Education Capacity Statement

The Centre for International

Development and Training

The Centre for International Development and Training (CIDT) is self-financing, not-for-profit

centre within the University of Wolverhampton. It has a 40+ year track record in facilitating

people-centered, sustainable development across the globe. CIDT staff share a deep commitment

in working with others towards the elimination of poverty and for sustainable development.

Through our work we aim to contribute to improvements in the livelihoods of vulnerable people

and poverty reduction.

The principle of participation - the active involvement and empowerment of stakeholders - is at the

core of all our work. We believe that success and sustainable progress can best be achieved by

working in a participatory way with our clients and their stakeholders. Our multi-disciplinary team

specialise in delivering these services across four practice areas: Managing for Development Results;

Education; Climate, Forests and Green Growth; and Participatory Governance and Citizenship.

CIDT has forty years of Capacity Development experience see www.wlv.ac.uk/pdf/cidt-brochure.pdf.

OUR APPROACH

In Education, CIDT works at all levels of the system: from basic to higher education, vocational and non-formal education. CIDT provides support across the education sector including: project management; education sector policy, planning and organizational development; large scale education reviews and evaluations; curriculum development and assessment; continuous professional development, strategic planning at ministerial level, district planning and school development planning, performance management, pre and in-service teacher development; whole school reform processes; school management; advisory services; training of trainers; school Improvement planning; community participation and governance; inclusion: gender; ethnicity; special educational needs; HIV and AIDS.

At the heart of all our work, in this practice area, is a commitment to challenging inequality

and removing barriers to meaningful participation and improving the quality of education.

OUR SERVICES CIDT has an international reputation for providing the following services:

Project and Programme Management

Evaluation and Lesson Learning

Training, Facilitation and Professional Development

Training, Facilitation and Professional Development CIDT has extensive expertise in training needs assessment and planning, design of

tailor-made courses, provision of workshops and seminars, study visits and technical

placements. CIDT courses are practitioner-oriented using a flexible interactive teaching

model based on active learning and participation. Our challenging and stimulating approach

to learning yields tangible, positive results for participants both personally and professionally.

We regularly conduct short training courses and workshops for clients in the UK, Europe and

developing countries, which are specifically designed to meet the requirements of the

training audience. We frequently host groups of international participants at our Telford

campus in the UK, for tailored professional development programmes. We also provide

facilitation services for clients who require professional support in conducting a consultation

or strategic planning event.

Project and Programme Management CIDT manages large international development projects across all our Practice Areas,

which typically include managing offices and teams of people at a distance, quality assuring

work, guaranteeing compliance to client regulations and ensuring that development

objectives are met. We have long experience of appraising and designing large, complex

projects to be inclusive and address critical issues.

Our deep understanding of the issues which surround the management of change is

demonstrated by the outstanding variety of consultancy and technical assistance to

ongoing programmes and projects in terms of institutional, leadership and training needs

assessments as well as facilitation, training and stakeholder engagement work. One strand

of this consultancy is Project Design; we engage in technical ex-ante appraisal and

facilitate logical framework development with groups of key stakeholders.

Evaluation and Lesson Learning CIDT has an outstanding record of managing and conducting complex evaluations,

reviews and beneficiary assessments in a range of settings, including those relating to

multi/bi-lateral agencies, inter/intra governmental; and draws upon its proven expertise in

policy and strategy development at organizational, national and international level. We are

often asked to undertake desk based reviews, impact assessments, stakeholder

consultations and organisational evaluations. CIDT is known internationally for its

participatory consultation processes and has wide experience in designing individually

tailored methodology for reviews and evaluations and for encouraging lessons to be

articulated and learned, using both quantitative and qualitative data collection

mechanisms.

Our Experience

Training, Facilitation and Professional

Development

Namibia (Patt)

Rwanda: Development of a Strategic Plan for the Rwanda Education Board (DFID August –

October, 2014).

CIDT was contracted to provide a national and international team to work with and

strengthen the capacity of all ten units of the Rwanda Education Board throughout this

strategic planning process. The output was a fully costed strategic plan with a multi-year

action plan which was developed to form the basis for the Government of Rwanda’s

application to the Global Partnership for Education fund.

Nigeria: Women for Health (DFID 2012 – 2017)

Development and implementation of a five year programme of training and capacity building

in teaching and learning methodologies for 500+ tutors from 16 Higher Education Health

Training Institutions.

