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UNICEF Ghana

Country programme 2018-2022

Programme Strategy Note: Education

1. Introduction

This note reflects on the education related objectives and programmatic choices of UNICEF Ghana

Country Office (GCO) for the new Country Programme Cycle (2018-2022). The purpose is to outline the

planned education programme priorities and strategy; and where appropriate make linkages with cross-

cutting issues such as gender and disability as well as collaboration with other UNICEF sections (WASH,

Child Protection, Nutrition, Communication for Development (C4D), and Social Policy). The strategy will

determine the results that UNICEF will contribute to and its scope of work and guide the programme

design through the course of the programme cycle.

The UNICEF education programme for 2018-2022 is informed by the mid-term review of the current

Education Sector Plan (ESP) 2010-2020 completed in 20161; and also speaks to the available draft ESP

2016 (now 2018) - 20302 which Ghana initiated in 2016 with a view to align with the Sustainable

Development Goal for Education (SDG4). Overall, the UNICEF education programme strategy for 2018-

2022 is expected to contribute towards removing barriers and bottlenecks to ensure that all children In

Ghana have increased access to and participate in inclusive and quality primary and secondary

education, including two years of kindergarten, and are learning. The strategy anticipates an enhanced

focus on girls and boys who are disadvantaged due to multiple and often overlapping disparities relating

to poverty, location, disability and gender in Ghana. The emphases on early childhood and learning,

gender and inclusion, and emerging focus on adolescent skills development also resonates with UNICEF

global and regional priorities as outlined in the draft Strategic Plan (SP 2018-2021), Gender Action Plan

(GAP), and the Regional Education Strategy (2016)3.

This note is based on analysis of the country development context, supported by available research,

assessments and evaluations, and direct consultation with key government and development partners

and select district stakeholders. The initial thinking on the trends and challenges in the sector was

shared with government and civil society partners during the validation of the overall Situation Analysis

in September 2016. This was followed by detailed discussions on the proposed country programme for

2018-2022 during the Strategic Moment of Reflection in end-October 2016 and was attended by

government counterparts and development partners. In addition the education section also hosted

consultations involving different divisions and units of the Ministry of Education (MoE) and Ghana

Education Service (GES), Teacher Unions, experts, and key development partners between October 2017

and March 2018 to scope and understand how best to complement and build on existing efforts in the

sector.

1 Draft mid-term review which is in actuality the chapter on situation analysis in the draft ESP 2016(now 2018)-2030, MoE

Ghana 2016 2 Draft ESP 2016(now 2018)-2030, MoE Ghana, 2016

3 Regional priorities for education include catalyzing innovative and culturally relevant approaches in education to support

learning and social cohesion; promoting bottom up accountability through community participation in planning processes and

decentralized monitoring; & promoting strategies to redu e ge der disparities i edu atio a d support girls tra sitio to secondary education

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The primary government partners are the MoE - responsible for providing overall strategic policy

direction and guidance for the education sector; and GES - responsible for implementation of approved

national policies relating to primary and secondary education. A core group of multilateral and bilateral

partners are active and include DFID, USAID, JICA, UNESCO, World Bank. WFP, and African Development

Bank and work through the education system. The Global Partnership for Education (GPE) grant

concluded in 2016; and Ghana as a lower middle income country has graduated out of being grant

recipient. However in 2017, based on revised GPE financing guidelines, Ghana is again eligible for some

form of financing under the newly launched leverage fund.

Key anticipated milestones for the country programme period include the concurrent finalization of the

new UNICEF SP/GAP 2018-2021 at the global level; finalization and implementation of the Long-Term

National Development Plan, 2018-2057 and its 10 medium-term plans, and accompanying efforts and

forums related to the SDGs at the national level; and within the sector, the finalization of the new ESP

and the accompanying results framework. At the country level, the UN Sustainable Development

Partnership Framework is also being agreed to and will provide the coordinating framework for action.

At the policy level, ongoing teacher education and school curriculum reforms, the recent fee-free senior

high school initiative, and the passage of the draft Education Decentralization Bill in the parliament will

also have a significant mid to long-term impact on financing and service delivery within the sector.

2. Prioritized issues and areas

2.1. Trends, challenges, and analysis of constraints:

Since 2000, impressive gains have been made in Ghana in access to schooling, particularly

Kindergarten and primary schooling, and relatively more modest gains in secondary education. Gross

enrolment rates (GER) at kindergarten and primary education have substantially increased for both girls

and boys with gender parity now achieved. The net enrolment rates (NER) are also improving in primary

education and are currently over 90 per cent for both girls and boys.

There have also been increases in GER at Junior High School (JHS) level with a closing of the gap

between male and female enrolment rates. Gender disparities in completion rates tend to be minimal in

primary education (98.5 per cent for girls vs. 100.8 per cent for boys) but remain substantial and to the

disadvantage of girls in junior high school level (70.6 vs 76.4 per cent), although completion rate for boys

is also low at that level. Enrolment in Senior High School (SHS) is improving both in terms of the number

of students and the percentage of children, however the GER and NER are still low at only 49.6 and 25.2

per cent respectively in 2015-2016; and gender parity is yet to be achieved4. Additional analyses of the

internal efficiency of the system related to cohort progression, repetition, and drop-out are not readily

available; and the gap is currently being addressed as part of the education sector analysis being

commission to support the finalization of the draft ESP.

The updated out-of-school children (OOSC) study5 estimates nearly 1.3 million girls and boys between

the ages of 6-14 are currently not attending primary school. However this number sharply declines to

453,000 when you exclude children between the ages of 6-14 who are currently attending kindergarten

(KG.) Due to late entry, nearly 847,000 girls and boys currently in KG are of primary school age. This

4 EMIS 2014-15

5 Update Estimates of Out-of-School children in Ghana, MoE-CBE Management Unit, 2016

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partially explains the high GER and relatively slow-changing NER in pre-primary and is linked to limited

early childhood development (ECD) opportunities and delayed school readiness.

However many children are not learning the required literacy and numeracy skills. The 2016 National

Education Assessment (NEA)6 highlight that a large numbers of pupils are struggling to master the

Primary grade 4 (P4) and Primary grade 6 (P6) curricular content. Less than 25 per cent of the pupils met

the proficiency cut-point in P4 and P6 mathematics and less than 40 per cent achieved proficiency in P4

and P6 English. There are small but statistically significant differences between male and female pupils

performance in P4 English and P6 mathematics. Females outperformed males in P4 English and males

outperformed females in P6 mathematics. While they are yet to inform interventions to improve

learning outcomes at scale, as part of USAID support, national assessments like NEA/EGRA/EGMA have

been institutionalized and are available every two years7.

The current language policy advocates for mother-tongue instruction and recognizes 11 languages and

accompanying primers and other learning materials for the classroom are available. However challenges

relating to teacher recruitment and deployment which are responsive to local linguistic needs create

policy implementation gaps. Children who use English, Akan, Ewe and Ga at home are more likely to be

in school since these languages are also mostly spoken by teachers in schools, and make the school

more welcoming. In contrast 15.2 percent of children between the ages of 6-14 who are Dagbani

speakers, and 7.9 percent of Other language speakers, have never attended school8. The current

Diploma in Basic Education (DBE) Curriculum used in Colleges of Education to train teachers for basic

education does not address the pedagogy associated with the use of language as a language of

instruction. Evidently, more analysis and evidence is also needed to address the learning needs of

children belonging to linguistic minority groups.

Improvements hide sub-national inequities relating to location, residence, and poverty. The number of

children between the ages of 6-14 currently attending school is lower in the Northern Region (81.5 per

cent) and Upper West (86.8 percent) compared to the national average of 93 per cent. Similarly the net

attendance ratio at primary level varying from 65.8 per cent in rural areas to 74.4 per cent in urban

areas. Similarly, only 66.6 per cent of children belonging to families in the lowest wealth quintile attend

primary school, compared to 80.9 per cent in the highest quintile9.

Although low learning outcomes are endemic, they do vary based on location (urban-rural) and type of

school (public versus private). Average performance among pupils in urban areas was significantly higher

than for pupils residing in rural areas. The disparities were similar for pupils residing in deprived versus

non-deprived districts. The performance of pupils residing in the three regions of northern Ghana

(Northern, Upper East, and Upper West) – where the majority of pupils sampled were residing in a

deprived district – was poorest.

The 2014 Ghana Demographic Health Survey (GDHS) data helps to highlight the pyramid-shaped

progression of the 15-18 age cohort through basic education cycle. While the overall transition to SHS is

6 Draft NEA Report, GES 2016

7 A recent development is the Partnership for Learning with USAID support (2015-19) to address early grade reading with a

focus on 100 districts. 8 Updated analysis of Out-of-School Children in Ghana/with District level Summaries and projections (2016), CBE Management

Unit & MoE. 9 GDHS 2014

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low, the sharpest contractions are visible between those entering and completing junior high followed

by those entering and completing primary education. Overall, 96 per cent of the cohort entered primary

school (while 4 per cent did not enrol); 77 per cent completed primary education (while 11 per cent

were still attending primary school and 8 per cent dropped out); 73 per cent transitioned to JHS (while 4

per cent did not transition); 31 per cent completed JHS (while 34 per cent continued to attend JHS and 8

per cent dropped out); and 16 per cent transitioned to SHS (while 15 per cent dropped out). While the

progression rates between girls and boys are relatively similar, children belonging to poor families and

those living in rural areas tend to be the most disadvantaged (See Fig. 1).

Poor rural girls and children with disability often come off the worst in terms of educational

disadvantage. Children with disabilities continue to be among the most disadvantaged in terms of

missing out on education, being invisible in the data, and being overlooked in responses to both for

out-of-school children and those in-school. According to the 2010 Population and Housing Census, one

in five aged 6 to 24 years with disability have never attended school; and those who are in school often

face stigmatization without appropriate learning support. A formative assessment (UNICEF 2015) of 5

pilot districts documented the role of awareness raising, screening, and teacher training in increasing

enrolment among children with disability and keeping them engaged in the classroom. It also

highlighted the challenge of management of an education system that truly caters for diversity; and

acknowledged the role of attitudes and associated stigma as the barrier to inclusive education.

