Tich mi ar tich dem (E-Cubed)

Key details

LocationSierra Leone
Start dateDecember 2021
End dateDecember 2023
ClientDubai Cares

Background

Funded by Dubai Cares via the Interagency Network for Education in Emergencies’ E-Cubed research grant, the Tich Mi Ar Tich Dem (‘Teach me to teach them’) programme research addresses the Sierra Leonean government’s need to optimise and validate an effective model for in-service teacher professional development (TPD) in crisis-vulnerable areas of the country. A distributed TPD model is currently being favoured, and our research provides crucial and timely evidence to shore up current government plans for a scalable, effective intervention.

Our Approach

Our research identifies whether this TPD model addresses the needs of rural / disadvantaged teachers. The study focuses on a sample of teachers and students from schools in rural / semi-rural areas to understand whether and how school-based TPD initiatives promote student learning (as an alternative to traditional centralised and cascade models). The study addresses three key gaps that currently exist in the literature surrounding TPD in emergency contexts in the following ways:

  • Examining learning outcomes. Examining the relationship between TPD and student learning outcomes, using an exploratory mixed-methods design that goes beyond the limited approaches of previous studies.
  • Examining conceptualisation of TPD. Investigates the relative importance of education system components and aspects of TPD.
  • Examining definitions of ‘emergency’. The study focuses on Sierra Leone, where the population has experienced multiple, overlapping forms of emergency, and fills the gap in the EiE evidence base on improving learning outcomes despite contextual pressures.

contribution

ODE staff are responsible for the following activities:

  • Conducting and management of all design-based implementation research and randomised control trial activities, iterating in cycles from two to over 200 schools across peri-urban and rural Sierra Leone. This includes management of a team of six researchers and 24 enumerators, in partnership with EducAid 
  • Development of contextually-specific data collection tools for collection, analysis, and reporting of both quantitative data gathered from large-scale fieldwork in Bombali and Tonkolili regions
  • Stakeholder liaison and management, building partnerships with research organisations and programmes in Sierra Leone, and developing relationships with key governmental stakeholders such as the Teaching Service Commission

outcome


Documents

Haßler, B. (2022). Outputs register for Tich Me Ar Tich Dem. OpenDevEd. https://doi.org/10.53832/opendeved.0272

Haßler, B., Lurvink, A.-F., Beoku-Betts, I., McBurnie, C., Adam, T., & Blower, T. (2022). Tich Me Ar Tich Dem — Inception Report (Tich Me Ar Tich Dem Output No. 1). OpenDevEd. https://doi.org/10.53832/opendeved.0269

Lurvink, A.-F., Bangura, Z., Fortune, A., George, A. H., Godwin, K., Mason-Sesay, M., Moseray, D., Tholley, I., Turay, E. B., & Haßler, B. (2022). What are the enablers and barriers for effective School-Based Teacher Professional Development? OpenDevEd. https://doi.org/10.53832/opendeved.0284

Safe Education Sector Programme

Key details

LocationCaribbean region
Start dateMarch 2022
End dateDecember 2023
ClientCaribbean Disaster and Emergency Management Agency (CDEMA)

Background

The Caribbean Disaster and Emergency Management Agency’s (CDEMA) Regional Comprehensive Disaster Management (CDM) Strategy and Results Framework 2014-2024 forms the core of the Agency’s approach to disaster management. With additional funding from the Government of Norway, additional work towards advancement of CDM in Participating States aims to create safer schools, more resilient communities, safer buildings, and regional capacity building delivered through the Agency’s Regional Training Centre (RTC).

