|
 |
Field activities
Helping people do their jobs better
Our field activities are designed to meet the specific needs of individual countries, depending on the particular challenges that they face. These include demographic changes, increased international competition, brain drain, questions of equitable access, new technologies, decentralization and emergencies, and require tailored and competent responses. Drawing on its 40 years of research and training experience, IIEP assists ministries and their partners in educational planning, management and reform, policy formulation and follow-up; in-country, and in close collaboration with national counterparts. Our specialised country teams carry out expert missions and consultancies and deliver technical assistance such as training and workshops. Our uniqueness lies in our commitment to a twofold objective: the delivery of expertise and the transfer of skills to ministry officials.
Our expertise
Our activities draw on the best of 40 years of experience in educational management, policy formulation and planning methods. IIEP provides customized programmes with direct impact, through technical support and flexible training.
Action map
IIEP has carried out field activities in more than 50 countries since 1997. See the map and read details about each programme.
Donors and projects
IIEP field activities are financed through bilateral, multilateral and national funding, from development banks, the European Union and Member States, amongst others. See examples of recent projects.
Co-ordinating customized field activities
Organizing expert missions and consultancies, and providing technical assistance such as training and workshops.
|
  |
 |
| Afghanistan |
National Education Strategic Plan
2006-2010 |
First of its kind, produced in collaboration with IIEP and published in April 2007. Will guide the development of education in Afghanistan over the coming four years.
|
|
 |
 |
| Afghanistan |
| Strategic Action Plan for the development of Higher Education |
Formulated with support from IIEP and published in May 2004.
|
|
 |
| 
 |