While gender per se may not be the main driver of inequality in education in Ghana10, emerging

evidence indicate that adolescent girls exclusion is reinforced when the different sources of inequality -

10

The data analysis of GDHS 2014 highlights that the main drivers of disparity for primary completion were wealth (disparity

index of 15%), regional differences (disparity index: 12%), and urban/rural (disparity index of 10%) well before gender (disparity

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poverty, gender, geography -

interact with one other. The

inequality tree for Ghana (see

Fig. 2) indicates that the mean

years of education for rural and

poorest girls between the ages

of 20-24 is 4.4 years compared

to the 13 years for richest urban

girls and 13.2 for richest urban

boys. GDHS data also indicates

that gender differences tend to

become more significant at the

secondary level and even in the

wealthiest households, more

boys attend secondary school

than girls. However regional

variations also exist. Despite

being adjacent to each other,

the secondary school gender parity index is lowest in Northern region (0.88) and highest in Upper East

(1.31) indicating girls disadvantage and advantage respectively, an issue that requires further

exploration.

Reasons for not continuing education among girls range from lower aspirations to family reasons and

marriage, and financial constraints11. Early marriage and teenage pregnancy act as critical barriers: the

proportion of teenage mothers has soared in Brong Ahafo, Central and Volta regions among those not

having any education rising as high as 23 per cent.12 The Livelihood Empowerment against Poverty

(LEAP) initiative also highlights the role of cash transfers in easing household financial constraints to

education in Ghana. It has enabled children from nearly 77,000 poorest families to regularly attend

primary schools; and also improved attendance of adolescent girls already in secondary schools, and

increased enrolment among boys at the same level13.

In the absence of conveniently located schools and congenial infrastructure and learning environment,

children, especially adolescent girls, are vulnerable to erratic attendance, long absenteeism, and

dropout. About two of every five children in Ghana (44 per cent) attend schools without toilets and

three out of every five (62 per cent) attend schools without water sources. Although data is not

collected on school facilities for handwashing and menstrual hygiene management, these are also likely

to be low and especially impact on adolescent girls attendance.14. Instances of corporal punishment,

bullying and sexual harassment are also high, adding to the vulnerability of children. Nearly 6 out of 10

children between the ages of 14-17 reported being beaten at home all the time or sometimes ; and

three out of ten confirmed being beaten in school by the teacher in the last month15.

index of 2%). And similarly Fig. 2 referenced earlier indicates the relatively similar rates of progression through basic education

for girls and boys. 11

GDHS 2014 – reasons for stopping school; 12

GDHS 2014 13

LEAP a d Childre s Futures: More a d etter edu atio for the poorest of the poor, Fa t Sheet 5, MGCSP a d UNICEF 14

Excerpted from the GCO WASH draft PSN 15

Child Protection baseline research 2015

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The Government of Ghana has been proactive in enacting progressive policies and contributing

towards the creation of an enabling policy environment for education. It has made legislative

commitment to Free and Compulsory Universal Basic Education16 and provision for Capitation Grant,

which has helped schools to offset the loss of school fees; and other key incentive schemes such as

school-feeding programmes and free school uniforms. In 2007/08, Ghana became the first country in

Sub-Saharan Africa to make pre-primary education free and compulsory; and recently it has also

committed to inclusive education (2016) and fee-free Senior High School (SHS) for all children. These

aspirations and commitments are also reflected in draft ESP (2018-2020) referenced earlier which sets

out its ambitious policy objectives aligned with SDG4. This includes a focus on equitable access and

participation at all levels of education; improved quality of teaching and learning at all levels;

strengthened science, mathematics, ICT and technology education; and sustainable and efficient

management of education service delivery.

At the same time the Ghana experience also indicates that limited capacity and fiscal space to fully

fund and support implementation of these policies, monitor results, and sustain the gains made is

leading to persistent and widening implementation gaps in the education sector. As part of its fiscal

consolidation strategy to address macroeconomic challenges, Ghana has steadily reduced education

spending as a share of the budget. Education spending as a percentage of total revenue fell from nearly

30 percent in 2012 to 20.2 percent in 2015, still, it continues to meet international benchmark.

Education spending rose to a peak of 6.1 percent of GDP in 2012 and fell to a low of 4.2 percent of GDP

in 201517. In terms of the composition of spending, in 2015 the overall compensation of employees in

the sector accounted for 68 per cent, while goods and services and capital expenditure was 21 and 11

per cent respectively. However the share of compensation varies and is as high as 92 per cent for basic

education and as low as 37.5 per cent for SHS has implications for equity in as well as quality of basic

education18. Since Ghana s classification in 2010 as a lower middle-income country, official

development assistance (ODA) is also experiencing a decline.

The absence of systematic and systemic planning for improving accountability for learning outcomes is

also creating unnecessary trade-offs between improved access and student learning gains, especially for

disadvantaged children in Ghana. Ad hoc deployment of qualified teachers, unchecked teacher

absenteeism, and ineffective school monitoring systems create serious inefficiencies in the system. Even

when teachers are present, essential pedagogical tasks like lesson plans are often neglected and student

academic progress is poorly monitored. The lack of transparent and agreed standards and benchmarks

for school/system performance, monitoring mechanisms to strengthen accountability, and poor

parental engagement and weak community oversight also further contribute to the inefficiencies in the

sector.

16

The Free and Compulsory basic Education legislation in Ghana refers to: 2 years of Kindergarten education (KG1&2), 6 years

of primary education (P1-6), and 3 years of Junior High School (JHS1-3). The 2+6+3 years of prescribed schooling are also

referred to as basic education and concludes with the first school leaving exam – Basic Education Certificate Examination

(BECE). Recently the government has also promised to roll out a fee-free Senior High School (SHS1-3) programme beginning

with the entering cohort in the 2017-18 academic year. 17

Education: Improving Education Outcomes And Equitable Access, World Bank Policy Brief January 2017. The GPE project

completion report in 2016 also highlighted the need for ensuring adequate and predictable financing to sustain and improve

both school infrastructure and quality education. 18

Draft ESP 2018-2020

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The overall performance of the sector is unable to justify the levels of investments made in the sector

over the past two decades. There is a clear need for a national education performance accountability

framework to be designed and implemented coherently across the various levels of governance. The

much anticipated Education Decentralization Bill is an opportunity to strengthen accountability for

improved service delivery through local level democratisation of education, responsiveness to local

needs, and increased citizen engagement.

There is also a weak evidence base on the pros and cons of universal and targeted approaches and their

relevance in differing contexts in the education sector in Ghana; and a need for mechanisms for

equitably targeting investments across different levels of education. Apart from the GPE grant which

introduced targeting through a focus on deprived districts, inclusive education policy, and some social

protection measures (scholarships, school feeding and uniforms) - most government-led education

interventions at the primary and secondary level tend to uphold the principle of formal equality, often

spreading scarce resources too thin.

The increased focus on universal and free senior secondary education in both the SDGs and the national

development agenda is welcome. However given the endemic low levels of learning in early grades, it is

important to acknowledge that children who face learning difficulties in their early years often struggle

to catch up with their peers later. Hence increased investments at the SHS level and higher need to be

constantly balanced in relation to pre-primary, primary, and JHS education. Otherwise the increased

spending may run the risk of becoming regressive as relatively few of the disadvantaged girls and boys

are currently completing JHS and transitioning to SHS.

2.2. UNICEF priorities for 2018-2022

Based on the review of trends, challenges, and analysis of constraints and in keeping with its mission

and mandate of child rights and equity, UNICEF firmly believes that Ghana s national aspirations for

universal access to secondary education can only be realized if solid foundations and systems are in

place to get the basic foundations right. This implies putting the spotlight on:

a) Improving learning outcomes with a focus on school readiness and learning outcomes at the

primary level: There is strong evidence across the globe that quality early childhood programs and

teaching-learning models to promote early grade reading improve value for money and return on

investment for later education investments—primary school transition and completion rates increase,

repetitions and dropout rates decline, and children learn more while they are at school. And most

importantly the returns are particularly high for disadvantaged and marginalized children.

b) Prioritising equity in basic education with an enhanced focus on inclusion and adolescent girls’ education: Education is a human right and evidence also indicates that fair and equitable education

systems are also more effective in delivering results for all girls and boys. While UNICEF s overall goal is

that every girl and boy have access to a good quality education, there is also a need for an additional

focus on girls and children with disability because targeted interventions are needed to ensure they

overcome the unique and specific barriers they face to access and complete basic education.

The twin focus on learning and equity build on the previous country programme s work on improving

access and quality , while making key strategic shifts. These include a sharpened focus on learning ;

consistent use of the equity lens to prioritize investments/interventions and track progress; expand

the scope of UNICEF support to include the continuum of basic education - KG – Primary – JHS and

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accompanying transitions; and put the spotlight on educational needs and aspirations of adolescent girls

and boys and explore the potential for progressive engagement in SHS and skills development.

The emerging focus also complements existing development partners’ interventions, including UN

organizations, within the sector. Majority of partner investments are confined to primary or in basic

education (see Table 1 for an overview). In the latter it is more of an investment in one aspect of the

system like teacher professional development and not necessarily a systemic engagement. Several

INGOs (Varkey Foundation, Discovery Learning Alliance, Plan International, CAMFED, & World Vision

among others) work at the service delivery level in a project mode with varying degrees of geographic

scale. Most of the bilateral and multilateral initiatives are well-resourced and at-scale and will end by

2019, and will have a likely implications for the education sector and indirectly UNICEF.

Table 1: Development Partners – Overview of current investments in Education Sector

Development

Partner

Initiative Level of Education End Date

DFID CBE – out-of-school children (8-14) Primary 2018

T-TEL – pre-service teacher education

and curriculum reform for pre-tertiary

education

Tertiary – implication for

basic education curriculum;

2018

GPASS – Girls Participatory

Approaches to Students Success –

scholarships for girls in JHS in GPE

districts

JHS 2017

Girls Education Challenge Primary 2021

CAMFED (part of GPASS as well as girls

clubs and networks)

JHS/SHS 2018

USAID Learning Assessments –

EGRA/EGMA/NEA

Primary 2019

Evaluating Systems (EMIS) Basic 2019

Learning Early grades 2019

JICA Teacher Professional Development Pre-tertiary 2018

Education Decentralization (pilot

mode)

Basic 2018

UNESCO SDG Action Plan/ Girls Education Sector/Basic 2017

MASHAV Early Childhood Development (limited

scale/project mode)

Kindergarten

WFP School Feeding/take home

rations/cash transfers (targeted)

Basic

World Bank Secondary Education Improvement

Project

SHS 2019

TVET Secondary/Tertiary 2019

IDA 18 as collateral for GPE leverage

fund

Secondary Discussions

ongoing

AfDB TVET Secondary/Tertiary

UNICEF’ comparative advantage is its enduring partnership with the MoE which goes beyond the life-

cycle of projects and interventions. As bilateral partners reflect on transitioning to a technical assistance

mode in response to Ghana s lower middle-income status, UNICEF s boots on the ground presence is

becoming its greatest strength. In addition, UNICEF s principled approach to implementation which

relies on grounding interventions in local realities and ensures they are managed within existing

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structures of the MoE/GES/local government makes for increased ownership. As a committed

multilateral organization working in education, UNICEF plays an active role in sector coordination as well

as in exercising its convening power to create multi-stakeholder forums involving both state and non-

state actors. UNICEF Ghana is also considered a strong technical interlocutor in the proposed areas of

engagement – ECD, KG and school readiness, quality education, inclusive education, and girls education

and gender equality; and is also seen as bringing additional technical capacity through the UNICEF

Regional Office as well as Headquarters.

