-line service delivery workforce, that is, teachers. DWU and VSO have established a suitably qualified and experienced team and developed a detailed proposal for the Capacity Needs Analysis and Capacity Development Plan. The proposal builds on international best practice that is adapted for the unique situation in Papua New Guinea and based on a profound understanding of the local context. The DoE has established a Technical Working Group on Capacity Development (TWG) chaired by the Deputy Secretary, Teaching and Standards. The TWG will act as the Steering Committee for the study and will be responsible for the approval of all deliverables. Day-to-day supervision of the study will be undertaken by the Assistant Secretary for Teacher Education, the Assistant Secretary for Human Resource and Organisational Development and the Assistant Secretary for Policy, Planning and Research.


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Specific tasks

The specific tasks for the study team are to: a) Identify and analyse key documents, including any capacity development policies and

programs for the national education system, and any previous capacity assessments, including the 2011 donor-led institutional assessment

b) Engage with the national, provincial and district authorities, teaching institutions, church education agencies, development partners and any relevant stakeholders to identify the capacity needs, gaps and challenges for the national education system at all levels

c) Produce a comprehensive assessment of the existing capacity and capacity needs of the DoE (including each division), provincial and district education authorities, teaching institutions and church education agencies, including an assessment of the DoE organisational structure

d) Following approval by the DoE of the capacity needs analysis, produce a comprehensive three-year capacity development plan for the national education system.

Key deliverables

The study team will be responsible for producing the following deliverables: a) An inception report including a work plan, detailed methodology, detailed budget and the

table of contents for the capacity needs assessment and the capacity development report.

b) A draft Capacity Needs Assessment of the national education system, including the DoE, provincial and district education authorities, teaching institutions and church education agencies as well as a DoE organisational assessment.

c) A final Capacity Needs Assessment within five working days of the receipt of comments from the DoE.

d) A draft three-year Capacity Development Plan for the national education system, including the DoE, provincial and district education authorities, teaching institutions and church education agencies within ten working days of the approval by the DoE of the Capacity Needs Assessment.

e) A final three-year Capacity Development Plan within five working days of the receipt of comments from the DoE.


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Capacity to do what? At the outset it is important to clarify the term ‘capacity’. In the context of this study the team has adopted the United Nations Development Programme (UNDP) definition of capacity, which is described as ‘the ability of individuals, institutions, and societies to perform functions, solve problems, and set and achieve objectives in a sustainable manner.’1 This definition offers a starting point from which to investigate and make judgements about the processes, people and activities of the National Department of Education and its partners.

Each education system is different, yet the literature (Education for All, 2008, p. 19) suggests that there is a basic list of capacities that are essential for implementing education sector plans. Capacity for:

Pre-service training of teachers, supervisors and other pedagogical staff

Supervision and pedagogical support at both student and teacher levels, including assessment of learning outcomes, teaching performance measurement and in-service training

Supporting school-level governance for decision-making, funds use, teacher appointment or review

Designing curricula, textbooks and other didactical material

Physical supply: school design, site selection and negotiation, contractor selection, construction supervision, community based school building, and quality assurance

Data use, IT, database management and indicators

Planning and monitoring and evaluation, including decentralized and consolidated planning exercises, mid-term expenditure frameworks, and joint annual reviews

Financial management: budgeting, budget tracking, financial transfers, financial supervision and audit, and efficient use of resource at decentralised levels

Quality assurance, quality supervision and support

Communication and awareness-raising campaigns around education, schooling and/or education sector plans

Donor coordination and management It is the capacity of the department and its partners to develop, implement and monitor its plans and policies that will be examined by this study. Using the literature and previous capacity development experience the team reaffirmed the following key factors for successful capacity development and have included them within our methodology.

What does a good capacity development plan look like?

A successful capacity development plan will:

Be owned and led by the department and church education agencies

Have a clear mandate for change;

Involve all types of stakeholders, at all levels of the education system (Ministry, Department, divisional, provincial, district, local level government, individual schools and colleges) and all partners (church education agencies, teachers’ union, development partners and civil society organisations (CSOs)

1 United Nations Development Programme (2009) Overview of UNDP’s Capacity Assessment Methodology, Capacity

Development Group Bureau for Development Policy


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Link sector reform to broader reform processes in the country (such as Vision 2050);

Diagnose critical capacity constraints impacting on specific sector objectives such as UBE;

Diagnose constraints, strengths, weaknesses, opportunities and threats regarding capacity through individual, organisational 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.

(adapted from Education for All, 2008, p. 32)


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The five steps of analysis and plan development As the capacity analysis takes shape, the study team will keep these assessment questions in mind:

Why do we need to develop this capacity?

Whose capacities need to be developed?

What kinds of capacities need to be developed to achieve the better education service delivery?

The team will approach these questions through five broad stages. At each stage it is important that the department and its stakeholders have the opportunity to validate and confirm evidence and judgements. In this way, we aim to build consensus for change and ownership over the final plan. A range of tools (Appendix 1) have been developed which are accessible, practical and powerful enough to examine the core capacity issues within the education sector.


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Detailed methodology for the study The UNDP Capacity Assessment Methodology 2 has been selected and then carefully adapted by the team not only to meet the scope of the Terms of Reference, but also to respond to the Papua New Guinean education context. Chosen because it has evolved over time and, moreover, proved its worth in many different countries, it is a robust and internationally recognised development tool. Progress towards the goals in the national plans for education, for example Universal Basic Education (UBE), is dependent on a wide range of capacities, including the capacity of the education sector to respond to change, learn and improve. The UNDP methodology will measure the strengths and performance issues in the existing state and define the desired state. Together with the department and its partners we will map out the priorities and strategies to overcome the capacity gaps.

