The presentation summarizes findings from the Rapid Education Risk Analysis for Lebanon

As economies in the global-South mature and calls for decolonizing international assistance become louder, it becomes increasingly important to reimagine the design, planning and implementation of international assistance. This paper will explore the evolution of the relationship between an international funding agency and partner Ministry over a decade of program implementation. USAID has implemented three consecutive education projects in Tanzania since 2011 that focus on improving the quality of teaching to enhance learning outcomes, starting with the USAID Tanzania 21st Century activity. Over time, these programs have shifted the nature of implementation and engagement with Government with the goal of institutionalizing program activities within the administrative structure of the Tanzanian education system. This paper discusses the strategies used under the two most recent activities (Tusome Pamoja and Jifunze Uelewe) and the associated outcomes, providing options for future collaborative engagement. Education service delivery for basic education in Tanzania is a shared responsibility on the mainland, with Ministry of Education and Sports (MoEST) providing policy direction and quality assurance and the President’s Office – Regional Administration and Local Governance (PO-RALG) managing curriculum delivery through the schools. USAID has supported the provision of teaching and learning materials, teacher professional development, sub-national management and community engagement. In this paper we discuss the evolution of four strategies for collaboration: (i) alignment with Government policies; (ii) collaborative work planning; (iii) exploiting opportunities; (iv) consistent communication strategies. Projects, by nature, are perceived as short-term interventions independent of broader system administration. They are frequently perceived as an additional administrative burden but bringing the advantage of substitutive financing. This presentation discusses how Tusome Pamoja addressed these perceptions and expectations, by recognizing the need to demonstrate the alignment between Government initiatives and activity support. We further discuss how consistent and flexible communication led to significant achievement of Government approval of new national guidelines for school quality assurance, parent engagement, and teacher continuous professional development. We will highlight how the most recent activity (Jifunze Uelewe) made significant adjustments to its annual work planning process to address the mismatch between the work planning and budget cycles of the governments of US and Tanzania. We also discuss how clarity and coherence of communication internally between project management and USAID ensured a unified and consistent messaging strategy, with USAID communicating at the political level while project staff engaging at the technical level. This ensured that when important shifts in service delivery implementation were elevated from technical to political approval, the context and concept was already well understood. The presentation will conclude by highlighting that the path to successful collaboration rests upon several critical factors. These include a deep understanding of the political context, the relative power of personalities and positions with the extant institutional structures, consistent communication and an understanding of vested interests. Flexibility and coordination between funder and implementer is key to success.

Taken together, the case studies in this Report highlight the core components of an effective performance and accountability framework – a comprehensive system to optimize individual and system-wide performance through establishing outcome goals, tracking, and incentivizing progress against them The case studies show that effectiveness is not determined by implementing a set of individual policies, tools, and structures, but rather how they are collectively used to drive a culture that empowers its people to achieve a system’s ambitious agenda. The components of a performance and accountability framework that are featured in these case studies include: • System leadership that prioritizes a culture of high-performance around targets. • Outcome focused targets and supporting indicators that are well understood and communicated throughout the system, to define and quantify a system’s aspiration. • Quantitative data which is available and regularly shared across a system to gauge system performance, and to identify areas for additional focus or support. • Targeted and tailored support for system actors to help them improve performance, including a focus on specialized support for underperformers, driven by an understanding of data and evidence. • Performance routines and reporting with key system actors focused on reviewing progress, problem solving, and decision making to unlock barriers to improvement. • System engagement and site-visits/fieldwork that surfaces key challenges and opportunities to drive improvement. • Public engagement that keeps the public up to date on progress. Some of these components may require adaptation to different parts of the system. For example, targets may feature in performance agreements for senior leadership roles, but not for frontline staff who may be engaged in a more indirect way around targets (for example, communication of the reform with a focus on enhancing practice and improved outcomes). Similarly, formal performance routines that focus on a broader strategic reform are effective at driving a performance culture at senior levels, but not so for frontline staff who are rightly focused on teaching practice in their classroom. To be effective, embedding a performance and accountability culture across a system requires a nuanced and tailored application of these components to frontline staff, middle management, and senior levels.