2.3. Lessons learned from the implementation of the current programme:

The main lessons learned from the current education programme and applied in the new include:

Develop a robust and realistic results chain backed by strong monitoring: The previous

programme s results framework was pitched at a high level with outputs approximating outcomes

and a weak programme logic. This challenged actual measurement and the programme struggled to

track its investments vis-à-vis improved education outcomes for children beyond activity

monitoring.

More focused and integrated programming: UNICEF resources were also spread thin across

multiple interventions and geography. UNICEF s gradual expansion of direct support to 20 districts

assumed UNICEF support would complement government resources. However the assumption did

not hold due to fiscal constraints and unavailability of basic operational costs at the district level,

and UNICEF resources ended up substituting for government resources and were stretched.

Adopt a capacity-building strategy: Most programme activities focused heavily on training and

building capacity of teachers and education functionaries. However, in the absence of a thorough

needs assessment, an overarching capacity-building strategy and accompanying M&E framework,

demonstrating the effectiveness of interventions to build capacity is limited19.

Ensure a more deliberate inter-sectoral approach and strengthen multi-stakeholder partnerships:

Education programme collaborated with other sectoral programmes (Social Policy and Child

Protection), however a systematic approach to cross-sectoral policy advocacy, communication, and

programming is still lacking. And there is need to expand partnerships with civil society

organizations, academia, and teacher unions to strengthen citizen engagement and social

accountability.

2.4. UNICEF approach:

UNICEF aims to explore a multi-pronged approach to support the MoE and GES in improving learning nd

equity in primary and basic education. The approach will:

Adopt a systems-based approach: Strengthen local and institutional capacity and improve

coherence between policy, systems and practice to address implementation gaps in basic education.

Address equity and inclusion in everything we do; and also have targeted activities to reduce

barriers for disadvantaged groups, especially adolescent girls and children with disability.

19

The preliminary findings from the evaluation commissioned in 2016 indicates that there has been success in improving

individual participant learning in the focus districts. However, it is not clear how have the trainings improved the capacity of

education institutions and organizations to achieve results.

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Engage in policy dialogue and reform for sustained change: Provide quality advisory and technical

support, generate evidence, build partnerships and networks for advocacy and social accountability,

and support coordination among development partners.

Prioritise the use of evidence for decision making at all levels – both government and UNICEF:

Ensure support is relevant, results-focused and grounded in evidence of what works; and strengthen

monitoring and data use.

Promote cross-sectoral engagement and partnerships – external as well as internal: Inter-sectoral

collaboration with Gender, ECD, WASH, Child Protection, School Health, Social Protection, Local

Government, & Finance – to maximize educational participation and outcomes.

Advance national and sub-national engagement: While the new programme will primarily target

national policy engagement and institutional strengthening, UNICEF will continue work in 20

districts as part of agreed commitments (USAID, KOICA, and Spanish National Committee). Going

forward, the criteria for sub-national engagement will prioritize educationally deprived districts for

implementation; and the spread will be determined according to available funds.

3. Theory of change

3.1. Articulating a theory of change

The policy objectives identified in the draft ESP (2018-30) and aligned with SDG4 anticipate a 2030 vision

for Ghana where: all children have access to quality kindergarten, primary, and secondary education and

learn relevant knowledge and skills and effectively make the school to work transition. Experience and

research indicates that the broad conditions necessary to realize this vision in Ghana include:

Government and development partners strengthen implementation of education policies at both

national and sub-national levels, ensure adequate and predictable financing, target investments to

bridge gender and equity gaps, and engage in regular and rigorous performance monitoring at all

levels of education.

All schools at different levels of education have appropriate and required child friendly

infrastructure, teachers, and teaching-learning resources and are inclusive, safe, and gender-friendly

spaces; and head teachers exercise leadership and support effective school-community linkages.

Teachers are trained and motivated and all children, irrespective of their gender, disability, poverty,

location, and language, experience high quality learning in schools and demonstrate appropriate

learning outcomes at all levels of education;

Girls and boys have opportunities to actively participate in shaping their education and their school

experiences; & families and communities actively support the education of girls and boys and are

empowered to engage meaningfully in decisions that affect their children s education and demand

accountability.

There is increased investment in technical and vocational and postsecondary education and training

system, ideally paired with labour market and employment policies and strategies.

Given the cumulative nature of educational progress, the articulation of theory of change (ToC) to

increase the number of girls and boys attending and completing basic education underscores the life-

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cycle of learning - from early years, through childhood and into early adolescence20 (see Annex 1 for a

visual depiction). It understands that:

If more children, especially the disadvantaged, get a head start through participation in quality KG

services at the right age; and

If more children, irrespective of their gender, poverty, location, disability, and language spoken

experience quality teaching and learning practices in primary classrooms; and

If more children with disability and adolescent girls are additionally supported to complete basic

education; and

If all the above are enabled by strong planning, monitoring and supervision to ensure proper functioning

and accountability; and

If also supported by evidence-based decision-making and active and coordinated partnerships;

Then more girls and boys in Ghana can be assured of getting a good start in education and attending

and completing basic education in a more inclusive and equitable environment.

This programme ToC assumes that country institutions and policies need to and will lead on change;

and UNICEF resources will play a catalytic role to support, incentivise, and trigger change. This assumes

that the education sector in Ghana is able to progressively create the fiscal space to increase

discretionary spending in support of equity and learning improvements; and there is a political space to

engage in reforms concerning effective teacher deployment, governance and management, and

decentralization and social accountability for results. MoE and GES are also assumed to exercise

leadership and coordinate development actors in the sector to eliminate duplication, leverage private

investments, and maximize synergies.

Further, it is also assumed that the gains made and lessons learned through current investments by key

bilateral and multilateral development partners will be sustained and mainstreamed beyond project

cycles. In particular, UNICEF s programmatic focus on in-school children acknowledges the contribution

of Complementary Basic Education (CBE) currently funded by DFID/USAID to address the needs of out of

school children between the ages of 8-14 will continue as planned till 2018 and assumes an uptake

strategy will be agreed to with MoE/GES for beyond. In addition, it also anticipates and assumes that the

recently launched new global window of funds by DFID on the Girls Education Challenge may also

support interventions targeting out of school adolescent girls in Ghana.

USAID s Partnership for Learning with its focus on mother tongue instruction, early grade reading, and

standardized learning assessments will continue to support GES s implementation efforts to improve

learning at scale. The adequacy of school infrastructure will be prioritized and managed by MoE and

local government with UNICEF WASH programme extending support for water and toilet facilities in

targeted basic schools; and also strengthening coordination, advocacy, and provision of technical and

advisory support to leverage reform to improve WASH in schools including menstrual hygiene and

management. These efforts will complement UNICEF s/education section s actions to achieve the stated

outcomes in the education sector.

20

This assumes that efforts to increase access to quality senior secondary education and TVET opportunities and to support

school to work transitions will be promoted by the MoE in partnership with the World Bank, AfDB, and GIZ who are active in the

sub-sector.

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3.2. Developing the results chain

UNICEF education programme strategy for 2018-22 in Ghana is expected to contribute to the following:

Education Outcome: By 2022, more girls and boys in Ghana complete quality and inclusive basic

education with improved learning outcomes.

Based on the theory of change, UNICEF s contribution to achieve the outcome in the next five years will

broadly focus on leveraging changes to policies, systems, and practices to strengthen capacity for

improved and equitable service delivery at the basic education level. UNICEF then seeks to invest in 5

key outputs to support the stated outcome:

Output 1: Operational frameworks for improved kindergarten service delivery in place and implemented

at national and subnational level.

Output 2: Effective and inclusive teaching and learning practices modelled in primary education

Output 3: Improved capacity at national and sub-national level to support inclusive education and

adolescent girls to progress and complete basic education.

Output 4: Improved capacity for decentralized planning and monitoring for results in basic education.

Output 5: Stronger policy frameworks, coordination mechanism, and evidence-generation for improved

equity and learning in the education sector.

The UNICEF programme strategy will directly support interventions at both national and sub-national

levels to achieve the five identified outputs:

Output 1: Operational frameworks for improved kindergarten service delivery in place and

implemented at national and subnational level.

The formative evaluation21 of UNICEF support to KG indicates that in absence of coordinated efforts to

address access, availability of trained teachers, and effective monitoring and supervision, the UNICEF-

supported gains in increasing availability of materials and teacher training have had a limited

contribution to make on affecting change either at the systems level or at scale. Further, the focus on

formal provision of KG in the country, while essential, may have undermined policy traction of a holistic

ECD approach inclusive of parental support, early stimulation, nutrition and health in the early years to

support school readiness.

Going forward, UNICEF s investments will strongly advocate for an inter-sectoral ECD informed approach

to KG which seek to improve early childhood health, nutrition, protection and well-being and

educational outcomes as a complementary package. Working with state and non-state actors, the focus

will be to create a responsive pre-primary education sub-system which can support children to get a

decent head start and be ready for school.

The intervention logic here assumes that the foundational conditions for KG success in Ghana require

the strengthening of a sub-system approach to look at the child and school readiness holistically through

the ECD lens, demonstration of quality approaches involving communities and non-state actors,

availability of enabling mechanisms and resources to produce well trained teachers to lead on KG, and

this is supported and championed by stakeholders who are convinced of the importance of investing in

KG to lay the foundation of school readiness and learning.

21

Formative assessment of UNICEF support to KG implementation in Ghana (2012-16), UNICEF 2017

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13 | P a g e

UNICEF supported proposed strategies and activities may include:

Review and updating of the KG operational plan to better support a sub-system approach to KG

delivery involving both state and non-state providers, including regulatory framework, quality

standards, and accountability.

Building an investment case for an ECD informed approach to KG to leverage innovative and

increased financing for the sub-system; & tracking investments across sectors;

Support for creation of a cadre of high-quality early learning educators through engagement with

the curriculum reform processes currently underway; and increasing availability of quality and age-

appropriate teaching learning materials through private sector collaboration.