Points of entry

Capacity comprises three separate components: system,(sometimes referred to as the institutional environment or the enabling environment), organisation and individual. These components are known as ‘points of entry’ and, in the case of DoE, the relationship between the three is tabulated below and further developed in Fig 1. Figure 1: The spheres of capacity development

Source: Adapted from Capacity Development for All, UNESCO, 2011

2 United Nations Development Programme (2007) Capacity Assessment Methodology User’s Guide. Capacity Development

Group Bureau for Development Policy

Society, laws, policies, procedures, norms, standards,

power structures, systems, environment, culture

Practices, roles, mandate, decision-making structures, divisions of

labour, sharing of responsibilities, methods of management and means

of functioning, use of resources - intellectual, material, economic and

technological

Abilities, needs and performances of

individuals, personal attitudes, psychology,

motivations, inclinations, skills, capabilities, know-

how and values

System capacity

Organisational Capacity

Individual Capacity


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Points of entry

System e.g. Teaching Service Act, General Orders, National Education Act, policies and national plans

Organisation e.g. Departments, Divisions, church education agencies, institutions and provincial divisions of education

Individual e.g. Officers and staff at all levels

Technical capacities

These points of entry will be used to examine the range of technical capacities which support effective service delivery within the education system.

Points of entry System Organisation Individual

Technical capacities

How does the system,

organisation and individual...

...engage with stakeholders

...assess a situation and develop a clear vision

...formulate policy and strategy

...budget, manage and implement

...monitor and evaluate

Cross-cutting core issues

Throughout our analysis we will also be examining the four principal cross-cutting core issues which are:

Points of entry System Organisation Individual

Core issues These are cross-

cutting core capacity issues

Policy, practice, culture and ethos

Leadership and management

Knowledge

Accountability

Links between the core issues and the capacity development responses of DoE and its partners will become the platform for the study, in relation to institutional reform and incentive mechanisms, leadership development, education, training and learning and accountability. Importantly the study will also consider the extent to which the views of partners such as the church education agencies, stakeholders and CSOs are heard and responded to. Participatory discussions are scheduled to take place at the commencement of the study with senior officers at DoE, and other national stakeholders, to alert them to the core issues and functional capacities of the methodology and set the scene for the study. We have already taken note of the substantial and sustained investment in human and financial resources by the Government of PNG, churches and development partners. This has led to significant policy and plan development, and initiatives such as UBE and SLIP. Building on these foundations, in its analysis, the team will follow the flow of the results chain: inputs – activities – outputs – outcomes – impact. Furthermore, the team’s client-led approach will be strengthened by a structured communications strategy outlining the progress of the analysis and building a sense of ownership and engagement.


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How does this relate to our education sector? The table below gives examples of how this relates to DoE’s work and mission.

System Organisation Individual Legal requirements, policies, practices and systems that underpin the delivery of education services eg TSC Act, National Education Act, AOFP, EMIS data, General Orders, key DoE policies, national curriculum, TVET curriculum framework

Strategic leadership and management eg TMT, SSM, DSM, (National) PMT, DMT (Provincial and District)

Job requirements and skill levels – This will take into account jobs at all levels in the system and their technical knowledge and skills

Leadership and management; legal requirements and implementation schedules eg Operational timetables, General Orders

Divisional and Provincial structures - fit for purpose? eg CDAD, TED, SGD, RCM (National) PEB, DEB (Provincial and District) Office of Libraries & Archives

Training and retraining eg Review of Staff Development Plan and the Human Resource Plan

Processes and relationships including stakeholder accountability eg NEB, Church, state partnership; application of the Public Service Act and the Financial Management Act

Processes and relationships National, Provincial, District and Agency interrelationships eg at the SEOC level Responsive to the needs of schools

Accountability and ethics eg Annual audit reports; quarterly financial reviews

Political, economic and social forces, including culture, interest, power and incentives eg Free education policy, OBE,

Resources: supply and demand – including, human, material and financial eg National, provincial and district development plans; revenue and budget planning

Freedom to access information eg Access to minutes of divisional, wing and departmental meetings at National and Provincial level

Resources: supply and demand - human, material and financial eg Budget ceiling and manpower ceiling

Programs and objectives Review of impact projects eg rehabilitation of national high schools; schools of excellence, Early Grade Reading Assessment etc Development of Provincial Plans

Personal and professional networking eg meetings and research groups; professional associations

Communication eg EMIS, IT technologies, SEOC

Motivation to succeed; taking into account the mission, history, culture of the organisation: its incentives and rewards eg Review of the Annual Report at National and Provincial level

Performance management eg recruitment and appointment procedures, codes of professional conduct and job security

Incentives and rewards

Values, integrity and attitudes

Morale and motivation

Teamworking

Communication

Specific and priority assessment questions

It is clear that there are existing priorities and recognised challenges in the education sector. In addition to a bank of universal capacity analysis questions which will be applied across the system, organisations and individuals, we have developed specific assessment tools for key organisations and their staff. These organisations will include, amongst others, TED, CDAD, SGD, teacher training institutions and technical colleges. These tools will also be used to assess the performance of provincial and district capacities. A key part of our methodology has been the careful selection of five contrasting provinces based on a


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collection of indicators including national exam results, enrolment and retention, teacher turnover and school census return data.

Assessment tools and recording instruments

The various capacities will be investigated at the national, provincial and district levels by use of a variety of research methodologies, including desk based document review, PESTEL (Political, Economic, Social, Technological, Environmental and Legal) analysis, online survey, self completed questionnaires, semi-structured key informant interviews, focus groups and, where necessary, observation. Data collection will be both quantitative and qualitative in nature: seven readily accessible tools have been developed which collect an optimal amount of data. This is to ensure DoE and other stakeholders will be able to use the framework and tools in future. Tools are to be piloted in one national division and one province and revised for effectiveness before full implementation. A copy of the tools can be found in Appendix 1. The UNDP Systemic Capacity Assessment Tool has been adapted to summarise and interpret the results of the surveys and in this way offer comparisons between existing and desired capacities.