Our Approach

As part of the achievement of this vision, OpenDevEd (ODE), in partnership with FlowMinder and the UN Institute for Training and Research, has been contracted to develop Safe Education Sector Plans (SESP), and accompanying National Adaptation Guide (NAG) for Participating States. Four intended outcomes include:

  • Advancement of the SESP across all Participating States
  • Community-based disaster risk management is advanced in selected vulnerable communities within Participating States
  • CDEMA RTC is enhanced and provides standardized, accredited and sustained training that supports the improved rollout of national CDM programmes
  • CDEMA Safer Building training programme is advanced in all Participating States

contribution

ODE staff are performing the following key tasks:

  • Delivery of key project deliverables, including Education Sector Diagnosis Report; six National Safe Education Sector Plans; Adaptation Guide; Education Sector Contingency Planning and Costing Guidelines
  • Overseeing the development of a self-paced online multimedia course to guide Education Ministry staff in the development of SESPs, as well as a blended/online training programme to increase awareness of and contingency planning for specific hazards
  • Overall project management, stakeholder management, and client liaison

outcome


Documents

Vijil Morin, A., Villavicencio Peralta, X. A., Sheldon, A., & Haßler, B. (2022). Education Sector Diagnosis - School safety assessment for six CDEMA Member States. OpenDevEd. https://doi.org/10.53832/opendeved.0282

SharePlusCode app

Key details

LocationVirtual
Start dateDecember 2019
End dateSeptember 2020
ClientN/A

Background

OpenDevEd (ODE) frequently works in rural locations where a reliable connection to the internet is not necessarily reliable. This can pose problems when conducting work or research which relies upon knowing your exact location. With increasing reliance on mobile technology to support in research and implementation, ODE set about trying to develop an app that could be used by both smartphones and non-smartphones in low-and middle-income countries.

Our Approach

ODE collaborated with Narola Infotech to develop SharePlusCode, an app that works as follows:

  • The apps looks for GPS satellites. If it cannot detect any, it probably means that the user is indoors or in a covered area. In that case, the app asks the user to go outside or move to a more open area.
  • Once SharePlusCode detects satellite signals, it asks the user to stay outside for up to 15 minutes. The app offers audio instructions for users with visual disabilities and/or have difficulty reading, as well as for users that are less familiar with use of apps and GPS.
  • One the location is obtained, the app displays the location as a PlusCode. PlusCodes can be easily written down, or communicated by phone. They also work in map applications, such as Google Maps and Maps.Me.

outcome

SharePlusCode is available for free here on the Google Play Store. It displays three levels of accuracy, ranging from 50 to just a few metres, and functions in 18 major and regional languages, tailored to its intended use in low-and middle-income countries.


Documents

More information about SharePlusCode and the technology behind the app can be found here on our blog.

LAC Reads Capacity Program

Key details

LocationAnguilla, Antigua & Barbuda, British Virgin Islands, Dominica, Grenada, Montserrat, Saint Kitts & Nevis, Saint Lucia, Saint Vincent & the Grenadines
Start dateJune 2021
End dateDecember 2021
ClientJuárez & Associates

Background

Open Development & Education (OpenDevEd) were contracted to support the delivery of the USAID-funded LAC Reads Capacity Program (LRCP). This programme of support aims to increase the impact, scale, and sustainability of early grade literacy (EGL) interventions in the Latin American and the Caribbean (LAC) region, through the development and dissemination of state-of-the-art knowledge resources and provision of technical assistance to host country governments and other key stakeholders. The programme’s key activities are to:

  • Increase the availability of curriculum-aligned Open Educational Resources (OER) in the early grade literacy (EGL) field;
  • Provide pertinent and evidence-based training for use and further adaptation of OER in an Emergency Remote Training environment.

Our Approach

OpenDevEd engaged with the Organisation of Eastern Caribbean States (OECS). Working with key education stakeholders from nine OECS Member States, OpenDevEd worked to develop an open and adaptable repository of culturally appropriate early grade OER content.

contribution

In implementing the programme, OpenDevEd staff:

  • Conducted a needs assessment to understand resource gaps and relevant content initiatives, with an audit of existing OER repositories with early grade resources and desk research on virtual learning environments;
  • Reviewed the existing OECS curriculum for reading and literacy, as well as the UNESCO Global Proficiency Framework for Reading, and created a categorization framework for mapping resources (a Curriculum Coding Scheme);
  • Conducted iterative user testing cycles on platform prototypes (Kolibri, Kerko) to select an appropriate housing platform;
  • Designed and developed an open educational resource (OER) content repository using Kolibri, with over 2,900 curriculum-aligned early grade literacy resources in English and Spanish for Grades K-3, trialling and iterating suitable platforms with teacher focus groups. Reviewed existing materials and sourced culturally appropriate new materials;
  • Designed and delivered training sessions to teachers on Open Educational Resources;
  • Developed User Guides (front and back-end) to provide guidance to support long-term use and maintenance of the platform.