Supporting a catalytic national network and partnerships to champion and advocate for investing

early in children and promoting school readiness through KG;

Linking, advocating, and demonstrating with other services (such as feeding, parenting, child

protection, and social protection programs) with education programs for young children

(partnership with lively Minds);

Integrating a C4D strategy for right-age enrolment into the education system to ensure that children

enter kindergarten at the right age.

Output 2: Effective and inclusive teaching and learning practices modelled in primary education

As part of a broader USAID partnership on learning, UNICEF is currently implementing the Partnership

for Learning Support (2015-18) in 20 focus districts, while another initiative – Learning - is focused on

mother tongue instruction, early grade reading, and standardized assessments at scale. However, there

are persistent gaps in understanding of what actually drives learning improvements in the classrooms.

How does teaching practice change due to training and impact on learning? How does school leadership

drive learning? And the understanding is very critical to maximise the impact of the different

investments in the sector.

Going forward, UNICEF will continue its support to strengthen education systems, including a focus on

relevant curricula, engaging learning materials, and appropriately trained teachers. The new thrust will

be on modelling variations of child-centred approaches to learning which cater to the needs and

interests of all children (including teaching at the level of the child, those with learning disabilities, and

overage children) in schools. It will also focus on role of supervision, support, and local-level

assessments with a view to making classroom-based practice and school-based management critical to

achieving results.

The intervention logic here assumes that if governments and educators have knowledge about

contextualized and effective instructional models responsive to diverse learning needs of girls and boys

that are scalable, if necessary resources, supervision and monitoring are in place to focus on student

learning, and if more attention to and accountability for student learning exists at all levels (national as

well as sub-national), then policy and practice within the system and classroom can change to produce

improved student learning.

UNICEF supported proposed strategies and activities may include:

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14 | P a g e

Experimental pilot on teaching to the level of the child using teachers and strengthening existing

supervision and support mechanisms (building on earlier TCAI experience in Ghana22); inclusive

practices to address learning difficulties; and exploring how best to address the learning needs of

overage children.

Demonstration and documentation of the District Quality Monitoring System for Education which

complements national assessments and allows for assessing learning outcomes at district level to

support development and achievement of district learning plans and targets;

Exploration and evidence generation to inform strategy to address the presence and learning needs

of over-age children in the system;

Advocacy and technical assistance to review basic education curriculum review to align with the

ongoing review of pre-service curriculum (T-TEL) and implementation of Ghana-Reading Action Plan.

Output 3: Improved capacity at national and sub-national level to support inclusive education and

adolescent girls to progress and complete basic education.

This output is focused on equity in education in general with a spotlight on two related yet distinct

dimensions of equity - inclusion and adolescent girls education and gender equality. Both inclusion and

gender provide strategic entry-points to strengthen systems across the sector, and yet also allow for

targeted advocacy and approaches to address other deprivations relating to poverty and location23. The

latter focus will also be reinforced through our work under Output 5.

Adolescent girls’ education and gender equality: UNICEF will build on its policy engagement (teenage

pregnancy, gender training of education personnel) and continue to address barriers to adolescent girls

education24 - contributing to the country office's emerging agenda on adolescence. In the absence of

any targeted project or initiative to strengthen JHS in Ghana, UNICEF will also look at supporting

capacity-building of both state (Girls Education Unit [GEU]) and non-state actors and networks to better

support adolescent girls progression through basic education, especially completing JHS and also

explore the scope of engaging progressively at the SHS level and skills development.

As part of this engagement, UNICEF will actively engage with the pre-tertiary and Diploma in Basic

Education and school curriculum reform processes currently underway to ensure the issues of equity,

gender and inclusion are adequately embedded in the curriculum; and teachers are professionally

trained to demonstrate professional competencies in these issues, creating a teaching workforce that

meet the needs of disadvantaged girls and boys.

The intervention logic here assumes that if there is an overall curriculum which prioritizes equity,

gender, and inclusion, and is complemented by targeted support at the secondary level to strengthen

gender-responsive interventions, including a focus on pedagogy, skills development, and safe schools;

and this is coupled with raising demand for girls education and demonstration of scalable approaches to

22

Teacher Community Assistant Initiative overview can be accessed here http://www.poverty-action.org/study/evaluating-

teacher-community-assistant-initiative-ghana 23

As acknowledged earlier gender per se may not be the main driver of disparities in educational outcomes, however it does

becomes significant when it interacts with other inequalities. As such provides gender provides a stable and strategic entry

point to engage in the broader equity debate and dialogue. 24

Evidence indicates that improving outcomes for adolescent girls means addressing interlinked challenges which range from

safety, quality and gender-responsive curricula and teaching-learning, adequate facilities, transitions from primary to secondary

school, financial assistance and parental and community support and local leadership. It also highlights that improving supply-

side interventions especially at the secondary level to make them more gender-responsive also benefits both girls and boys.

September 2017

15 | P a g e

address gender-based barriers; and is supported by a empowered and capacitated GEU and multi-

stakeholder networks, then it can be said that the basic education system will have the institutional

capacity to support adolescent girls to complete JHS.

UNICEF supported proposed strategies and activities may include:

Evidence generation and capacity-building to promote gender-responsive teaching-learning in

secondary education with a focus on curriculum review, teacher training, STEM education, and skills

development25;

Promoting Safe schools and a gender responsive environment through availability of tools,

resources and trainings to address inclusion, corporal punishment, school-related gender-based

violence (SRGBV), menstrual hygiene management (MHM), and operationalizing the education

sector guidelines on prevention of pregnancy among school girls and support to pregnant girls and

re-entry of young mothers to complete secondary education.

C4D/S4D to promote rights of all children, with an enhanced focus on adolescent girls to attend

school and complete basic education and promote their participation.

Evidence-based and scalable approaches to identifying and addressing barriers to girls attaining and

completing secondary school are costed and demonstrated.

Building capacity of Girls Education Unit (GEU-GES) to engage in gender-responsive programming;

as well as to lead effectively on gender and education issues in the education sector, including

strengthening institutional linkages with agencies/units within MoE.

Strengthening cross-sectoral engagement and multi-stakeholder networks (including a coordinated

approach with UNFPA/UNESCO/WFP) to support adolescent girls education.

Inclusive education: UNICEF has supported and championed the development of the Inclusive Education

Policy and accompanying Standards and Guidelines and the costed implementation plan for the first 5

years. The operationalization of the policy has been dogged by several implementation challenges -

relating to financing, capacity, availability of accessible buildings, and stigma and prejudice – and which

continue to constrain participation of children with disability in basic education. Going forward, UNICEF

will continue to address these barriers and also mainstream inclusion as part of the programme

strategy.

The intervention logic here assumes that if there is increased knowledge and improved attitude and

practice among service providers; and this is complemented by improved capacity of duty bearers and

service providers in the education sector to respond to needs of disabled girls and boys, and this is

accompanied by improved quality and accessibility of mainstream education for children with disability,

and is supported by improved knowledge and evidence to demonstrate the effectiveness of inclusive

education26, then it can be said that the basic education system in Ghana can demonstrate improved

enrolment, retention and learning of disabled girls and boys in primary education.

UNICEF supported proposed strategies and activities may include:

Inclusive education sector analysis to assess the readiness of the education sector to implement

the IE policy and recommendations for the way forward.

25

The state of evidence on the impact of transferable skills programming on youth in low and middle-income countries, 3ie

scoping paper 2015 26

This also links with Output 2 on demonstration project for inclusive teaching-learning practices with a focus on learning

disabilities in primary education.

September 2017

16 | P a g e

Support MoE/GES to explore accessible and inclusive curricula and assessments and appropriate

assistive technology to support learners with disabilities.

Support availability of qualified teachers trained in inclusive education pedagogy; and increase

knowledge and improve attitude and among service providers regarding children with disability;

Promote inclusive monitoring though support to Education Management Information System (EMIS)

data to disaggregate data by disability and degree of impairment;

Strengthening special schools and regional assessment centres to better support regular schools on

inclusion in their catchment area.

Capacity-building of civil society actors and networks to better support and advocate for rights of

children and people with disability;

Output 4: Improved capacity for decentralized planning and monitoring for results in basic education.

One of the key factors contributing to the policy implementation gap seems to be the perceived27 lack of

organization, control and accountability in the system – from the national to the district; and all of which

are likely to undermine performance of the education system and lower the chance of the multiple

interventions being introduced in the system by development partners and GES to improve quality,

learning, and equity from being successful.

Going forward, UNICEF28 will support research to better understand the political economy of

implementation and accountability in the education system and local government. It will use the

evidence to facilitate and strengthen the decentralization process through a systematic bottom-up as

well as top-down approach to improve the performance and efficiency of education systems. The focus

will be at the systems level through development of strategy and tools to strengthen monitoring

systems at critical points along the service delivery chain.

The intervention logic here assumes that if there is evidence on management and accountability related

bottlenecks in the system at all levels; and appropriate strategy and tools are available to assess needs

and facilitate local solutions involving both state and non-state education actors; and there is evidence

that using them clarifies the roles and responsibilities of the different actors and facilitates

implementation and accountability, then the possibility of increasing the performance and efficiency of

education systems is higher.

UNICEF supported proposed strategies and activities may include:

Evidence generation on management and accountability related bottlenecks in the education

system which undermine effective supervision, monitoring and achievement of results

Explore the need and build consensus for the development of an accountability framework for the

education sector; and accompanying capacity-building strategy involving all key stakeholders;

27

The e phasis is o per ei ed as the e ide e ithi the Gha a o te t o hat the real o strai ts are a d hat a help to strengthen management and accountability at critical points along the service delivery chain are still emerging. The recently

concluded GPEG project completion report based on its experience in 75 districts alludes to the potential of empowering

districts to plan and prioritize their needs by applying and transferring skills learned in terms of planning and executing

activities at district and school level, provided minimal resources are available through regular district and school grants; and

ensuring continuous stakeholder involvement in decision making to improve supervision and monitoring at low or no cost. 28

UNICEF will build on its current support to district systems strengthening in the 20 focus districts with its emphasis on

development of district and school plans, holding of school performance and appraisal meetings, and its work on leadership for

change and learning.

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17 | P a g e

Revision, strengthening, and where relevant development of tools for building district/school-level

capacity to address institutional barriers and managing and accountability for results;

Demonstrate use of revised tools, lessons learned, and documented in select districts;

Adapting and demonstrating mobile School Report Card as a tool for social accountability at the

school-community level

Output 5: Stronger policy frameworks, coordination mechanism, and evidence-generation for

improved equity and learning in the education sector.