Our practice will be to triangulate baseline information, build consensus on the current situation and identify a way forward. This commitment will be demonstrated through, for example, the validation of the draft Capacity Needs Analysis when the team will facilitate detailed feedback from officers and stakeholder to better improve the draft analysis.

Proposed capacity development plan

After summarising, interpreting and validating the results of the capacity analysis, the ensuing capacity development plan will build upon existing capacity assets to address the gaps between current and desired capacities. The team takes the view that stakeholders will prefer to build on their strengths, using what they are doing well to do other things better.

Priorities will be agreed with senior managers and clearly linked to achievable capacity development strategies. A wide range of capacity development strategies and activities will be considered and carefully selected for their effectiveness in PNG. Indicators will be defined to monitor the progress of implementation of the plan and to facilitate the process of monitoring and evaluation. Ownership will be key to our approach and validation meetings represent an essential part of our proposed timeline.

Core Issue Point of Entry

Leadership & management Organisational

Ranking Strengths Areas for improvement Evidence

Technical capacity QuestionsDesired

Level

Existing

Level

Engage with stakeholders Does the NDoE leadership have

capacity to effectively manage

relations with key stakeholders?

Capacity Analysis Questions

Overall rating

Core Issue Point of Entry

Leadership & management Organisational

Ranking Strengths Areas for improvement Evidence

Technical capacity QuestionsDesired

Level

Existing

Level

Capacity development

strategiesQuick Impact Activities Indicator Baseline Target

Engage with stakeholders Does the NDoE leadership have

capacity to effectively manage

relations with key stakeholders?

Progress indicatorsCapacity Analysis Questions Capacity Development Plan

Overall rating


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Process of data collection for the capacity needs analysis

Step 1 Document analysis NEP, UBE Plan, AOFP, ECBP, IA, TVET report

Document analysis matrix

Divisional and stakeholder gap analysis One for each division and agency: DoE & TSC OLA TED CDAD SGD PPR TVET (Operations and Admin) TVET (Curric and Inspections) HROD F&A CCLC GES ICT Procurement Catholic, Lutheran, etc Provinces: Western, Simbu, NCD, ENB, Madang PNGTA UNESCO

Education sector summary of capacity needs Organised by core issues, technical capacities and cross cutting issues UNDP spreadsheet adapted for PNG

Setting the scene: familiarisation discussions with senior managers and getting a mandate

Secretary, Deputy Secretaries, FAS, AS, national church education secretaries, development partners, current technical advisers

1 page briefing note Setting the scene prompt questions 30 mins – 1 hour

Step 2 Key informant interviews: detailed and specific interviews with key staff

Secretary, Deputy Secretaries, FAS, AS, national church education secretaries, OHE, TSC, development partners, current technical advisers, unit managers PEAs, regional advisers TSC & standards

Key informant interview question bank Interview protocol Interview recording sheet 1 hour max

Step 2 and 3

Focus groups: groups of key technical officers

Divisional teams Civil society & church education agencies Sample of headteachers & boards of management Standards and guidance officers

Focus group protocol Focus group question bank Focus group recording sheet

Self assessment questionnaire: remote staff or stakeholders

Provincial officers Headteachers and Boards of Management Other stakeholders (via website)

Questionnaire protocol Individual questionnaire Questionnaire recording sheet


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Province selection Given the timeframe of the study the team has taken a strategic approach with regards to provincial and district capacity analysis. Five contrasting provinces have been selected:

1. National Capital Districts Highly urban; high population density; proximity to services; high performing secondary sector; many female headteachers

2. Western Province Many remote schools; very low population density; major resource project (Ok Tedi); border province; very low numbers of female headteachers; low student achievement in secondary; poor census returns rates (2010)

3. Simbu High population density; predominantly rural; many high schools; average student performance; few female headteachers; no resource base

4. East New Britain Just above average student performance; average population density; large and growing urban centre; very high numbers of female headteachers

5. Madang Average population density; well above average secondary exam results; average number of female teachers but a very low number of female headteachers; poor census returns (2010)

Provinces which will not be visited will have the opportunity to respond through DoE meetings, phone interviews, questionnaires and focus groups at forums such as the Catholic Principal’s Conference and Regional Consultative Meetings. A modest media campaign and distribution of questionnaires via established networks, standards officers and church education agencies will ensure the study team has as broad a range of views as possible. The team notes that within a study of this length the provincial visits are a potential limiting factor.


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Risk assessment

Potential risks to completion of study

Strategies for reducing risk

1. Small team and demanding workload

Regular breaks built into schedule

Collaborators capable of providing temporary alternative team members of suitable skills and experience in the case of illness

Provincial visits to be accompanied by Department of Education officers

2. Ensuring mandate for change and engagement by officers and stakeholders

Communication and engagement strategy

Regular updating to senior managers via TMT, regular newsletters and forums

Strengths based approach

Strong existing relationships between team and many DoE officers

Regular validation of findings and judgements built into schedule

Participatory methodology

3. Election disruption Highlands province study conducted before polling

Both organisations have extensive support networks in all five provinces and long relationships with education officers in those provinces


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Work plan

Sunday 11-Mar Mobilise PB & WO to MAG

Monday 12-Mar Desk Review & Horizon Scan Deadline for delivery of core docs & data MAG