Documents

Key documents and references can be found here in our Evidence Library, including:

Full list of publications:

McBurnie, C., Megha-Bongnkar, G., Regis, C., D’Angelo, S., & Haßler, B. (2021). The use of virtual learning environments and learning management systems during the COVID-19 pandemic (LAC Reads Capacity Program No. 2). Open Development & Education. https://doi.org/10.53832/opendeved.0203

Megha-Bongnkar, G., McBurnie, C., Regis, C., D’Angelo, S., Gonsalves, S.-L., & Haßler, B. (2021). LAC Reads Capacity Program - Final report (LAC Reads Capacity Program No. 9). Open Development & Education. https://doi.org/10.53832/opendeved.0213

Regis, C., Megha-Bongnkar, G., McBurnie, C., D’Angelo, S., & Haßler, B. (2021). LAC Reads Capacity Program: Teacher categorisation inputs (LAC Reads Capacity Program No. 6). Open Development & Education. https://doi.org/10.53832/opendeved.0210

Regis, C., Megha-Bongnkar, G., McBurnie, C., D’Angelo, S., & Haßler, B. (2021). LAC Reads Capacity Program: User testing resuts (LAC Reads Capacity Program No. 7). Open Development & Education. https://doi.org/10.53832/opendeved.0211

D’Angelo, S., Regis, C., Megha-Bongnkar, G., McBurnie, C., & Haßler, B. (2021). LAC Reads Capacity Program: Curriculum coding schemes (LAC Reads Capacity Program No. 5). Open Development & Education. https://doi.org/10.53832/opendeved.0209

McBurnie, C., Megha-Bongnkar, G., Regis, C., D’Angelo, S., & Haßler, B. (2021). LAC Reads Capacity Program: Mid-term report (LAC Reads Capacity Program No. 8). Open Development & Education. https://doi.org/10.53832/opendeved.0212

Megha-Bongnkar, G., McBurnie, C., Regis, C., D’Angelo, S., & Haßler, B. (2021). LAC Reads Capacity Program: Audit of content repositories for early-grade literacy (LAC Reads Capacity Program No. 4). Open Development & Education. https://doi.org/10.53832/opendeved.0208

Megha-Bongnkar, G., McBurnie, C., Regis, C., D’Angelo, S., Gonsalves, S.-L., & Haßler, B. (2021). LAC Reads Capacity Program: Capacity strengthening report (LAC Reads Capacity Program No. 11). Open Development & Education. https://doi.org/10.53832/opendeved.0215

Megha-Bongnkar, G., McBurnie, C., Regis, C., D’Angelo, S., & Haßler, B. (2021). Rolling out a national virtual learning environment (LAC Reads Capacity Program No. 3). Open Development & Education. https://doi.org/10.53832/opendeved.0204

Report on Technical and Vocational Education and Training in Sub-Saharan Africa

Key details

LocationSub-Saharan Africa
Start dateDecember 2018
End dateJuly 2020
ClientGerman Office for International Cooperation in Vocational Education and Training (GOVET)

Background

The German Office for International Cooperation in Vocational Education and Training (GOVET) is the national German vocational education and training cooperation partner for international collaboration. This research project produced a report assessing the state of research regarding TVET (technical and vocational education and training) in sub-Saharan Africa and identifying key research, researchers, and research organisations.