UNICEF will actively support efforts in the sector in creating a culture of evidence-based policy dialogue

and decision-making to support learning and equity outcomes. While gender and inclusion as outlined in

Output 4 provide strategic and stable entry points to put the spotlight on equity in education, this

output will broaden the engagement to also frame and understand issues relating to linguistic

minorities, poverty, location (urban-rural) and regional disparities. UNICEF will work with the existing

Basic/SHS groups to define the research and evidence gaps based on the ongoing education sector

analysis as part of the ESP process. And through this effort also build internal capacity of the UNICEF

team to assess evidence, identify gaps, commission and manage needed research, and use evidence to

design its interventions; and inform policy advocacy with other state and non-state actors.

The intervention logic here assumes that if relevant data analysis and review of evidence on what drives

inequities in educational participation and learning outcomes and what works to address learning and

equity is available; and is complemented by available stakeholder platforms for dialogue and review at

the national, regional, and district levels, and there is greater alignment and coordination among

development partners scope of work and government priorities; then we can say that there is a greater

likelihood of improved learning and equity outcomes.

UNICEF supported proposed strategies and activities may include:

Engagement to inform the draft ESP (2018-2020) to be credible and evidence-based; sufficiently

equity-focused and inclusive; and costed and budgeted at all levels.

Evidence generation on financing education in Ghana, including scoping constraints and

opportunities for innovative, expanded, sustainable, and equitable domestic funding models (in

partnership with Social Policy Section and DFID and WB).

Develop a UNICEF fund-raising strategy to support the execution of the education strategy.

Support and participate in sector reviews/sector working group/development partners group at all

levels and support inclusive and evidence-based policy dialogue to enhance implementation and

accountability.

Support non-state national and regional stakeholders (including teacher unions and civil society

organizations) to review and monitor sector plans and benchmark school standards and system

performance indicators.

Technical assistance to fill identified information gaps on tracking equity and inclusion – some

emerging issues include sector analysis/EMIS strengthening, OOSC children, rural-urban, poverty,

and regional disparities, and IE policy implementation evaluation.

3.3 Assumptions, risks and mitigation

Risks Mitigation measures

ToC and Intervention logic may not Annual and mid-term reviews and feedback loops

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18 | P a g e

hold; provide opportunity for UNICEF to learn about what works or

does not in its ToC and intervention logic, and to take corrective

action that adjusts and improves the ToC;

No change in fiscal status quo or

very slow progress;

Expand fee-free SHS level may

undermine investments in basic

education.

Continuous and collaborative advocacy on equity and learning

(Output 5);

UNICEF supported resource mobilization for government;

Consistently work within the realities and constraints of the

existing system;

Take stock of UNICEF available funds and review, prioritize and

downsize programme

Limited political will for reforms

including teachers, governance,

management and social

accountability; especially within the

context of the passage of the

Decentralization Bill;

Look for acceptable entry points and advocate for evidence-

based strategies to strengthen monitoring (Output 4);

Engage with national CSOs to support their demand for citizen

accountability (Output 5);

Practice thinking and working politically to understand, assess,

and act;

Infrastructure not adequate for the

increasing enrolment with

detrimental effects on teaching and

learning;

Use UNICEF s engagement in WASH to advocate broadly for

adequate school infrastructure;

Disasters, climate change, conflict,

epidemics or other shocks

Advocacy with the Government to promote a contextualized

and comprehensive approach to DRR education (building

resilience of the education system.

Anticipate, advocate, and include an environment and climate

change lens in the curriculum review;

4. Results structure

EDUCATION OUTCOME: By 2022, more girls and boys in Ghana access and complete

quality and inclusive basic education with improved learning outcomes.

OUTPUT 1: Operational

frameworks for improved

Kindergarten service

delivery in place and

implemented at national

and sub-national level.

OUTPUT 2: Effective and

inclusive teaching and

learning practices

modelled in primary

education.

OUTPUT 3: Improved capacity

at national and sub-national

level to support inclusive

education and adolescent

girls to progress and complete

basic education.

OUTPUT 4: Improved capacity for decentralized

planning and monitoring for results in basic

education.

OUTPUT 5: Stronger policy frameworks, coordination

mechanism, and evidence-generation for improved

equity and learning in the education sector.

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19 | P a g e

5. Aligning results, strategies and resources

The table below provides an overview of required strategies and indicative resources – financial and

human - to deliver on the planned results in education. The parameters for costing include:

Programming funds excludes staffing costs but are inclusive of recovery costs;

Asterisked* staff are those who are fully costed against the respective outputs.

Assumes that Output 1 (Kindergarten and school readiness), Output 2 (Improved Learning), &

Output 3 (Promoting inclusion and adolescent girls education and gender equality) hold the most

potential for generating OR and hence have reduced RR allocation.

The programme delivery also acknowledges need for additional capacity and expertise in key areas of

girls secondary education, governance and accountability, public finance management which will be

addressed through technical assistance and consultancies based on actual need and availability of OR

funds.

Outcome: By 2022, more girls and boys in Ghana complete

quality and inclusive basic education with improved learning

outcomes

Total 5 years

RR OR

Staff and technical assistance $ 2,179,126 $ 2,199,107

Programming $ 4,320,874 $ 14,300,893

Sub-total $ 6,500,000 $ 16,500,00029

Total $ 23,000,000

Output 1: Operational frameworks for improved kindergarten

service delivery in place and implemented at national and

subnational level.

Total 5 years

RR OR

Staff and technical

assistance

Accra: Education Specialist (NOC(1)*/L-3);

Tamale: Education Project Officer (NOA*)

0.00

512,189.00

Strategies

Systems

strengthening &

service delivery

Development of plans; institutional

mechanisms/tools, coordination,

oversight strengthening, management

information systems

360,000.00

1,980,000.00

Community dialogue

& behaviour change;

Capacity-building for and monitoring of

Right age enrolment and increased

parental and community involvement

60,000.00

330,000.00

29

This includes the currently available OR allocation of $ 3 million for 2018 (USAID); 1.2 million (Spanish National Committee);

and $762,000 (KOICA). The planned funding gap is approximately $ 11.5 million.

September 2017

20 | P a g e

Gender and cross-

sectoral

programming

Promotion for a holistic, multi-sectoral

and coordinated approach to ECD/KG;

60,000.00

330,000.00

Evidence and data Measurable and documented quality

approaches to KG involving mothers,

focus on inclusion and play.

90,000.00

495,893.00

Leveraging resources

for children (inclusive

of private sector

engagement)

Building an investment case for ECD/KG

in Ghana; and exploring private sector

partnerships increase availability of

learning material.

30,000.00

165,000.00

Total Non-Posts 600,000.00 3,300,893.00

Output 2: Effective and inclusive teaching and learning practices

modelled in primary education.

Total 5 years

RR OR

Staff and technical

assistance

Accra: Education Specialist (NOC(1)/L-3*);

Tamale: Education Project Officer (NOA)

0.00

1,213,724.00

Strategies

Systems

strengthening &

service delivery

Strengthening education systems through

a focus on relevant curricula, engaging

learning materials, and appropriately

teacher training mechanism.

150,000.00 850,000.00

Innovation and

technology

Demonstration and documentation of the

District Quality Monitoring System for

Education which allows for assessing

learning outcomes at district level to

support development and achievement

of district learning targets;

150,000.00 850,000.00

Evidence and data Modelling variations of child-centred

approaches to learning, including

teaching at the level of the child, those

with disabilities, and being overage;

300,000.00 1,700,000.00

Total Non-Posts 600,000.00 3,400,000.00

Output 3: Improved capacity at national and sub-national level to

support inclusive education and adolescent girls to progress and

complete basic education.

Total 5 years

RR OR

Staff and technical

assistance

Accra: Education Specialist (NOC-1);

Education Project Officer NOB*/NOA*

Tamale: Education Project Officer (NOB)

0.00 473,194.00

Strategies

Systems

strengthening &

service delivery

Gender: Capacity-building to promote

gender-responsive interventions in

secondary education (curriculum review,

teacher training, transferable skills).

Inclusion: capacity-building for inclusion;

resource centres; knowledge, attitude,

practice

240,000.00 1,500,000.00

Community dialogue

& behaviour change;

child participation

Promote rights of all children, with an

enhanced focus on adolescent girls and

children with disability; Safe schools to

address inclusion, corporal punishment,

SRGBV, MHM, & pregnancy and schooling

among adolescent girls;

150,000.00 1,600,000.00

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Gender and cross-

sectoral

programming

Strengthening cross-sectoral

engagement, multi-stakeholder

networks, and Girls Education Unit (GEU-

GES) leadership

60,000.00 500,000.00

Evidence and data Demonstrate scalable approaches to

identifying and addressing barriers to girls

attaining and completing secondary

school

150,000.00 1,000,000.00

Total Non-Posts 600,000.00 4,600,000.00

Output 4: Improved capacity for decentralized planning and

monitoring for results in basic education.

Total 5 years

RR OR

Staff and technical

assistance

Accra: Education Specialist (NOC(2)*/L-3);

Education Project Officer NOB

Tamale: Education Project Officer (NOB)*

569,683.00

0.00

Strategies

Systems

strengthening &

service delivery

Development of plans/institutional

mechanisms/tools, strengthening to

support educational decentralization.

630,437.00

800,000.00

Community dialogue

& behaviour change;

Working with PTAs and SMCs to

strengthen school-level social

accountability; Working with teachers

and headmasters on school leadership;

378,262.20

720,000.00

Innovation and

technology

Adapting and demonstrating mobile

School Report Card as a tool for social

accountability at the school-community

level

126,087.40

240,000.00

Evidence and data Evidence generation on management and

accountability related bottlenecks in the

education system; and documentation of

effective local solutions.

386,087.40

240,000.00

Total Non-Posts 1,520,874.00

2, 000, 000.00

Output 5: Stronger policy frameworks, coordination mechanism,

and evidence-generation for improved equity and learning in the

education sector.

Total 5 years

RR OR

Staff and technical

assistance

Accra: Chief Education*

Education Specialist (NOC (1&2)/L-3);

Programme Assistant (G6)*

1,609,443.00

0.00

Strategies

Gender and cross-

sectoral

programming

Inter/cross-sectoral advocacy to support

education outcomes

(WASH/Gender/Social Protection)

157,000.00

200,000.00

Evidence and data Filling identified evidence gaps – OOSC, IE

policy evaluation, strengthening sector

analysis and EMIS systems

504,000.00

400,000.00

Leveraging resources

for children

Scoping with partners constraints and

opportunities for sustainable and

equitable domestic financing for

education, including innovative funding

models, to improve learning and equity;

189,000.00

150,000.00

Advocacy & public For a credible and evidence-based ESP 150,000.00 250, 000.00

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22 | P a g e

engagement (2018-2020) and sufficiently equity-

focused; and improved social

accountability.