Nigeria: Foundation Year Programme (Women for Health DFID, 2012 – 2017)

Supported the development of a Foundation Year Programme to enable rural girls to gain the secondary education leaving qualifications required for entry nursing and midwifery training courses in five states in northern Nigeria. The programme also builds students’ personal, social and lifelong learning skills.

Jamaica: Review and complete revision of the Primary and Secondary curricula and associated

national testing mechanisms. (Government of Jamaica Education Transformation Programme,

IADB, 2012 – 2014)

The CIDT team worked with and strengthened the core curriculum and student assessment

units throughout the revision process.

Pakistan/UK: Sindh Education Reform Project Study Visit to UK (British Council/EU 2011)

Working with close associates and Shropshire Local Authority, CIDT developed and

delivered this high impact, high intensity study visit for 15 senior Sindh education officials to

provide support to the SERP-II Reform Agenda. The study visit helped officials to

understand the new Key features in SERP-II such as the shift from input utilisation to output

and results based management based on a better understanding of quality education issues

and standards; in particular for student learning, teacher training, teacher class room

practices, and textbook quality. A number of school and relevant official visits and visitors

were planned into a challenging and enjoyable programme where inner city and rural

situations were compared along with the different kinds of cohorts to be found in Shropshire

schools.

China: School Head Leadership Training Program For Technician Schools Of Guangdong Province

(GRDSS, Guangdong and British Council, March 2011)

20 Technician School Heads undertook a 3 week, interactive study visit to UK through CIDT

to introduce the UK FE education system and TVET system to them, help improve the

leadership and management capacity of the school heads from the perspective of

strengthening their capability in cooperation with enterprise and industries, understanding

how to ensure quality of education and students' employability and enabling them to address

the challenges of economic restructure.

UK: Advisor, ELT Capacity Development, (CfBT September 2010)

Development of a programme of capacity development activities for teachers and

management in Indian schools where English is used as the medium of instruction: language

policy development; ELT skills, English Language Skills; Language Across the Curriculum.

UK/Bangladesh: Design, develop and run a 6 week CPD Civil Service Reform Programme for Senior

Bangladesh Civil Servants engaging in civil service reform to improve integration, develop

attitudes of leadership in civil service (MATT2) (DFID/British Council, April 2009 – May 2009).

Build skills and understanding of senior civil servants from Bangladesh in participatory

planning processes to build community ownership, sustainable development and partnership

working. Supported specific focus on improved equity and access to education in rural

Bangladesh.

Egypt: Capacity Development of Teachers (CfBT Education Trust, 2008 – 2011)

Development and delivery of a series of integrated English language and methodology

courses to enhance the teaching and language skills of primary maths, science, ITC and

Kindergarten teachers working in English medium schools.

UK: Adviser, Multilingual Education Advisory Group, (CfBT November 2009 – September 2010)

Providision of support to researchers into multilingual education where English or a dominant

national language is used as the medium of instruction for basic education: review research

papers and reports; advise on the progress of the research project; review the Guidelines for

Multilingual Education produced as a result of the research.

UK: Adviser, Development and Delivery of Project Management Training courses and guidance

manual for senior staff of the British Red Cross (British Red Cross, November 2008 – March 2009).

China: South-West Basic Education Project (DFID 2005 – 2010)

Provision of Project Research Team Leader and Social Development/ Community

Participation Adviser for this five year DFID-funded education support project covering the

four poorest Provinces in China. CIDT staff were responsible for providing policy and

strategy support in relation to social development, and community participation in school

management.

UK: Macmillan English series framework (CfBT Education Trust 2007)

Development of framework to map the Macmillan English series (Years 1 to 6) to the UK

Primary curriculum objectives and provide guidance on use of framework to support schools

in Abu Dhabi to plan and evaluate learning.

Kenya: Project Design for CARE South Sudan (CARE 2006)

Facilitation of a project design for improvement of basic service delivery of education, health

and water and sanitation in South Sudan at community, state and national level.

UK: Project design for CPD (CfBT Education Trust 2006)

Development of a capacity building plan for the continuing professional development (CPD) of secondary school teachers in Abu Dhabi.

South Sudan: Education Management Support (CARE South Sudan 2005)

Development of curriculum and self-study manuals in Education Management for Education Officers at State and County level to support the Sudan Basic Education Programme.

UK: English Language Planning (CfBT Education Trust 2005)

Development of Schemes of Work and ELT activities to support teachers of English in Qatar.

Botswana: Vocational Education Strategic Planning (EU 2004)

Facilitation of Ministry of Education strategic planning for EU funded Vocational Education Programme.