Tuesday 13-Mar Desk Review & Horizon Scan MAG

Wednesday 14-Mar Design of capacity analysis framework MAG

Thursday 15-Mar Design of capacity analysis framework MAG

Friday 16-Mar Design of capacity analysis framework MAG

Monday 19-Mar Design of capacity analysis framework Mobilise to POM POM

Tuesday 20-Mar Agreement of capacities to be assessed TMT POM

Wednesday 21-Mar Validation of capacity analysis framework POM

Thursday 22-Mar Writing final Inception Report POM

Friday 23-Mar Writing final Inception Report Key Deliverable 1: Inception Report POM

Monday 2-Apr Interviews with DoE managers, officers & national stakeholders Mobilise to POM POM

Tuesday 3-Apr Interviews with senior DoE managers & national stakeholders TMT & stakeholder update POM

Wednesday 4-Apr Interviews with senior DoE managers & national stakeholders POM

Thursday 5-Apr Interviews with senior DoE managers & national stakeholders POM

Monday 16-Apr Pilot capacity analysis of one division: CDAD Mobilise from MAG POM

Tuesday 17-Apr Pilot capacity analysis of one division: CDAD TMT & stakeholder update POM

Wednesday 18-Apr Capacity analysis of national level: GES & PPR POM

Thursday 19-Apr Capacity analysis of national level: CCLS & HROD POM

Friday 20-Apr Capacity analysis of national level: Church education agencies POM

Saturday 21-Apr Capacity analysis of national level: Development partners POM

Sunday 22-Apr Review of capacity analysis POM

Monday 23-Apr Capacity analysis of national level: TED & SGD POM

Tuesday 24-Apr Capacity analysis of national level: TED & SGD TMT & stakeholder update POM

Wednesday 25-Apr Capacity analysis of national level: TSC & F&A POM

Thursday 26-Apr Finalise arrangements for provincial analysis Capacity analysis: PNGTA Demobilise to Madang POM

Fri/Sat/Sun 27-29 Apr

Rest weekend

Monday 30-Apr Pilot capacity analysis of Madang province MAG

Tuesday 1-May Pilot capacity analysis of Madang province TMT & stakeholder update MAG

Wednesday 2-May Pilot capacity analysis of Madang province MAG

Thursday 3-May Pilot capacity analysis of Madang province

MAG

Friday 4-May Pilot capacity analysis of Madang province Multi-stakeholder validation MAG

Sat/Sun 5-6 May Joined by 2 x DoE officers Team divides in two Travel to next provinces

Monday 7-May Capacity analysis of Simbu & NCD CMU & NCD

Tuesday 8-May Capacity analysis of two provinces and districts: Simbu & NCD TMT & stakeholder update

CMU & NCD


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Wednesday 9-May Capacity analysis of two provinces and districts: Simbu & NCD

CMU & NCD

Thursday 10-May Capacity analysis of two provinces and districts: Simbu & NCD

Multi-stakeholder validation

CMU & NCD

Friday 11-May Capacity analysis of two provinces and districts: Simbu & NCD Travel to next province

CMU & NCD

Sat/Sun 12-13 May

Travel to province 2 x DoE officers

Monday 14-May Capacity analysis of two provinces and districts: Western & ENB

ENB & Western

Tuesday 15-May Capacity analysis of two provinces and districts: Western & ENB TMT & stakeholder update

ENB & Western

Wednesday 16-May Capacity analysis of two provinces and districts: Western & ENB

ENB & Western

Thursday 17-May Capacity analysis of two provinces and districts: Western & ENB

Multi-stakeholder validation

ENB & Western

Friday 18-May Capacity analysis of two provinces and districts: Western & ENB Demobilise

ENB & Western

Sat/Sun 19-20 May

Return to Madang

Monday 21-May Writing of draft capacity needs analysis MAG

Tuesday 22-May Writing of draft capacity needs analysis TMT & stakeholder update MAG

Wednesday 23-May Writing of draft capacity needs analysis MAG

Thursday 24-May Writing of draft capacity needs analysis MAG

Friday 25-May Writing of draft capacity needs analysis Key Deliverable 2: Draft Capacity Needs Analysis MAG

Monday 28-May Validation of draft capacity needs analysis Mobilise to POM POM

Tuesday 29-May Validation of draft capacity needs analysis TMT & stakeholder update POM

Wednesday 30-May Final draft capacity needs analysis POM

Thursday 31-May Final draft capacity needs analysis POM

Friday 1-Jun Final draft capacity needs analysis Key Deliverable 3: Capacity Needs Analysis POM

Monday 11-Jun Queen's Birthday Public Holiday

Tuesday 12-Jun Draft capacity development plan TMT & stakeholder update MAG

Wednesday 13-Jun Draft capacity development plan MAG

Thursday 14-Jun Draft capacity development plan MAG

Friday 15-Jun Draft capacity development plan MAG

Monday 18-Jun Draft capacity development plan Mobilise to POM POM

Tuesday 19-Jun Presentation to TMT & validation TMT & stakeholder update POM

Wednesday 20-Jun Validation with key stakeholders and divisions POM

Thursday 21-Jun Validation with key stakeholders and divisions

Key deliverable 4: Draft Capacity Development Plan POM

Monday 25-Jun Final draft of capacity development plan MAG

Tuesday 26-Jun Final draft of capacity development plan MAG

Wednesday 27-Jun Final draft of capacity development plan Key deliverable 5: Capacity Development Plan MAG


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Stakeholder engagement and communication strategy Ensuring that officers and stakeholders in the education system have the opportunity to participate in the study is a high priority for our team. It is our practice of development to work alongside clients to ensure maximum ownership of the process and the outputs. A range of engagement and communication strategies will be used as part of our participatory approach. These are in addition to the approaches described in our methodology.