Total Non-Posts 1,00,000.00

1,000,000.00

6. Monitoring Outputs and Demonstrating the UNICEF Contributions to Outcomes

Progress towards the achievement of planned results will be monitored using the indicators defined in

the attached results and resources framework, including UNICEF s contribution to the achievement of

outcome-level results. The education programme in Ghana can rely on an established administrative

data source - the Education Management Information System (EMIS) for annual progress monitoring.

Where data gaps exists, for example relating to inclusion and gender and skills development, we will

also work with MoE to integrate and strengthen the EMIS database appropriately. The learning focus is

supported by standardized learning assessments in literacy and numeracy based on sampling.

Ghana also regularly conducts the Multiple Indicator Cluster Survey (MICS), Demographic and Health

Survey (DHS) and Ghana Living Standards Survey (GLSS) at reliable intervals. The survey data is used to

conduct additional analysis to determine the number of out-of-school children in Ghana. UNICEF has

supported the Ghana MICS 2006, 2011 and 2017 and has a close working relationship with the Ghana

Statistical Service (GSS) to be able to adapt other surveys to capture relevant data pertaining to the

situation of children and women and lend themselves to impact monitoring; and provide data on SDG

indicators that are household survey-based. A learning module has also been integrated in MICS 2017 to

provide additional information on learning levels of both in school and out of school children.

Other important data sources that will be used for programme monitoring are the periodic school report

cards, the UNICEF-supported mobile School Report Card (mSRC) for real-time data collection at the

school level, and the national education sector annual reviews (NESAR). UNICEF is collaborating with the

Government and other major education sector partners towards a better integration of these different

data collection mechanisms to reduce reporting burden, costs and improve data consistency and

timeliness. Special-purpose data collection efforts will only be undertaken where no other data source

exists, and there is a clear articulated need and urgency to the issue.

Partner-generated data on programme implementation progress is also aligned with results framework

that are agreed with the respective partners. Since 2015, UNICEF Ghana has deployed an electronic

programme performance monitoring tool, trackME , to harmonize the collection, analysis and reporting

of this data from a wide range of partners; and to ensure that the programme logic between activity

implementation and achievement of outputs can be tested and validated on an ongoing basis. In

choosing output indicators and activity trackers (low-level tracer indicators captured in trackME), the

education programme will focus on monitoring potential barriers to the achievement of results, in line

with UNICEF programmes priorities. Data collection is organized to capture information disaggregated

by sex, location and other relevant dimensions as relevant.

To foster shared accountability, partners are actively involved in monitoring progress against planned

results, collecting and analysing data with UNICEF. Joint review meetings will be held at least annually,

to take stock of programme progress, assess any relevant changes in context, and decide on necessary

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strategic shifts in programme design. In addition, the programme will regularly and proactively reach out

to UNICEF s global, regional and country-specific knowledge sharing networks and participate in relevant

communities of practice, to apply lessons learnt and good practice approaches in monitoring progress in

Ghana and to deploy innovative tools where appropriate.

In 2019, UNICEF Ghana plans to commission an evaluation of the USAID-UNICEF partnership on

Learning Support to build the evidence base on what works to support learning, which will be used to

inform advocacy as well as inform and strengthen our support. The evaluation will also feed into the

mid-term review of the country programme in 2020 and inform any required course corrections. In

2021, UNICEF will commission a formative evaluation of the inclusive education policy, jointly with the

Ministry of Education, following five years of implementation since the policy s launch in 2016. This will

serve to determine the policy s effectiveness, document implementation barriers and facilitators;

demonstrate the impacts and value of the policy; and provide accountability for resources invested. The

UNICEF-supported adolescent girls' education and gender equality programme will also be evaluated in

2022.

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Annex 1: Theory of Change – Visual

Inadequate

financing

for basic

education

education

Climate

change &

emergencies

Lack of

political will

for reforms

2018 -

2022

Theory

of

Change

U

NIC

EF

GH

AN

A

Risk

s

Assumptions Outcome Outputs Conditions Barriers and bottlenecks to

be addressed (identified Pathways to

change/strategies

Legend:

Children unprepared for school and

not benefitting from education Limited or no budgets at

district and school level

Weak school community linkages; hidden

costs; social and gender discrimination

Policy implementation gaps – infrastructure,

curricula, management, finances

Weak management and monitoring - teacher

absenteeism, reduced time on task, lack of

appropriate resource materials

Build partnerships and leverage

resources (investment case) for

quality KG; system strengthening to

create a cadre of high quality

teachers and appropriate teaching

& learning material; cross -sectoral

engagement to promote a holistic

ECD approach to KG; C4D for right

age enrolment; evidence generation

and innovations on best practices

Demonstrate and advocate for effective

teaching/learning classroom practices;

develop and demonstrate a) integrated

cost effective in-service teacher training

model, b) district quality monitoring

system for educations; evidence

generation to inform strategy to

address presence and learning needs of

overage children; advocacy & technical

assistance for basic education

curriculum review

Evidence generation, capacity building

and institutional strengthening to

promote gender responsive

interventions in secondary schools,

inclusion in basic education system and

safe schools; C4D to promote rights of all

children; demonstrate evidence-based

scalable approaches to address barriers

to girls education; and strengthening

cross-sectoral engagement on gender

and education issues in the sector

Evidence generation on education

system management and

accountability; capacity building

strategy for decentralization;

development of capacity building

content & materials for the service

delivery chain; district level capacity

building for planning and managing

for results; adapting School report

cards as tools for school/community

level social accountability

Policy engagement to influence draft

ESP to be evidence-based, inclusive &

equity focused; scooping for increased

fiscal space for domestic financing for

education including innovative funding

models; partnerships & policy dialogue

for enhanced implementation;

collective benchmarking of school

standards; evidence generation,

technical assistance for monitoring &

data management

Gains made are sustained

& mainstreamed beyond

2019

Political space for effective teacher

deployment, governance & mgt. reforms,

decentralization & social accountability

Increased fiscal space

for quality

improvement & equity

Donors continue

to support basic

education

Adequacy of school infrastructure

prioritized & managed by MoE and

local government

Effective and inclusive teaching

and learning practices modelled

in primary education

Operational frameworks for improved

kindergarten service delivery in place

and implemented at national and

subnational level

Improved capacity for

decentralized planning and

monitoring for results in basic

education

Improved capacity at national and sub-

national level to support inclusive

education and adolescent girls to

progress and complete basic education

Stronger policy frameworks,

coordination mechanism, and

evidence-generation for improved

equity and learning in the education

By 2022, more girls and boys in Ghana complete quality and inclusive basic education with improved learning outcomes

Change

Teachers are trained and motivated and

all children, irrespective of gender,

disability, poverty, location, and

language, experience quality learning

and demonstrate appropriate learning

outcomes at all levels of education

Girls & boys have opportunities to

shape their school experiences; &

families and communities support the

education of girls & boys and are

empowered to demand

accountability

Government & partners

strengthen policy

implementation, service

delivery, & monitoring

to improve learning and

equity

All schools have required infrastructure,

teachers, and teaching-learning

resources and are inclusive, safe and

gender-friendly spaces; and head

teachers exercise leadership skills and

support school and community linkages

TVET and post-secondary

education and training system

linked with labour market and

employment policies and

strategies

Change

Education

Draft ESP (2018-2030): All children In Ghana have equitable access to quality kindergarten, primary, and secondary education and

learn relevant knowledge and skills and effectively make the school to work transition

Annex II

Detailed Results and Resources and Framework – Education (as of 22 September 2017)

Programme of cooperation between the Government of Ghana and UNICEF, 2018 – 2022

30

The current targets at the outcome level are based on the available draft Education Sector Plan (ESP) and will be accordingly revised later in the year once the ESP is finalized. 31

RR is calculated @ $ 1.3 million annually for 5 years.

Key Results Key progress indicators, Baselines

[B] and Targets [T]

Means of

verification

Major partners,

partnership frameworks

Indicative resources by country

programme outcome & output (millions

of US$ rounded to decimal, e.g. $5.3)

RR OR Total

Convention on the Rights of the Child: Articles 28 and 29

National priority: Sustainable Development Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all

UNSDPF outcome involving UNICEF: Outcome 3. Government of Ghana delivers equitable, quality and financially-sustainable social services;

Outcome 4. Marginalized and vulnerable populations demand and utilize social services;

Outcome indicator measuring change that includes UNICEF contribution: Same as outcome indicators below

Related UNICEF Strategic Plan outcome(s): SP Goal 2: Every child learns

Result Areas: 1) From early learning to secondary education; 2) Increase learning outcomes; & 3) Increase access for skills development

EDUCATION

OUTCOME 530

:

By 2022, more girls and boys in

Ghana complete quality and inclusive

basic education with improved

learning outcomes.

1. % of Grade 4 and Grade 6

students attaining minimum

competency or higher in English

and mathematics

B: 2016

English: P4 – 37%; P6 – 36%

Mathematics: P4 – 22%. P6 – 25%.

T: 2022

English: P4 -50%; P6 – 50%

Mathematics: P4 – 40%; P6 – 40%

National Education

Assessments –

biennial;

ESP 2010-2020

Draft ESP: 2018-2030;

MoE/GES, WB, USAID,

DFID, JICA, UNESCO.

Civil society networks;

Academia

$ 6.531

$ 16.5 $ 23

2. Kindergarten net enrolment

rate (disaggregated by sex)

B: 2015/16

Total - 79.5%;

Annual EMIS data

Household survey

data

F – 80%; M – 79%;

T: 2021/22

Total – 86%;

F – 86.5%; M – 85.5%

3. JHS Completion rate

(disaggregated by sex)

B: 2015/16

Total - 76.1%; F – 73.5%;

M – 78.6%;

T: 2021/22

Total -83.5%;

F – 82.4%; M – 84.5%

OUTPUT 5.1. Operational frameworks

for improved kindergarten service

delivery in place and implemented at

national and subnational level.