Our Approach

OpenDevEd led the research and writing of the report, including:

  • Rigorous review of over 300 TVET research literature pieces in SSA, with recommendations for future TVET studies
  • Capacity analysis and recommendations for TVET implementation capacity development
  • Mapping of the TVET sector in SSA, identifying key actors and networks, barriers and enablers to participation (including gender- and disability-related inclusion issues), with case studies in Botswana, Ethiopia, Ghana, Kenya, Nigeria, Tanzania, Uganda, and Zambia

The report was developed with the coordinated inputs of national experts and practitioners from across and beyond the SSA region, a total of 31 authors. OpenDevEd also was a key partner in the establishment of the CON.VET network, assisting in the setup of the network website and recruitment of members.

OUTCOME

GOVET is part of the German Federal Institute for Vocational Education and Training, situated within the German Federal Ministry of Education and Research, allocating funding based on the recommendations of the report.

The collaborations formed by the project also led to the establishment of the Virtual Coordination Center and Network for TVET and TVET Research in Sub-Saharan Africa (CON.VET), for networking of international TVET researchers in sub-Saharan Africa, Europe, and elsewhere.


Documents

Copies of the report can be found in English and German in our Evidence Library.

Haßler, B., Haseloff, G., Adam, T., Akoojee, S., Allier-Gagneur, Z., Ayika, S., Bahloul, K., Kigwilu, P. C., Costa, D. D., Damani, K., Gordon, R., Idris, A., Iseje, F., Jjuuko, R., Kagambèga, A., Khalayleh, A., Konayuma, G., Kunwufine, D., Langat, K., … Winkler, E. (2020). Appendix 4. Bibliography. In Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape. VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.3843389

Haßler, B., Haseloff, G., Adam, T., Akoojee, S., Allier-Gagneur, Z., Ayika, S., Bahloul, K., Kigwilu, P. C., Costa, D. D., Damani, K., Gordon, R., Idris, A., Iseje, F., Jjuuko, R., Kagambèga, A., Khalayleh, A., Konayuma, G., Kunwufine, D., Langat, K., … Winkler, E. (2020). Appendix 3. Results of the SCR. In Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape. VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.3843387

Haßler, B., Haseloff, G., Adam, T., Akoojee, S., Allier-Gagneur, Z., Ayika, S., Bahloul, K., Kigwilu, P. C., Costa, D. D., Damani, K., Gordon, R., Idris, A., Iseje, F., Jjuuko, R., Kagambèga, A., Khalayleh, A., Konayuma, G., Kunwufine, D., Langat, K., … Winkler, E. (2020). Chapter 00. Executive Summary. In Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape. VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4284052

Haßler, B., Haseloff, G., Adam, T., Akoojee, S., Allier-Gagneur, Z., Ayika, S., Bahloul, K., Kigwilu, P. C., Costa, D. D., Damani, K., Gordon, R., Idris, A., Iseje, F., Jjuuko, R., Kagambèga, A., Khalayleh, A., Konayuma, G., Kunwufine, D., Langat, K., … Winkler, E. (2020). Chapter 05. TVET Actors. In Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape. VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4284062

Haßler, B., Haseloff, G., Adam, T., Akoojee, S., Allier-Gagneur, Z., Ayika, S., Bahloul, K., Kigwilu, P. C., Costa, D. D., Damani, K., Gordon, R., Idris, A., Iseje, F., Jjuuko, R., Kagambèga, A., Khalayleh, A., Konayuma, G., Kunwufine, D., Langat, K., … Winkler, E. (2020). Appendix 1. Annotated bibliography. In Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape. VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.3843383

Haßler, B., Haseloff, G., Adam, T., Akoojee, S., Allier-Gagneur, Z., Ayika, S., Bahloul, K., Kigwilu, P. C., Costa, D. D., Damani, K., Gordon, R., Idris, A., Iseje, F., Jjuuko, R., Kagambèga, A., Khalayleh, A., Konayuma, G., Kunwufine, D., Langat, K., … Winkler, E. (2020). Chapter 14. Research Interests and Topics of the SCR Participants. In Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape. VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.3843368