Stakeholder Engagement strategy

Church education agencies Secretary’s letter sent to all National Church Education Secretaries

Secretary’s letter to Provincial Church Education Secretaries in five selected provinces

Presentation on study to Church Education Agency Council meeting

Provincial education divisions and Standards & Guidance officers

Secretary’s letter to Provincial Administrators in five selected provinces

Secretary’s letter to Provincial Education Advisers and their staff and Standards & Guidance officers in five selected provinces

Validation workshops with representative selection of provincial, district and LLG education officers, headteachers, church education agencies and teachers in five provinces

Teachers and headteachers National newspaper advert explaining study with link to DoE website

Temporary DoE website page with downloadable response forms and contacts

National Department of Education officers

Initial email from Secretary to all Education Users with study contacts and link to Intranet page

Secretary’s Circular on study

DoE Intranet (Sharepoint) page updated weekly

Divisional debriefings and validation built into study

DoE senior managers Weekly TMT briefing on study, findings and activities

All interviewees and focus group respondents

Thank you text message sent using Frontline SMS with follow up information

Standard business card with contact details of study team included dedicated email address: [email protected] and [email protected] and DoE closed user group phones for all study team

Weekly email update on study progress with further opportunity to contribute

The study team will record gender participation throughout the study to ensure women have a voice in the analysis and plan.




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Budget for the study As part of the design phase a detailed budget was prepared. This includes both an estimation of activity costs and the predicted costs for adviser remuneration, per diems and management fees.

Inputs & activities Cost PGK

ST Study team consultancy fees 477,104

1

1.1 Desk review & horizon scan 11,587

1.2 Design of capacity analysis framework & draft Inception Report 24,098

1.3 Agreement on capacities to be assessed 6,398

1.4 Validation of capacity analysis framework 5,604

1.5 Writing of final Inception Report 35,577

83,264

2

2.1

Interviews with senior NDoE managers, advisers, GoPNG Depts,

church agencies & stakeholders 28,754

2.2 Pilot capacity analysis of one division 15,900

2.3 Capacity analysis at national level 46,582

2.4 Finalise arrangements for pilot provincial analysis 7,775

2.5 Pilot capacity analysis of one province 54,114

2.6 Capacity analysis of two provinces and districts (Phase 1) 91,413

2.7 Capacity analysis of two provinces and districts (Phase 2) 97,173

2.8 Writing of draft Capacity Needs Analysis 19,143

360,854

3

3.1 Validation of draft Capacity Needs Analysis 18,877

3.2 Writing final Capacity Needs Analysis 14,405

33,282

4

4.1 Writing draft capacity development plan 26,457

4.2 Presentation to TMT & validation with stakeholders and divisions 19,936

46,393

5

5.1 Writing final draft of Capacity Development Plan 12,318

6 Administration and logistic support 12,500

7 Study equipment 28,976

8 Study management & administration fee 158,204

1,212,895 Total study costs

KEY DELIVERABLE 1: INCEPTION REPORT

KEY DELIVERABLE 2: DRAFT CAPACITY NEEDS ANALYSIS

KEY DELIVERABLE 3: CAPACITY NEEDS ANALYSIS

KEY DELIVERABLE 4: DRAFT CAPACITY DEVELOPMENT PLAN

KEY DELIVERABLE 5: CAPACITY DEVELOPMENT PLAN


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The approximate costs for each deliverable are tabulated below. The Capacity Development Facility is responsible for flights and accommodation throughout the study. The total study cost is PGK1.2m. Full funding for the study is generously provided by AusAID through the Capacity Development Facility.

DWU and VSO will receive approximately PGK881,162 towards the costs of the study and fees. VSO personnel will not be drawing down any consultancy fees. Instead, VSO will invest these fees through capacity building volunteers in the education system in PNG. DWU will invest a substantial proportion of the fees due to them into the mission of the University and the benefit of future generations of PNG students.

PGK

CDF Fees and costs DWU/VSO Totals

Per diem Consultancy fees Activity costs Management

fees

Deliverable 1 Inception Report 64,612 9,702 74,770 8,950 30,720 124,142 188,754

Deliverable 2 Draft Capacity Needs Analysis 198,174 49,980 291,603 112,700 119,808 574,091 772,265

Deliverable 3 Capacity Needs Analysis 26,802 5,880 37,385 600 15,360 59,225 86,027

Deliverable 4 Draft Capacity Development Plan 34,891 9,702 59,816 1,800 24,576 95,894 130,785

Deliverable 5 Draft Capacity Development Plan 7,254 1,764 13,530 3,300 9,216 27,810 35,064

Totals 331,733 77,028 477,104 127,350 199,680 881,162 1,212,895


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Exemplar table of contents for the capacity needs analysis

Acronyms

Acknowledgements

Table of contents

Secretary’s Message

Executive summary

1. Context

1.1 Background

1.2 Methodology

1.3 Key questions and indicators

1.4 Mandate and vision

2. Capacity strengths and gaps analysis – key findings & capacity ratings

2.1 System or institutional level capacity strengths & gaps: technical capacities & cross

cutting issues

2.2 Organisational level capacity strengths and gaps: technical capacities & cross cutting

issues

2.2.1 Divisional gap analysis (e.g. TED, CDAD, SGD)

2.2.2 Teaching Service Commission gap analysis

2.2.3 Church education agencies gap analysis

2.2.4 Provincial gap analysis

2.2.5 Other stakeholders (e.g. PNG Teachers’ Association)

2.3 Individual level capacity strengths and gaps: technical capacities & cross cutting issues

2.4 Organisational structure assessment: strengths and recommendations

3. Recommendations

3.1 Proposed actions to address capacity gaps

3.2 Capacity development plan template

3.3 Technical support requirements

3.4 Implementation strategies for capacity development plan

3.5 Budget assessment for proposed capacity development

Annexes


21

Exemplar table of contents for the capacity development plan Acronyms

Acknowledgements

Secretary’s Message

Mandate signed by all stakeholders

Executive summary and priority capacity building activities

1. Introduction, vision, mission, mandate for the capacity development plan

2. Five steps towards a capacity development strategy (methodology)

2.1 Leadership and ownership, participatory dialogue

2.2 PNG DoE context and objectives

2.3 Capacity gap analysis

2.4 Resource availability, mobilization and priorities

3. Capacity gap analysis summary & key findings

3.1 System level capacity needs

3.2 Organisational capacity needs (by division, province, agency and partner)

3.3 Individual capacity needs

3.4 Organisational structure assessment and recommendations

4. Capacity assessment modalities

5. Capacity development plan [activities, priorities, performance indicators, time frame, who is

responsible, other stakeholders to be involved, the costs]