** For details refer to Guidance note

on education indicators;

1.1. Status** of implementation

of the National KG Operational

Plan

B (2017): 1 (Limited)

T (2022): 3 (Demonstration)

Education sector

performance review

Project monitoring

reports;

UNICEF quarterly

trackME reports;

ESP 2010-2020

Draft ESP: 2018-2030;

USAID supported

Partnership for Learning

(2015-2019)

MoE/GES, Informal

network of key actors,

Lively Minds;

$ 600,000 $ 3.9 $ 4.5

1.2. Number of districts

implementing an integrated

quality improvement package for

KG**.

B (2017): 0

T (2022): 20

OUTPUT 5.2. Effective and inclusive

teaching and learning practices

modelled in primary education

** For details refer to Guidance note

on education indicators;

2.1. Number of districts collecting

learning data using District

Quality Monitoring System for

Education tool**.

B (2017): 1

T (2022): 20

Education sector

performance review

Project monitoring

reports;

IEMT data

implementation

USAID supported

Partnership for Learning

(2015-2019)

MoE/GES, IPA, NEAU

600,000 $ 4.8 $ 5.4

2.2. Number of models** for

improved and inclusive teaching

and learning practices evaluated

B (2017): 0

T (2022): minimum of 2

reports;

UNICEF quarterly

trackME reports;

2.3. Number of districts

generating annual monitoring

report** on inclusion of children

with disability and special needs

B (2017): 0

T (2022): 20

OUTPUT 5.3. Improved capacity at

national and sub-national level to

support inclusive education and

adolescent girls to progress and

complete basic education.

** For details refer to Guidance note

on education indicators;

3.1. Status** of technical capacity

of GES to support

implementation of gender-

responsive education

programming in lower secondary

education

B (2017): 1 (Limited)

T (2022): 3 (Demonstration)

Education sector

performance review

Project monitoring

reports;

UNICEF quarterly

trackME reports;

IE policy

implementation

formative

evaluation.

IE policy

MoE/GES, Inter-sectoral

platforms like the

National framework on

addressing child

marriage;

$ 600,000 $ 4.8 $ 5.4

Number proportion of adolescent

girls and boys attending JHS who

benefit from UNICEF-supported

structured skills development

programme**

B (2017): 0

T (2022): 20,000

3.2. Status** of technical capacity

of GES to support

implementation of inclusive

education programming in basic

education**

B (2017): 1 (Limited)

T (2022): 3 (Demonstration)

OUTPUT 5.4. Improved capacity for

decentralized planning and

monitoring for results in basic

education.

** For details refer to Guidance note

on education indicators;

4.1. Availability** of a capacity-

building strategy and tools for

decentralized planning/

monitoring in education

B (2017): No

T (2022): Yes

Education sector

performance review;

Project monitoring

reports;

UNICEF quarterly

trackME reports;

Draft decentralization

bill; local government

structures; MoE/GES, civil

society networks;

$ 2.2 $ 2.0 $ 4.2

4.2. Number of schools in focus

districts with functional** School

Management Committees (SMCs)

and Parent Teachers Association

(PTAs).

B (2016): 0

T (2017): 1364/20 districts

Project monitoring

reports;

UNICEF quarterly

trackME reports;

Qualitative formative

assessment during

MTR;

4.3. Proportion (number) of

schools in focus district routinely

submitting data and generating

termly (3) mSRC-based school

report cards annually.

B (2016): 27% (368)

T (2022): 100% (1364)

Mobile School

Report Card;

Qualitative formative

assessment during

MTR;

OUTPUT 5.5. Stronger policy

frameworks, coordination

mechanism, and evidence-generation

for improved equity and learning in

the education sector.

** For details refer to Guidance note

on education indicators;

5.1. Annual number of multi-

stakeholder sectoral review

mechanisms/ platforms** to

review progress, including focus

on equity and learning outcomes

in education sector.

B (2017): 1 (National level)

T (2022): 4 minimum (1 National/3

regional)

Review

documentation and

reports

ESP 2010-2020

Draft ESP: 2018-2030;

MoE/GES, WB, USAID,

DFID, JICA, UNESCO.

Civil society networks;

Academia

$ 2.5 $ 1.0 $ 3.5

5.2. Annual number of UNICEF-

supported reports/

policy/evidence briefs** on

making the case for equity,

inclusion, and learning.

B: 0 every year

T: To be decided/reviewed

annually based on information

gaps/needs.

Available documents

/ briefs/studies

Research institutions and

think tanks – national and

international;

Annex III

Education Component Results Framework (2018-2022)

Ghana Country Office

Indicator Guidance Note

OUTPUT 5.1. Operational frameworks for improved kindergarten service delivery in place and implemented at national and subnational level.

Indicator 5.1.1. Status** of implementation of the National KG Operational Plan

OPERATIONAL (4) DEMONSTRATION (3) INITIATING (2) LIMITED (1)

Operational plan is being:

Implemented and monitored

beyond select districts;

Active civil society networks and

public private partnerships where

appropriate to support KG/ECD;

Tracking mechanisms for KG/ECD

budget are available across

sectors; &

Demonstrable improvement in

key KG-level indicators in EMIS;

Elements of operational plan are

being:

Implemented and monitored at

the national level and in select

districts;

Emerging evidence on good

practices, including those

relating to infrastructure, right-

age enrolment, teacher

deployment and in-service

training, school-readiness, and

inter-sectoral engagement and

coordination.

Development and agreement on:

Coherent approach, operational

plan, and oversight mechanism

to support delivery of quality KG

for all children to support SDG

4.2;

Attention to establishment of

infrastructural and service

delivery standards for KG;

enhanced focus on

disadvantaged girls and boys

access to KG; right age

enrolment, teacher deployment

and training, and integration of

elements of school-readiness.

Some KG interventions and

activities are being

implemented;

No coherent approach and

current operational plan to

support delivery of quality KG for

all children.

Contributes to the following SP

(2018-2021) indicators:

Result 2 system strengthening

output indicator: Number of

UNICEF-supported countries with

effective education systems for

learning outcomes, including early

learning

Indicator Baseline (2016) Target/Planned Achievement (2021)

The availability of appropriate

national policy, leadership and

budget for early learning.

2.5 3

The extent to which there is effective

governance for early learning.

2.5 3

The quality of the teaching and

learning environment for early

learning

2.5 3

Indicator 5.1.2. Number of districts implementing an integrated quality improvement package for KG**.

UNICEF will support service delivery of an integrated quality improvement package for KG in a limited number of districts based on availability of funds.

Building on lessons learned from KG implementation during the current Country Programme (2012-17), and the emerging operational plan, the idea is to

identify a minimum package of support for quality service delivery of KG at the district level which can be standardized for scaling-up; and which will include

areas which primarily rest within the scope of decision-making that is possible at the district level.

While the actual package will be defined in consultation during the development of the operational plans, attention will be given to critical aspects of demand,

supply, and quality:

Deployment of trained teachers to KG classes;

Supply of TLM resource kit;

In-service training plan;

Right-age enrolment messaging;

Monitoring support.

Contributes to the following SP

(2018-2021) indicators:

Result 2 service delivery

coverage/humanitarian crises

indicator: Number of girls and boys

provided with individual

education/early learning materials

with UNICEF support

Indicator Baseline (2016) Target/Planned Achievement (2021)

How many children were provided

with individual education/early

learning materials through UNICEF-

supported programmes?

N/A since UNICEF supported supplies

will not target individual early

learning materials

N/A

OUTPUT 5.2. Effective and inclusive teaching and learning practices modelled in primary education

Indicator 5.2.1. Number of districts collecting learning data using District Quality Monitoring System for Education tool** (DQMSE).

UNICEF will partner with National Council for Curriculum and Assessment/USAID to pilot DQMS-E in 20 districts.

DQMS-E is an annual district level school monitoring tool which helps to provide both diagnostic and performance monitoring district level data about how

students and schools are performing. The tool complements the ongoing national assessments (NEA/EGRA/EGMA). It uses LQAS technique to generate

representative data at district level to inform planning and monitoring for improving learning with a focus on reading in primary schools. The tool is simple

enough to be used by district education staff after an intensive training.

Contributes to the following SP

(2018-2021) indicators:

Result 2 system strengthening

output indicator: Number of UNICEF-

supported countries with effective

education systems for learning

outcomes, including early learning.

Indicator Baseline (2016) Target/Planned Achievement (2021)

The functioning of the national

classroom assessment system

2 2.5

The quality of national large-scale

assessments

3 3.5

Indicator 5.2.2. Number of models** for improved and inclusive teaching and learning practices evaluated.

Currently planned models include:

Teaching to the level of the child and enhanced school supervision;

Addressing learning disabilities; &

Addressing needs of overage children.

Contributes to the following SP

(2018-2021) indicators:

Indicator Baseline (2016) Target/Planned Achievement (2021)

The quality of the teaching and 2 3

Result 2 system strengthening

output indicator: Number of UNICEF-

supported countries with effective

education systems for learning

outcomes, including early learning

learning environment for early

learning

Indicator 5.2.3. Number of districts generating annual monitoring report** on inclusion of children with disability and special needs.

In 2014 GES-UNICEF developed the Inclusive Education Monitoring Tool (IEMT) which uses a checklist to assess whether schools are tackling IE issue and based

on the checklist, schools can be categorized whether they are in - initial phase, implementation phase, or actively implementing. The tool has been used

episodically for monitoring so far and not often in entirety given the detailed nature of the tool.

UNICEF will support the review of the tool during the planned sector analysis through the IE lens; and also see how it can inform generation of a more

comprehensive monitoring report to assess inclusion at the district level.

Contributes to the following SP

(2018-2021) indicators:

Result 1 system strengthening

indicator: Number of UNICEF-

supported countries with equitable

education systems for access

Indicator Baseline (2016) Target/Planned Achievement (2021)

The extent to which national

laws/policies and plans reflect the

right of children with disabilities to

an education

4 4

the extent to which the school

physical environment is accessible

for children with disabilities

2 2.5

the extent to which materials and

communication support the inclusion

of children with disabilities

2 3

The extent to which human resources

support the inclusion of children with

disabilities

2 3

The extent to which attitudes

support the inclusion of children with

disabilities

2 3.5

The extent to which the national

EMIS is inclusive of children with

disabilities.

3 3.5

OUTPUT 5.3. Improved capacity at national and sub-national level to support inclusive education and adolescent girls to progress and complete basic

education

Indicator 5.3.1. Status** of technical capacity of GES to support implementation of gender-responsive education programming in lower secondary

education;

OPERATIONAL (4) DEMONSTRATION (3) INITIATING (2) LIMITED (1)

Gender and gender-responsive

programming emerges as a

critical area of focus at the

secondary level in the new ESP;

National curriculum review and

revision completed with an

enhanced focus in gender and

skills development at the

secondary level.