Haßler, B., Haseloff, G., Adam, T., Akoojee, S., Allier-Gagneur, Z., Ayika, S., Bahloul, K., Kigwilu, P. C., Costa, D. D., Damani, K., Gordon, R., Idris, A., Iseje, F., Jjuuko, R., Kagambèga, A., Khalayleh, A., Konayuma, G., Kunwufine, D., Langat, K., … Winkler, E. (2020). Chapter 12. National Standards and Regulations. In Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape. VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.3843364

Haßler, B., Haseloff, G., Adam, T., Akoojee, S., Allier-Gagneur, Z., Ayika, S., Bahloul, K., Kigwilu, P. C., Costa, D. D., Damani, K., Gordon, R., Idris, A., Iseje, F., Jjuuko, R., Kagambèga, A., Khalayleh, A., Konayuma, G., Kunwufine, D., Langat, K., … Winkler, E. (2020). Chapter 08. Models for Designing, Developing and Delivering Berufsbildung. In Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape. VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4284064

Haßler, B., Haseloff, G., Adam, T., Akoojee, S., Allier-Gagneur, Z., Ayika, S., Bahloul, K., Kigwilu, P. C., Costa, D. D., Damani, K., Gordon, R., Idris, A., Iseje, F., Jjuuko, R., Kagambèga, A., Khalayleh, A., Konayuma, G., Kunwufine, D., Langat, K., … Winkler, E. (2020). Chapter 09. Inclusion-related Challenges and Policies. In Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape. VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4284065

Haßler, B., Haseloff, G., Adam, T., Akoojee, S., Allier-Gagneur, Z., Ayika, S., Bahloul, K., Kigwilu, P. C., Costa, D. D., Damani, K., Gordon, R., Idris, A., Iseje, F., Jjuuko, R., Kagambèga, A., Khalayleh, A., Konayuma, G., Kunwufine, D., Langat, K., … Winkler, E. (2020). Chapter 06. Themes, Perspectives and Current Debates in TVET Research. In Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape. VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4284063

Haßler, B., Haseloff, G., Adam, T., Akoojee, S., Allier-Gagneur, Z., Ayika, S., Bahloul, K., Kigwilu, P. C., Costa, D. D., Damani, K., Gordon, R., Idris, A., Iseje, F., Jjuuko, R., Kagambèga, A., Khalayleh, A., Konayuma, G., Kunwufine, D., Langat, K., … Winkler, E. (2020). Chapter 16. Conclusion. In Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape. VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.3843372

Haßler, B., Haseloff, G., Adam, T., Akoojee, S., Allier-Gagneur, Z., Ayika, S., Bahloul, K., Kigwilu, P. C., Costa, D. D., Damani, K., Gordon, R., Idris, A., Iseje, F., Jjuuko, R., Kagambèga, A., Khalayleh, A., Konayuma, G., Kunwufine, D., Langat, K., … Winkler, E. (2020). Chapter 07. Systematic Review of TVET Research. In Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape. VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.3843354

Haßler, B., Haseloff, G., Adam, T., Akoojee, S., Allier-Gagneur, Z., Ayika, S., Bahloul, K., Kigwilu, P. C., Costa, D. D., Damani, K., Gordon, R., Idris, A., Iseje, F., Jjuuko, R., Kagambèga, A., Khalayleh, A., Konayuma, G., Kunwufine, D., Langat, K., … Winkler, E. (2020). Chapter 11. Non-state TVET Providers. In Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape. VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.3843362

Haßler, B., Haseloff, G., Adam, T., Akoojee, S., Allier-Gagneur, Z., Ayika, S., Bahloul, K., Kigwilu, P. C., Costa, D. D., Damani, K., Gordon, R., Idris, A., Iseje, F., Jjuuko, R., Kagambèga, A., Khalayleh, A., Konayuma, G., Kunwufine, D., Langat, K., … Winkler, E. (2020). Chapter 13. Challenges to Policy Implementation. In Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape. VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4284066