6.1 System capacity development component (e.g. DoE, TSC)

6.2 Organisational capacity development component (organized by each division e.g. TED,

CDAD, S&G, TVET, provinces, church education agencies, partners)

6.3 Individual capacity development component

7. Resource mobilisation

8. Monitoring and evaluation plan

9. Risk analysis and risk reduction strategies

10. Lessons learned


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References and data sources AusAID (2006). A Staged Approach to Assess, Plan and Monitor Capacity Building

Department of Education (2011). PNG National Education System - Capacity Needs Analysis & Capacity Development Plan Terms of Reference

Department of Education (2011). Terms of reference for an institutional assessment of country

systems concerning the education sector in PNG

Department of National Planning and Monitoring (2010). Papua New Guinea Medium Term Development Plan 2011-2015.

Education for All (2008) Guidelines for Capacity Development in the Education Sector. Education for All Fast Track Initiative Framework.

European Union (2012). Beneficiary Administered Pooled Fund Arrangement Joint Institution Assessment of the Department of Education Draft Report 10 January 2012, Appendixes 1, 2 and 3.

Global Education Cluster (2010). The Joint Education Needs Assessment Toolkit. Geneva: Education Cluster Unit, Save the Children.

Global Education Cluster (2010). The Short Guide to Rapid Joint Education Needs Assessments. Geneva: Education Cluster Unit, Save the Children.

Independent State of Papua New Guinea. Teaching Service Act 1988, (Consolidated to No. 20 of 1995)

Ministerial Circulars, Secretary’s Circulars, Provincial Education Plans, Statistical Bulletins

National Strategic Plan Taskforce (2009). Papua New Guinea Vision 2050.

Papua New Guinea Department of Education (2004). A National Plan for Education 2005 – 2014

Papua New Guinea Department of Education (2009). Universal Basic Education Plan 2010 – 2019.

Papua New Guinea Department of Education (2009). Gender Equity in Education Strategic Plan 2009-2014

Papua New Guinea Department of Education (2011). Draft Report: Needs Analysis of PNG Technical and Business Colleges. Port Moresby: Technical and Vocational Education Training Division.

Papua New Guinea Department of Education (2011). TVET Strategic Management Plan 2011-2020. Port Moresby: Technical and Vocational Education Training Division.

United Nations Development Programme (2007). Capacity Assessment Methodology User’s Guide. Capacity Development Group Bureau for Development Policy

United Nations Development Programme (2009). Overview of UNDP’s Capacity Assessment

Methodology, Capacity Development Group Bureau for Development Policy

United Nations Development Programme (2010). Capacity Development, Measuring capacity


23

Appendix 1 Capacity analysis tools Tool 1: Document and horizon scan The tool enables a person to record an analysis of documents and reports relevant to the study. The categories are UNDP Capacity Assessment technical capacities.

Tool 1: Document analysis and horizon scan

Document title

…engage with stakeholders

…assess a situation and develop a clear vision

…formulate policy and strategy

…budget, manage and implement

…monitor and evaluate

Highlighted areas of strong capacity

Highlighted areas of lack of capacity

Findings, recommendations, activities or targets

AOB: notes, key questions, key points, follow up, study questions etc


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Tool 2: Setting the scene briefing sheet

Briefing Sheet (Who) The project team is comprised of Professor Pam Norman (team leader), Mr Peter Baki, Dr Catherine Nongkas, Mr Richard Jones and Mr William Oliver. The project will be monitored by the Technical Working Group on Capacity Development chaired by the Deputy Secretary, Teaching and Standards. (What) We are a team who are engaged to conduct a capacity needs assessment of the PNG National Department of Education that will propose ways forward for capacity development activities by the department and its partners. The study is funded by AusAID through the Capacity Development Facility. (Why) The Papua New Guinea Department of Education in collaboration with its development partners sees this important study as a way to highlight strategies to strengthen the delivery of education services to the people of Papua New Guinea. (When) The project began 12 March 2012 and is to be completed by the 27 June 2012. Key deliverables include an Inception Report, a Capacity Needs Analysis Report and a three-year Capacity Development Plan. (How) The team has decided to use the UNDP Capacity Assessment Methodology. Information will be gathered from documentation and through interviews and focus groups with personnel at system, division and individual levels. The team will build upon recent relevant studies and reports. (Where) The team will visit five provinces as well as the National Department of Education and its divisions. The chosen provinces are the National Capital District, East New Britain, Western and Simbu and Madang. (Starter questions)

What projects are planned for the coming year?

Do have any meetings or conferences coming up that we could present at? Do you have weekly staff meetings?

Do you have any recent research or reports that would be useful for us?

Who are the key people in your division whom the team should contact?

What are some of your main problems?

Would you like a weekly update from us by email?

Can we confirm your personal contact details and who your personal assistant is? To contact the study team: (email) [email protected] Prof Pam Norman 7222 8794 Richard Jones 7222 8798 Peter Baki 7222 8795 Dr Catherine Nongkas 7222 8796 Bill Oliver 7222 8797



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Tool 3: Key informant question bank

Tool 3: Key informant interview question bank

Point of Entry: System/Organisation/Individual

(Generic probes to be adapted as necessary.)