Namibia: Development of Storybooks (AED and USAID 2004)

Work with the National Institute for Educational Development to manage the writing,

illustration and publication of storybooks aimed to strengthen the life skills of young learners

in the face of HIV & AIDS and other behavioural and societal problems.

Jamaica: Education Data Analysis and Reporting (Government of Jamaica 2003)

Support to the Government of Jamaica with data analysis and design of school, regional and

national reporting formats for national examinations.

China: Gansu Basic Education Project (GBEP) (DFID 2000 – 2006)

Provision of the Social Development and Community Participation advisers. Roles included

the development of a participatory School Development planning process and strategies to

ensure increased access for vulnerable groups, especially girls, minority groups, and

children with special educational needs.

UK, India and Kenya: Strategic Review of Integrated Education Programme (Sight Savers

International 2001)

International strategic review of Sight Savers International (SSI) Integrated Education Programme using the India and Kenya country programmes as case studies.

Nigeria: Team Leader Extended Life Planning Education Programme (DFID 1999)

Team Leader for project appraisal (social, financial and institutional appraisal) and design

mission to design a Reproductive Health Education Programme.

Project and Programme Management

St. Helena: UK Support Officer ( DFID and Government of St Helena, April 2014 – March 2016)

Management of teacher training placements of teaching staff on overseas training;

contributing towards and supporting the development of Initial Teacher Training and

Continuous Professional Development (CPD) on St. Helena through liaison with Universities

and other Educational Establishments/personnel and identification of appropriate CPD

opportunities; provision of professional support and guidance to teachers/trainees in

University placements in relation to their studies/coursework; assisting the directorate in

managing the Shropshire Training and Development Budget as and when required and

assisting in the procurement of teaching and learning resources as and when required and

arranging the transportation of these to St. Helena

Vietnam: Lower Secondary Education for the Most Disadvantaged Regions Project Phase II (ADB

July 2013 – April 2014)

Support to the detailed design of the second phase of the Lower Secondary Education for

Most Disadvantaged Areas project.

Jamaica: Primary and Secondary Curriculum and Assessment Revision (IADB January – September

(2012 - 2013)

Project management of consortium including DPK and Pearson’s, to support the Ministry of

Education, to develop and conduct a comprehensive assessment review with a

representative sample of schools offering primary and secondary education to determine

assessment standards, design a Grade 2 diagnostic test and a three year item bank and all

accompanying resources including appropriate marking scheme and protocol, a grade nine

diagnostic test and a school leavers’ certificate. Thereafter, to lead and support curriculum

revision of relevant subjects and content areas in line with findings of the audit, the GSAT

review and in keeping with the broad objective of articulation with Grades 1-9 over all 24

subject areas. This included the design of a teacher training plan and programme in

collaboration with the Jamaica Teaching Council (JTC) for the introduction of the new

curriculum to be implemented in primary and secondary schools and accompanying

teachers’ guide, relevant standards and /or attainment targets for all grades.

St Helena: Education Sector Support Programme (ESSP2) (DFID 2010 – 2012) and St Helena:

Education Sector Support Programme (ESSP 3) (DFID 2012 -2014)

Management support to the St Helena Education and Employment Directorate in improving

the education service, especially in relation to education policy and planning, distance

education; use of ICT in education; management and curriculum development for primary

and secondary education. Provision of consultants, specialists and expertise / guidance to all

levels of the education system to assist the Education and Employment Directorate to

achieve the objectives of their 5 year education development plan. This includes support in

the following areas: subject specialist support at primary and secondary, vertically grouped

teaching methodology, main stream teaching, curriculum development, assessment for

learning; school leadership and management; teacher education; development of EMIS, staff

planning, school linking programmes; placements for key staff in schools and advisory

services in Shropshire combined with a structured and tailored programme of professional

development.

Vietnam: Lower Secondary Education for the Most Disadvantaged Regions Project, Phase 1 (ADB,

July 2011 - September 2012)

Provision of Teacher Training design and planning adviser for INSETT and PRESETT to

support remote rural lower secondary schools with high populations of ethnic minority students.

Review national and project INSETT and PRESETT provision and develop CPD Framework.

Support revision and implementation of project INSETT and PRESETT programmes, training

materials and reference materials. Work with national education departments to support

development of national strategies and guidelines for Performance Management, provision of

INSETT and school based CPD. Build capacity of provincial, district and school management

to design, implement and monitor performance management systems, district level INSETT

and school based CPD.