Girls Education Unit leadership

on gender issues is more visible

and better integrated into the

GES decision-making structure.

Active girls; education network;

Some elements and approaches

are being rolled out beyond

demonstration districts.

GES is supported to

operationalize training plans and

tools with a focus on at least a

few identified elements of

gender-responsive programming

on a demonstration basis in

select districts/region;

There is emerging documented

evidence on lesson learned,

good practice, and innovations.

Annual education sector reviews

demonstrate an increased focus

on gender issues in education;

Coordinated girls education

network in place.

Coordinated capacity development

plan/accompanying training plans

and tools/resources to strengthen

gender-responsive programming in

secondary education - beginning with

JHS and progressive engagement

with SHS - education at the national

and sub-national level initiated - with

a focus on:

Gender-responsive teaching and

learning with a focus on learning

and skills development (personal

empowerment and transferable

skills) through curriculum review

and engagement;

Gender-responsive environment

with a focus on sanitation

infrastructure and hygiene

education including menstrual

hygiene management (MHM),

re-entry policies for pregnant

girls and adolescent mothers, &

SRGBV, including bullying,

corporal punishment and sexual

harassment/abuse.

Systematic creation of demand

as well as orientation/training of

service providers to support girls

to remain in school through

engaged SMCs/PTAs, gender

responsive school management

and leadership.

Scoping and strengthening of

accountability mechanisms to

strengthen institutional focus on

Emerging demand and focus on

needs and interventions to

support adolescent girls and

boys secondary education in

national frameworks and

sectoral guidelines with a focus

on supportive learning

environments, including re-entry

policy for pregnant girls and

promotion of safe schools32

.

Donor-led interventions

dominate at varying levels of

scope and scale;

Nascent girls education

network.

32

Safe s hools i itiati e i Gha a supports schools as spaces with zero tolerance for corporal punishment, bullying, and sexual harassment.

gender across divisions and units

of GES.

Contributes to the following SP

(2018-2021) indicators: Result 1

system strengthening indicator:

Number of UNICEF-supported

countries with equitable education

systems for access.

Indicator Baseline (2016) Target/Planned Achievement (2021)

To which extent national education

strategies address demand-side

gender-related barriers to quality

education

2 3

To which extent the national

education sector plan/policies

support gender-responsive

environments

2 3

The level of development of national

SRGBV prevention and response

mechanisms

2 3

Result 2 system strengthening output

indicator: Number of UNICEF-

supported countries with effective

education systems for learning

outcomes, including early learning

To which extent the national

education sector plan/policies

support gender-responsive teaching

and learning

2 2.5

5.3.2. Proportion (number) of adolescent girls and boys attending JHS who benefit from UNICEF-supported structured skills development programme**.

In the new Country Programme (2018-2022), UNICEF will build on its previous experience of episodic training of school prefects and children to promote child

participation, leadership, and health outcomes to develop a structured approach to skills development relating to elements of learning, personal

empowerment, employability and active citizenship – as defined in the new Strategic Plan. While it will initiate work on integrating these skills in national

curricula and training, it will also directly support skill-building activities with adolescents, especially girls, for demonstration purposes.

The scale of reach will be contingent on availability of funds for direct outreach.

Contributes to the following SP

(2018-2021) indicators:

Result 3 service delivery

coverage/humanitarian crises

indicator: Number of girls and boys

who have participated in skills

development programmes for

learning, personal empowerment,

active citizenship and/or

employability with UNICEF support

Indicator Baseline (2016) Target/Planned Achievement (2021)

How many 0 to 17 years old children

participated in UNICEF-supported

skills development programmes for

learning, personal empowerment,

active citizenship and/or

employability

0 20, 000

The extent to which national

curricula and training support the

mainstreaming of skills development

within the national system

1 2

5.3.3. Status** of technical capacity of GES to support implementation of inclusive education programming in basic education

OPERATIONAL (4) DEMONSTRATION (3) INITIATING (2) LIMITED (1)

Teachers and school

administrators beyond focus

districts receive training on

inclusive education

Special schools and regional

assessment centres function and

also provide support to regular

schools.

And systems are in place to

monitor and generate relevant

data on enrolment of children

with disabilities by grade for all

levels of education.

Formative evaluation of IE policy

completed;

Key elements of capacity-

building strategy/tools are

operational in focus districts -

creating demand, annual

planning and monitoring of

targeted support for children

with disability;

Relevant routine data generation

and analysis (EMIS);

Special schools and regional

assessment centres support

regular schools in catchment

areas;

Inclusive teaching-learning

practices being piloted;

Issues framing IE are reviewed

and integrated in the curricula;

IE progress being reported and

discussed during the education

sector annual review.

Increased capacity and

engagement of CSOs;

Evidence-based capacity-

development initiative to

support implementation of IE

policy at scale for key

stakeholders (including GES staff

at the national and sub-national

level, local government at district

level, NGOs/CBOs, and

traditional/faith-based leaders)

Development of pre/in-service

guidance and content for teacher

training;

Better equipped special schools;

Curriculum review through the

inclusion lens;

Emerging awareness and

inclusive practices among a

limited scale of actors on their

roles and responsibilities;

Inclusive education policy

prioritizing the varied learning

needs of all children; with an

explicit mention of children with

disabilities in place.

And an accompanying national

costed 5 year plan available; &

Limited interventions in

increasing awareness, capacity-

building and data collection

ongoing.

IE sector analysis available to

inform strategies;

Contributes to the following SP

(2018-2021) indicators:

Result 1 system strengthening

indicator: Number of UNICEF-

supported countries with equitable

education systems for access

Indicator Baseline (2016) Target/Planned Achievement (2021)

The extent to which national

laws/policies and plans reflect the

right of children with disabilities to

an education

4 4

The extent to which the school

physical environment is accessible

for children with disabilities

2 2.5

The extent to which materials and

communication support the inclusion

of children with disabilities

2 3

The extent to which human

resources support the inclusion of

children with disabilities

2 3

The extent to which attitudes

support the inclusion of children

with disabilities

2 3.5

The extent to which the national

EMIS is inclusive of children with

disabilities

3 3.5

OUTPUT 5.4. Improved capacity for decentralized planning and monitoring for results in basic education.

Indicator 5.4.1. Availability** of a capacity-building strategy and tools for decentralized planning/monitoring in education

The process monitoring will focus on key milestones which may include:

Mapping and review of education policy processes which impact on the issue;

Review of existing tools and practices conducted and major gaps identified;

Stakeholders analysis completed;

Consultative process initiated to identify capacity building needs;

Organisational capacity building plan developed with clearly defined goals and activities to achieve them;

Contributes to the following SP

(2018-2021) indicators:

Result 1 system strengthening

indicator: Number of UNICEF-

supported countries with equitable

education systems for access

Indicator Baseline (2016) Target/Planned Achievement (2021)

The level of development of national

strategies to address inequities in

education access, participation and

retention

2 3

The extent to which national

strategies address inequities in

education resource allocation

2 2.5

The level of development of risk

assessments in the education sector

3 3

The level of development of national

risk reduction strategies in the

education sector

2 2.5

Indicator 5.4.2. Proportion (number) of schools in focus districts with functional** School Management Committees (SMCs) and Parent Teachers

Association (PTAs).

FUNCTIONAL (3)

INITIATING (2) LIMITED (1)

The School has SMC/PTA in place, which:

Meets in line with agreed schedule of

minimum 3 termly meetings in a school year;

mSRC-based termly school report card is

presented and discussed in the SMC/PTA

meetings and SPAM;

The School has SMC/PTA in place, which:

Meets in line with agreed schedule of

minimum 3 termly meetings in a school year;

mSRC-based termly school report may be

presented/discussed in one or more SMC/PTA

meetings and SPAM.

The School has SMC/PTA in place, however:

Does not meet in line with the agreed

schedule of 3 termly meetings in a school

year;

mSRC-based termly school report card may

not be presented and discussed in the

Actively participate and provide annual input

in the School Performance Appraisal meetings

and School Performance Improvement Plan

based on school report cards.

Provides annual input in the School

Performance Appraisal meetings and School

Performance Improvement Plan;

SMC/PTA meetings and SPAM;

Does not provide annual input in the School

Performance Appraisal Meeting and School

Performance Improvement Plan.

Contributes to the following SP

(2018-2021) indicators:

Result 2 demand/equity indicator:

Number of school management

committees whose capacity was

developed with UNICEF support.

Indicator Baseline (2016) Target/Planned Achievement (2021)

How many school management

committees were trained through

UNICEF-supported programmes

670 1364

Indicator5.4.3. Proportion (number) of schools in focus district routinely submitting data and generating termly (3) mSRC-based school report cards

annually.

By 2018, UNICEF would have scaled the mSRC to 20 districts – at least making it possible to track the generation and use of data for planning, monitoring and

accountability at the district level. Since the expansion has been in a phased manner, schools and districts will have varied trajectories of submission and

generation at beginning of the Country Programme.

A formative assessment on the generation and use of data is also panned for the mid-term review of the Country Progarmme.

Contributes to the following SP

(2018-2021) indicators: Result 1

system strengthening indicator:

Number of UNICEF-supported

countries with equitable education

systems for access

Indicator Baseline (2016) Target/Planned Achievement (2021)

data quality and timeliness in the

national EMIS

2.5 3

data disaggregation in the national

EMIS

3 3.5

data on attendance and dropout in

the national EMIS

1 2

OUTPUT 5.5. Stronger policy frameworks, coordination mechanism, and evidence-generation for improved equity and learning in the education sector.

Indicator 5.5.1. Annual number of multi-stakeholder sectoral review mechanisms/ platforms to review progress, including a focus on equity and learning

outcomes in education sector.

Contributes to the following SP

(2018-2021) indicators: Result 1

system strengthening indicator:

Number of UNICEF-supported

countries with equitable education

systems for access

Indicator Baseline (2016) Target/Planned Achievement (2021)

The level of development of national

strategies to address inequities in

education access, participation and

retention

2 3

The extent to which national

strategies address inequities in

education resource allocation

2 2.5

Indicator 5.5.2. Annual number of reports/ policy/evidence briefs on making the case for equity and inclusion in education

Contributes to the following SP

(2018-2021) indicators:

Result 1 system strengthening

indicator: Number of UNICEF-

supported countries with equitable

education systems for access

Indicator Baseline (2016) Target/Planned Achievement (2021)

The level of development of national

strategies to address inequities in

education access, participation and

retention

2 3

The extent to which national

strategies address inequities in

education resource allocation

2 2.5