Key: P = Policy, practice, culture and ethos; L = Leadership and management; K = Knowledge; A = Accountability

Technical capacity 1: How do you engage with stakeholders?

1.1 How do you and your organisation engage/consult/work successfully with stakeholders? Please give an example as evidence. P/L/A

1.2 Who are the stakeholders? How do they assist you in service delivery? P/L

1.3 How have stakeholder groups been identified? P/L

1.4 To what extent are stakeholders aware of their rights and responsibilities? P/L/A

1.5 Are stakeholders aware of major activities, your vision and performance? P/L/K

1.6 How are complaints and conflicts dealt with? P/L/A

1.7 How is feedback encouraged from stakeholders? P/L/A

1.8 What mechanisms are in place to respond to feedback? P/L/A

1.9 What weaknesses or challenges exist in your organisation’s engagement with stakeholders? L/A

1.10 How could you and your organisation better engage with stakeholders? P/L/K/A

1.11 If you were to improve your relationships with stakeholders what would you do? P/L

1.12 What improvements with stakeholders have you led? L/A

Technical capacity 2: How do you assess the situation and develop a clear vision?

2.1 What do you think is your organisation’s vision? How do you contribute to the realisation of this vision? Please give me an example. P/L/K

2.2 To what extent have you been involved in helping to create the vision? P/L/K

2.3 Give an example of a time when you encountered a problem/crisis or opportunity and developed a successful solution/vision? P/L/K/A

2.4 What are you doing to achieve the vision or aims of your organisation? Give me an example. L

2.5 How does your organisation help deliver quality education? P/L/K

2.6 How does your organisation solve problems successfully? Please give me an example. P/L/K

2.7 What are the most important challenges your organisation faces? P/L/K

2.8 What do you and your organisation need to better deal with problems or crisis or opportunities? L/K

2.9 How does your organisation encourage you to contribute ideas? How can it do this better? P/L/K


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Technical Capacity 3: How do we formulate policy and strategy?

3.1 What are the strengths of your organisation’s processes for developing policy and strategies? P/L/K

3.2 How are people and stakeholders included in the development of policy and strategies? P/L/K

3.3 How effectively are policies and strategies communicated? P/L/K

3.4 What are the strengths of the organisation’s structure? P/L/K

3.5 What are the key performance indicators for you and your organisation? P/L/K/A

3.6 How are polices and strategies reviewed and changed? P/L/K

3.7 How do your polices and strategies improve the quality of education service delivery? P/L/A

3.8 What are the challenges in your organisation’s development of policy and strategy? P/L/K/A

3.9 How could your organisation improve the way it develops policies and strategies? P/L/K

Technical Capacity 4: How do we budget, manage and implement?

4.1 To what extent is the budget linked to the strategic planning and policies? P/L/K/A

4.2 How do you know the budget and plan reflects the real education needs? L/K

4.3 How did you prioritise activities and expenditure? L/K

4.4 What was successful about the implementation of your plan and budget? L/K/A

4.5 How is the spending made cost effective? L/K/A

4.6 How does your budget and planning improve the service delivery of quality education? P/L/K/A

4.7 What challenges does your organisation face in implementing your plans and budgets? L/K

4.8 How could your organisation improve budget management and implementation? L/K

Technical Capacity 5: How do we monitor and evaluate?

5.1 How is your performance monitored and appraised? A

5.2 How have you improved your performance this year? L/K/A

5.3 How are you made accountable for your performance? P/K/A

5.4 What are the consequences for both poor and high performance? A

5.6 How is the performance of your organisation monitored and evaluated? P/L/K/A

5.7 How has your organisation improved its performance last year? P/L/K

5.8 How is your organisation made accountable? P/L/K

5.9 What are the consequences for both poor and high performance? A

5.10 How could you do your job better? What is stopping you from performing at a higher level? L/K/A

5.11 To what extent does your work and the work of your organisation contribute to the quality of learning in schools? P/L/K/A

5.12 How do you see your role changing in the future? L/K

5.13 Which new skills and knowledge do you need to develop to do your job better? L/K


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Tool 4: Focus group question bank and protocol

Introduction to be read to participants The National Department of Education has engaged a study team to conduct a Capacity Needs Analysis and develop a three year Capacity Development Plan. Your Division/agency/organisation has been selected to participate in this study because of the important role it plays in delivering education services, and its knowledge and experience. Your responses are valuable and will greatly contribute towards improving the quality and effectiveness of the capacity needs analysis and capacity development plan. Focus group protocol to be read to participants The purpose of the focus group is to gather data on your capacity strengths and capacity development needs. Your responses will be used to develop a Capacity Development Plan for the National Department of Education. The core issues cover policy, practice, culture and ethos (institutional arrangements), leadership and management, knowledge and accountability. The focus group interview should take approximately one hour. Your cooperation will be greatly appreciated. Focus group instructions (for facilitator use)

3-8 in a group

One facilitator per group

Keep people of similar level together (e.g. all primary headteachers together)

Ensure gender is taken into account (e.g. all female group may be needed if women cannot contribute)

Select one of the two question banks below or use a mixture of both depending on the audience and capacities to be assessed

Thank the participants very much for your time and contribution.

Collect their names, positions, email and mobile phone numbers and ask them whether they want to be kept informed about the study.

Remind the group about NOSTUESO (No-one speaks twice until everyone has spoken once)

a. Setting the scene Below is a list of questions (or display questions on power point or butcher paper) that the study team would like you to answer.

i) Please take 5 minutes to read the questions and record your information on the handout.

ii) In your group discuss your answers and record your information in the handout. a. List the strengths of your division/agency/province/organisation b. Sort these into a top 3/5/10 c. Now list all the challenges in your division/agency/province/organisation and

identify the three main challenges facing your division/agency/province/organisation

d. List how you could improve the work in your division/agency/province/organisation. List the top 3/5/10 priorities and explain why

iii) What advice would you give to the study team to improve the quality and effectiveness of the capacity needs analysis and capacity development plan?