Zambia: Learning from Local Economic Development Practice to Strengthen Entrepreneurship in

Zambia's Copperbelt (British Council, 2009 – 2011)

Part of the Education Partnerships Africa Programme. The overall aim of the partnership

between the Copperbelt University and CIDT is to improve economic conditions in Zambia’s

Copperbelt Province by promoting economic development and strengthening

entrepreneurship. To achieve this, the project aims first at developing the capacity of staff

members of the School of Business, Copperbelt University and other project partners in the

Copperbelt to formulate local economic development strategy and projects, drawing here on

the experience of the University of Wolverhampton within its Black Country and West

Midlands contexts. The project is also directed at improving the entrepreneurial skills of

Copperbelt University students, including adult learners, through enhancing existing

entrepreneurship training programmes and instruments.

Bangladesh: Underprivileged Children’s Education Programme (UCEP, DFID 2008 – 2009)

Provision of Team Leader for a four person team to design the DFID programme of support

for the Underprivileged Children’s Education Programme (UCEP).

Namibia: English Language Proficiency Programme (ELPP) (National Institute for Educational

Development [NIED] 2008).

Development of strategic plan and detailed budget for a national English Language Proficiency Programme to improve language competence of all teachers and student teachers.

St Helena: Education Sector Support Programme (ESSP1) (DFID 2003 – 2008).

Managing Consultants and Service Providers for £2.5 million of support to the Government

of St Helena’s Education Department. Support provided included: building education

management capacity, improvement of the quality of education throughout the system;

restructuring of the primary system; restructuring of the teacher professional development

system; head teacher development; special educational needs provision; vocational

education and the use of ICT for education in remote areas. DFID funded.

Jamaica: Public Sector Reform, Ministry of Education (Government of Jamaica 2007 – 2008)

CIDT was a consortium partner in this Government of Jamaica Public Sector Reform

programme: Modernisation of the Ministry of Education. CIDT provided the “Workstream

Leader” for the review and development of a new Curriculum Standards and Assessment

Agency (including staffing and mid-term financing plan) and provided staff for the review and

design of decentralised service delivery and improved community participation in the

governance of the education system.

Jamaica: Jamaica All-Age Schools Project (JAASP) (DFID 2000 – 2003)

Contracted as Managing Consultants for the £6 million DFID-funded Jamaica All Age

Schools Project. The project, which operated in the poorest primary schools throughout the

country centred on School Development Planning processes and the involvement of

community members in the management of schools. It also included the decentralisation of

school financing, curriculum reform, teacher development, infrastructure development and

whole school development.

Nigeria: Capacity for Universal Basic Education Project (DFID 2004)

Provision of team leader for community consultation exercise in the education sector in 16

Nigerian States (1500 schools) to ensure that State level planning takes account of local

contexts and the voices of local communities. The role included the design of the

consultation process, training of 50 state researchers, support to the training of 266 local

consultants, overseeing of, and support to the consultation process, data analysis and report

writing.

Evaluation and Lesson Learning

Zimbabwe: (UNICEF September 2014 – ongoing)

CIDT with is working in-country partners, Development Data, to conduct a baseline survey for the Global Partnership in Education fund. CIDT has provided the Technical Team Leader and Education Specialist for the nationwide survey, to determine the current status of the learning environment and student and teacher performance in primary education in Zimbabwe. Tasks include the design of the survey and tools, management of fieldwork, the development of final report and presentation to UNICEF and GoZ.

Zimbabwe: Team Leader for the Final Evaluation of Camfed’ s ‘Community Action for Girls’

education in Zimbabwe’ Project, (Camfed July 2014 – September 2014)

CIDT was contracted to undertake a final external evaluation of Camfed’s three year project funded by DFID through the grant mechanism of the Civil Society Challenge Fund (CSCF). This evaluation focused on gathering qualitative and qualitative evidence through field visits and desk reviews on project deliverables and logframe outputs. The focus of this assignment was aimed at revitalising education at a critical time in Zimbabwe through extensive partnership networks at local and national level behind a ‘Together We Can’ campaign and collaborative Whole School Approach principles.

Zimbabwe: Evaluation of Camfed’s ‘Transforming the Lives of Rural Children in Rural Zimbabwe’

Project (Camfed Zimbabwe April 2014 – May 2014)

CIDT was contracted to undertake this final evaluation of the 3-year ‘Transforming the Lives

of Children in Rural Zimbabwe Project’, funded by the Roger Federer Foundation (RFF).