Haßler, B., Haseloff, G., Adam, T., Akoojee, S., Allier-Gagneur, Z., Ayika, S., Bahloul, K., Kigwilu, P. C., Costa, D. D., Damani, K., Gordon, R., Idris, A., Iseje, F., Jjuuko, R., Kagambèga, A., Khalayleh, A., Konayuma, G., Kunwufine, D., Langat, K., … Winkler, E. (2020). Chapter 15. Research Networks and Capacity Building. In Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape. VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4284067

Haßler, B., Haseloff, G., Adam, T., Akoojee, S., Allier-Gagneur, Z., Ayika, S., Bahloul, K., Kigwilu, P. C., Costa, D. D., Damani, K., Gordon, R., Idris, A., Iseje, F., Jjuuko, R., Kagambèga, A., Khalayleh, A., Konayuma, G., Kunwufine, D., Langat, K., … Winkler, E. (2020). Chapter 10. State Authorities for TVET Management. In Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape. VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.3843360

Haßler, B. (2019). Keyword inventory for: Berufsbildung in Sub-Sahara Afrika - Eine systematische Aufarbeitung des Forschungsstandes (10.5281/zenodo.3595604;261495:TUPXBP5R). Zenodo. https://doi.org/10.5281/zenodo.3595604

Haßler, B., Stock, I., Schaffer, J., Winkler, E., Kagambèga, A., Haseloff, G., Marsden, M., Watson, J., Gordon, R., & Damani, K. (2019). Berufsbildung in Sub-Sahara Afrika: Stand der Forschung (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.3334690

Haßler, B., Haseloff, G., Adam, T., Akoojee, S., Allier-Gagneur, Z., Ayika, S., Bahloul, K., Kigwilu, P. C., Costa, D. D., Damani, K., Gordon, R., Idris, A., Iseje, F., Jjuuko, R., Kagambèga, A., Khalayleh, A., Konayuma, G., Kunwufine, D., Langat, K., … Winkler, E. (2020). Appendix 2. Methodology for the Interviews and Structured Community Review. In Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape. VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.3843385

Haßler, B., Haseloff, G., Adam, T., Akoojee, S., Allier-Gagneur, Z., Ayika, S., Bahloul, K., Kigwilu, P. C., Costa, D. D., Damani, K., Gordon, R., Idris, A., Iseje, F., Jjuuko, R., Kagambèga, A., Khalayleh, A., Konayuma, G., Kunwufine, D., Langat, K., … Winkler, E. (2020). Chapter 02. Research Design. In Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape. VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.3843344

Haßler, B., Haseloff, G., Adam, T., Akoojee, S., Allier-Gagneur, Z., Ayika, S., Bahloul, K., Kigwilu, P. C., Costa, D. D., Damani, K., Gordon, R., Idris, A., Iseje, F., Jjuuko, R., Kagambèga, A., Khalayleh, A., Konayuma, G., Kunwufine, D., Langat, K., … Winkler, E. (2020). Technical and Vocational Education and Training in Sub-Saharan Africa: A Systematic Review of the Research Landscape (1st ed.). VET Repository, Bundesinstitut für Berufsbildung, Bonn, Germany. https://doi.org/10.5281/zenodo.4288831

Policy guidance kit on selecting sustainable learning management systems

Key details

LocationOECS Member States
Start dateOctober 2021
End dateDecember 2021
ClientOrganisation of Eastern Caribbean States (OECS)

Background

The OECS Education Sector Response and Recovery Strategy to COVID-19 comprises four pillars: 1) harmonizing policy responses; 2) transitioning to distributed learning; 3) strengthening safety nets for students; and 4) promoting engagement. Not only relevant to COVID-19, but relevant to other hazards faced by education systems within the OECS region, the selection and implementation of learning management systems (LMSs) falls under pillars 1 and 2 of the Strategy.

