Programme
©UNESCO/R. Edde
CapEFA takes advocacy and assessments of existing national capacities as its point of departure and works to consolidate them through a structured programme approach and through synergies and partnership arrangements with local education actors and the private sector - many of whom are already providing alternative, low cost solutions to education provision for marginalized or disadvantaged population groups around the world.
The five inter-connected steps described below are adapted and fine-tuned in line with priorities identified by Member States themselves at sector-wide and sub-sector levels.
Step 1: Advocacy, dialogue and consensus building
. Towards national leadership and ownership of capacity development processes.
· Towards more systematic harmonization of UNESCO assistance at sector-wide and sub-sector levels within national development and multilateral planning frameworks.
· Towards partnerships and synergies between government and non governmental education providers towards consolidated delivery capacity for Education for All.
Step 2: Joint conception of capacity assessments and mapping exercises
· Mapping exercises and assessments of existing institutional, planning and management capacities, organizational processes and functions at different levels of administration at sector-wide and sub-sector levels - including the extent to which cross-cutting issues are integrated into national education policy and curricula and mechanisms for data collection.
. Identification of priority areas of teacher recruitment, training and professional development policies, quality assurance and performance monitoring.
. Mapping exercises of innovative instructional and delivery approaches, teaching-learning contents and facilitator-training programmes in the non formal sector.
·Identification of priority areas in general secondary and technical and vocational education policies, including teacher recruitment, teaching learning methodologies and contents, quality assurance and performance monitoring.
Step 3: Formulation of capacity development action plans
Formulation of operational action plans for capacity development based on mapping exercises.
Formulation of feedback mechanisms, benchmarks, process and impact indicators.
Step 4: Implementation of capacity development response
. Support to upgrading professional competencies of education stakeholders in identified priority areas.
· Support to adapting and testing new planning processes and working arrangements, procedures, tools & resources at national, provincial and district levels.
Fine-tuning capacity development support as a result of feedback & monitoring mechanisms.
Step 5: Monitoring, quality assurance and evaluation
· Using feedback mechanisms to a dapt the programme approach as circumstances change in Member States.
. Mainstreaming lessons learned from programme experiences into upstream technical support and guidance.
. Sharing knowledge of good practices within CapEFA at regional level with countries facing similar challenges.