The evaluation focused on gathering both qualitative and quantitative evidence on the

project objectives of the critical issue of child hunger, tackling some of the economic barriers

that children face in accessing and/or remaining in primary school, and ways in which a

network of social support within the school and wider community has been built and centred

on the child.

Nigeria: Women for Health (Health Partners Int, Jun 2013 – 2017)

Senior Technical Adviser for Monitoring and Evaluation, Education and Gender for this five-

year programme to strengthen the capacity of northern Nigerian Health Training Institutions

to successfully train female health professionals for deployment to rural areas. Role has

included institutional assessments, strategic planning and capacity strengthening.

UK/Malta: Impact Assessment of Malta Commonwealth Secretariat Third Country Training

programmes (Commonwealth Secretariat, April 2013 – June 2013)

Impact Assessment of the Malta-Commonwealth Third Country Training Programme and

recommendations for the commonwealth Secretariats strategic approach to training for

development. Review conducted through review of training programmes and materials,

meetings with training providers in Malta; online survey and telephone interviews with

participant in training.

Pakistan: Institutional and Organisational Development Assessment of the National Vocation and

Technical Education Commission (NAVTEC) and the Technical and Vocational Training Authorities

(TEVTAs) (EC/DFID and GIZ 2011-2012).

A CIDT staff member was contracted as the team leader of this training needs analysis to

consider practical possibilities for the development trajectory for NAVTEC and the TEVTAs.

Rwanda: Support to Ministry of Education Planning and Development of Monitoring and

Evaluation Frameworks (Government of Rwanda 2006 – 2009)

Support to the Government of Rwanda in the development of its National Economic Development Poverty Reduction Strategy (EDPRS) and support to all Rwandan Ministries, including the Ministry of Education in their national planning processes and development of monitoring and evaluation frameworks.

Nigeria: Impact/Beneficiary Assessment (World Bank 2005 – 2006)

Beneficiary assessment of IDA funded Universal Basic Education Project to support transition to SWAP. Training of local consultants to carry out participatory approach to community consultation, development of instruments; data analysis; and report writing.

Worldwide: Evaluation of UNESCO’s Contribution to ‘Education for All’ (UNESCO 2005 – 2006)

Provision of two members of staff for this evaluation of UNESCO’s work in the preparation

and implementation of national plans and regional lesson learning under the Education For

All (EFA) strategy, as part of a worldwide evaluation. The role included country reviews

focusing on UNESCO’s collaboration with donors, civil society and relevant ministries in Mali,

Burkina Faso, Colombia and Guatemala and UNESCO cluster office in Ecuador.

Namibia: Evaluation of Quality of Education (NIED 2005)

Support to evaluation of quality of education, teacher development and teacher learning through observation and semi structured interviews.

Zambia: Sub-Sector Review of High School Education (DFID 2004 – 2005)

CIDT was the Managing Consultants and provision of a 12 person team for this nine month

review of all aspects of high school education across the country: management and

governance; equality and access issues; curriculum and quality of teaching/learning;

resources and use of ICT; vocationalisation; infrastructure; and equitable financing. The

review identified short-term efficiency gains to ensure greater operational effectiveness and

longer term major policy decisions to transform high school education and ensure its

responsiveness to vulnerable groups

Contacts

CIDT is a self-financing, not-for-profit development and training centre working within the

academic framework of the University of Wolverhampton. It operates within an internal

company structure and is highly experienced in the contractual, managerial, operational and

financial aspects of external, client-funded contracts and projects. This organisational

framework means that the Centre is free to respond quickly and flexibly to clients’ and

partners’ needs and requests as they arise, whilst maintaining the backing of the University’s

financial, personnel and quality assurance support.

For further information on CIDT capacity within this practice area please contact the

following staff members. We will be happy to discuss in more detail the services CIDT can

offer and to put together a costed programme to meet your organisational needs.

Education Practice Area Team Leader:

Rachel Roland r.j.roland@wlv.ac.uk

Education Team:

Patt Flett pattflett@wlv.ac.uk

Mary Surridge m.e.surridge@wlv.ac.uk

Lilla Oliver l.oliver@wlv.ac.uk

University of Wolverhampton Centre for International Development and Training University of Wolverhampton, Faculty of Social Sciences Telford Innovation Campus, Shifnal Road Priorslee, Telford TF2 9NT, UK

info@cidt.org.uk

http://www.wlv.ac.uk/cidt