Our Approach

ODE was contracted by the OECS Commission’s Education Development Management Unit (EDMU) to consolidate practical policy guidance on selecting sustainable LMSs that is informed by both the global evidence base on the subject and evidence relevant to the national education contexts across the OECS. This evidence was condensed into a practical Policy Guidance Kit to aid ministries of education in OECS Member States to select a sustainable LMS appropriate for supporting teaching and learning.

contribution

ODE staff performed the following activities:

  • Conducting a desk review entitled Virtual learning environments and learning management systems using the SABER-ICT evaluation framework 
  • Conducting focus groups to inform collective decision making among stakeholders and understand localized priorities in LMS ecology development
  • Iteratively developing an LMS Selection and Implementation tool Kit for use by ministries of education among the member states of the OECS to:
    • establish a set of policy, educational and technological criteria for LMS selection;
    • evaluate platforms currently in use as emergency teaching tools using these criteria;
    • repurpose existing tools or to identify new platforms to create a sustainable learning management system ecology.

outcome


Documents

References can be found in the desk review and the final policy guidance can be found in our Evidence Library here.

Developing a Model Learning Recovery Strategy for Caribbean Schools (Let’s REAP)

Key details

LocationCDB Borrowing Member Countries
Start dateJune 2021
End dateAugust 2021
ClientCaribbean Development Bank (CDB)

Background

In response to the loss of learning inflicted across the Caribbean region by the COVID-19 pandemic, and in partnership with the Caribbean Community (CARICOM) and the Organisation of Eastern Caribbean States (OECS), CDB has called for the development of a regional learning recovery strategy (RLRS) to support learning recovery and, as appropriate, to harmonise education policies and strategies for greater reach, agility, collaboration, and sustainability.

Our Approach

Open Development and Education (ODE) were engaged to assist stakeholders based across the CDB Borrowing Member Countries in the co-development of the Model Regional Learning Recovery and Enhancement Programme (Let’s REAP), aiming to aid Borrowing Member Countries with their efforts to mainstream appropriate and customised learning recovery activities in schools under their authority.

contribution

ODE staff, employing user-centred design and iterative development approaches, conducted consultations with key education stakeholders from the school to international levels, and developed a nine-component programme, covering:

  • leadership and accountability
  • systems management
  • cross-sectoral partnerships
  • teacher support
  • diagnostic tools
  • special education and wellbeing
  • educational resources and curriculum
  • parental engagement
  • community engagement

outcome

ODE produced three key knowledge products for the Let’s REAP programme:

  • A strategy and implementation roadmap supporting ministries of education in continuing learning recovery at the government level;
  • A strategy and implementation roadmap supporting principals in implementing learning recovery at the school level; and
  • A detailed vision for education recovery and transformation for the Caribbean region, ratified by the CDB in August 2021.

Documents

Key documentation from the programme can be found here, including:

Kolibri FLY Project evaluation

Key details

LocationJordan, Kenya, Tanzania, Uganda
Start dateAugust 2021
End dateDecember 2021
ClientLearning Equality

Background

Kolibri is an adaptable set of open solutions specially developed to support learning for learners without internet access. Centred around an offline-first learning platform that runs on a variety of low-cost and legacy devices, the Kolibri Product Ecosystem includes a curricular tool, a library of open educational resources (OERs), and a toolkit of resources to support training and implementation in formal, informal, and non-formal learning environments.

Our Approach

OpenDevEd (ODE) was contracted by Learning Equality, the proprietors of Kolibri, to conduct an evaluation of its Kolibri FLY Project. The Kolibri FLY Project utilized the Kolibri Ecosystem to deliver flexible, blended learning opportunities to secondary school students in refugee and host communities in Kenya, Jordan, Uganda and Tanzania focused on STEM, life skills and literacy. With Ugandan partners Ichuli, Consulting ODE led an extensive mixed-methods evaluation of the project, developing recommendations and a future implementation rubric.

contribution

ODE staff conducted the following tasks:

  • Conducting a qualitative cross-sectoral assessment of 70 relevant stakeholders through semi-structured interviews and focus group discussions, including to define elements that contributed to project design, and have promoted or impeded sustainable Kolibri FLY Project implementation
  • Conducting a quantitative assessment through the use of surveys and analysing available learner data from Kolibri
  • Producing an evaluation report with recommendations for planning future Kolibri implementations at scale, based on the lessons learned and assessment conducted, examining the three key aspects of the programme: product, people, and process
  • Developing an implementation rubric based on the considerations specific to the Kolibri FLY Project, with supporting guidelines, research design documentation, and training materials for implementation of the rubric
  • Research management, stakeholder liaison, and coordination of partner organization Ichuli Consulting

outcome

The programme resulted in an evaluation report which will inform future implementation and scaling of Kolibri as part of adaptive and hybrid learning models to better help respond to educational challenges and achieve sustainable, long-lasting impact.


Documents

The final report can be found here in our Evidence Library. Citation:

Support to Africa Publishing Innovation Fund programme

Key details

LocationKenya
Start dateMay 2021
End dateMay 2022
ClienteKitabu

Background

Having been awarded funding through the International Publishers Association’s Africa Publishing Innovation Fund (APIF), eKitabu partnered with OpenDevEd (ODE) and KaiOS to implement a programme aimed at promoting sustainable accessibility and use of digital educational content in and beyond the classroom. Developed using universal design for learning (UDL) principles, the content was designed and delivered through a platform on classroom devices – provided by KaiOS – and outside the classroom on an online platform.

Our Approach

The programme’s first proof-of-concept stage tested this design in six selected schools across Kenya, and included both government-run and special disability-focused schools, with the aim of ensuring that digital content could be accessed and used by all students, including those with disabilities.

As experts in rigorous educational research and agile research methodologies, ODE supported the ‘sandboxing’ approach taken by eKitabu through the first proof-of-concept stage, providing methodological oversight of monitoring, evaluation, research, and learning (MERL) planning and activities, ensuring that data collected could provide answers to key research questions and support programme effectiveness when scaling activities to a larger pool of participating schools.

contribution

ODE staff performed the following key tasks:

  • Advised in the experimentation with UDL-based TPD materials to increase utilisation of ICT in the classroom, assisting preparations for training delivery to 80 teachers
  • Outlined the programme’s research design principles, building these into the programme’s MERL plan. Supervised production of the MERL report for the programme’s first proof-of-concept stage
  • Advised on and co-created the programme’s MERL framework and plan with programme staff at eKitabu, ensuring efficacy and validity of measurements. Continued assessing and reiterating the framework through the programme’s first proof-of-concept stage
  • Developed an effective assessment tool for use during classroom observations conducted by eKitabu staff collecting both qualitative and quantitative data

outcome

The programme’s first stage has successfully concluded, with plans for the second stage scaling the intervention up to a greater number of schools across several regions in Kenya.


Documents

Activating EdTech

Key details

LocationJordan
Start dateDecember 2018
End dateSpring 2022
ClientQueen Rania Foundation (QRF)

Background

OpenDevEd is working with Jordan’s Ministry of Education to develop the Ministry’s capacity to develop iterative and evidence-based decision-making practices on EdTech.

Our Approach

From an initial request to develop an EdTech strategy for Jordan, the Activating EdTech programme has evolved into the development of a Jordanian team trained in research, agile, and design thinking methods.

contribution

The team has co-developed a national EdTech Strategy, while simultaneously implementing elements of the strategy and conducted several small-scale experiments. 

The team and strategy are on track to align with other large-scale programmes in Jordan, including a World Bank funded national blended learning programme and a national digital skills programme.

OpenDevEd staff conducted the following tasks:

  • Led the design and delivery of the project overall, in partnership with the Queen Rania Foundation
  • Organised and conducted nine ‘sprints’ – short five-day periods of intensive work coupled with tailored capacity building exercises and materials
  • Coached the MoE technical team through designing and implementing small-scale EdTech experiments
  • Conducted a qualitative evaluation of Jordan’s experience with distance learning under COVID-19

outcome

Key outcomes of the programme included:

  • Co-developed a national, Agile EdTech Strategy and implementation plan for Jordan’s Ministry of Education

Documents

Links to documents and references from the programmes can be found here.