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Or, b. Technical Capacities

1. How do you and your organisation engage/consult/work successfully with stakeholders? Please give an example as evidence.

2. What weaknesses or challenges exist in your organisation’s engagement with stakeholders? 3. What do you think is your organisation’s vision? How do you contribute to the realisation of

this vision? Please give an example. 4. What are you doing to achieve the vision or aims of your organisation? Give an example. 5. What are the most important challenges your organisation faces?

6. What do you and your organisation need to better deal with problems or crisis or opportunities?

7. How does your organisation encourage you to contribute ideas? How can it do this better? 8. What are the strengths of your organisation’s processes for developing policy and

strategies? 9. To what extent is the budget linked to the strategic planning and policies?

10. How do you know the budget and plan reflect the real education needs? 11. How is your performance monitored and appraised? 12. Which new skills and knowledge do you need to develop to do your job better?


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Recording sheet for Tools 3 and 4

Interviewer: Date: Interviewee (M/F)/Focus Group: Organisation/Division: Recorded/Not Recorded:

Question Number

TC XC Responses

Sheet No ___


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Tool 5: Individual level questionnaire and questionnaire protocol

DoE Capacity Needs Analysis and Capacity Development Plan

Tool 5: Individual Level Questionnaire Province: ……………………………………… Your position: …………………………………………………

1. What are the strengths of education service delivery in your workplace?

Top three strengths

2. What are the main challenges to improving education service delivery and standards in your workplace?

Top three challenges

3. What activities are you leading to improve education?

The three activities you are leading which will have the most impact.

4. What activities would you like to see prioritised in the DoE Capacity Development Plan?

Use an additional sheet if you wish to add more information.


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Tool 5: Individual Level Questionnaire Protocol Introduction The DoE have engaged a study team to conduct a Capacity Needs Analysis and develop a three-year Capacity Development Plan. The study began in March 2012 and ends in June 2012. Your cooperation in completing a questionnaire would be greatly appreciated. Questionnaire protocol The purpose of this questionnaire is to gather data on capacity strengths and capacity development needs. It is designed for use by education officers who could not be interviewed. Your responses will be used to develop a Capacity Development Plan for the PNG National Department of Education. The questionnaire seeks your views on the strengths and challenges of education service delivery in your workplace, your contribution to improving education and what you would like to see in a capacity development plan. The questionnaire should take approximately 30 minutes to complete. When completed, please return to a member of the study team. Hand deliver: c/o Mr Damien Rapese, Deputy Secretary Teaching & Learning, 6th floor, National Department of Education, Fincorp Haus, Waigani, NCD (marked “Attention: Capacity Analysis Study Team”) Post: Professor Pam Norman, Divine Word University, PO Box 483 Madang

Email: [email protected]



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Tool 6: Divisional and stakeholder gap analysis

Division: Functions & responsibilities:

Key informants in the study

Stage Who? Contacts When?

1. Setting the scene

2. Key informant interviews

3. Focus groups

4. Self-assessment questionnaires

Specific questions for this division or stakeholders


33

Existing state (including anecdotal, reports and data), gaps in capacity, desired state & evidence

Existing state Evidence

Desired state – arrived at through reports, discussions and plans

Evidence

Major capacity gaps - arrived at through reports, discussions and plans

Evidence


34

Tool 7: (Part of) Education sector summary sheet

National Department of Education

Core Issue Point of Entry Summary Rating

Policy, practice, culture & ethos System

Functional Capacity QuestionsDesired

Level 1-5

Existing

Level 1-5 Strengths Areas of improvementEvidence (Narrative & Data)

Engage with stakeholders Do NDoE & TSC have the capacity to develop policies and legal and regulatory

frameworks and mechanisms that ensure multi-stakeholder participation?

Assess a situation and define a clear vision

Do NDoE & TSC have the capacity to frame, manage and interpret a

comprehensive analysis of the policy and legal environment? Do NDoE & TSC

have the capacity to create a vision for fair and equitable policies and legal and

regulatory frameworks and mechanisms?

Formulate policy and strategy

Do NDoE & TSC have the capacity to develop policy, legal and regulatory

frameworks and mechanisms?

Budget, manage and implement

Do NDoE & TSC have the capacity to develop policy, legal and regulatory

frameworks and mechanisms that support an integrated approach to budgeting

and implementation?

Monitor and evaluate

Do NDoE & TSC have the capacity to develop policies and legal and regulatory

frameworks and mechanisms for monitoring and evaluating?

Core Issue Point of Entry Summary Rating

Leadership & Management System

Functional Capacity QuestionsDesired

Level

Existing

Level Strengths Areas of improvementEvidence (Narrative & Data)

(1-5) (1-5)

Engage with stakeholders

Does NDoE & TSC have the capacity to manage relations with domestic and

external stakeholders inclusively and constructively?

Assess a situation and define a clear vision

Does NDoE & TSC have the capacity to frame, manage and interpret analysis of

internal and external dynamics? Does NDoE & TSC have the capacity to

conduct long-term visioning?

Formulate policy and strategy

Does NDoE & TSC have the capacity to develop integrated plans linked to

resources?

Budget, manage and implement

Does NDoE & TSC have the capacity to manage implementation of national

plans, strategies, programmes?

Monitor and evaluate

Does NDoE & TSC have the capacity to ensure independent evaluation of

medium-term target setting, planning and budgeting?

Capacity Questions Assess Capacity

Capacity Questions Assess Capacity

capacity needs analysis and capacity development plan for ... · year capacity development plan for...

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