The United States Agency for International Development's (USAID's) Bureau for Asia conducted a strategic review to examine the depth and breadth of USAID higher education (HE) programming in Asia over the five-year period from 2016 through 2021. The review highlights ways in which USAID's HE programming has been a vehicle for all sectors, not only education, to achieve USAID development objectives. The review's findings and recommendations should inform continued USAID HE investment in Asia. USAID investments in HE support the 2022 lndo-Pacific Strategy (IPS). Within USAID and the interagency, there is a growing interest in HE programming opportunities. This recognition of the role of HE in driving economic development is reflected in its inclusion in the lndo-Pacific Strategy of the United States (White House, 2022), which highlights education as key to regional economic prosperity and security, as well as regional resilience to transnational threats. Unlike in previous strategies, HE is now explicitly noted in the 2022 version of the strategy as a vehicle to advance the United States Government's (USG's) vision for a "free and open lndo-Pacific" (p. 6). This review details examples of how USAID HE investments could support the IPS by countering malign influence, strengthening democratic systems, conducting cutting-edge research to fight the COVID-19 pandemic, and building diverse and equitable partnerships between U.S. and Asian partners. USAID is forging lasting transpacific partnerships through HE investments. In 2021, this engagement included partnerships among 270 higher education institutions (HEls) from across the region and with more than 20 HEls from across the U.S. Programs are aligned with USAID's Education Policy and achieving outcomes in all USAID sectors by "advancing knowledge and research; providing quality and relevant education and workforce training; and engaging and strengthening networks and communities" (Dockser et al., 2020, p. 5) in food security and agriculture; democracy, governance, and human rights; peace and security; economic growth and workforce development; and global health. These investments are advancing locally led development, producing the next generation of leaders, laying the groundwork for more resilient economies and future trade partners, and sustainably advancing American values in a region wary of malign influence.

One-page fact sheet describing the Improving Learning Outcomes for Asia (ILOA) Activity.

The goal of this study was to learn whether and how teachers in grades 2 and 4 were using the new ULA and Mathematics TG and STBs and applying the SCSs therein. The study consisted of two phases. The Program used Phase 1 results and ensuing recommendations to inform the development and finalization of materials and ongoing TPD efforts. Phase 2 results served to determine whether teachers became more proficient over time in their application of the SCSs embedded in the TGs.

The Uzbekistan Education for Excellence Program led the development of a groundbreaking curriculum based on international best practices and contributions from local experts. The approach was rooted in a theory of change that identified long-term goals (outcomes) and the interconnecting outputs and conditions to achieve them. In collaboration with the Uzbekistan Ministry of Preschool and School Education (MoPSE), the Program developed education standards, scope and sequences, new textbooks and teacher guides, and continuous professional development training for educators in pilot schools among other activities and products. Throughout this process, the Program sought to test the theory of change, fill critical gaps in knowledge about the Uzbek educational system, and determine what kind of research would be most responsive to this breadth of interventions and the complex nature of classroom dynamics.

In light of the achievements made by the Ministry of Education (MOE) in collaboration with the RAMP project, which encompassed various aspects of early education, such as enhancing literacy skills, refining supervision and teaching methods for reading and math, implementing effective learning assessments, and developing supportive educational materials, the MOE sought to integrate these gains into a comprehensive roadmap to further enhance literacy skills and align with the objectives of the national strategy for human resource development. The Ministry of Education is committed to creating a coherent vision aimed at significantly elevating Arabic literacy standards for students in KG2 to Grade 6. This vision is manifested in an evidence-based literacy reform strategy owned by Jordan and slated for implementation over a five-year period. Given the complexity of this endeavor, collaboration among multiple interconnected national teams was essential. To that end, the MOE established a National Task Force, chaired by the Minister of Education and comprised of influential figures from the public and private sectors who could bring this visionary literacy reform strategy to fruition in Jordan. The development of this comprehensive National Literacy Strategy was led by the Ministry of Education, with support from USAID, UKAID, and other national partners. This strategy built upon the achievements of the RAMP project, expanded upon them, and ensured ongoing progress in enhancing Arabic reading skills, extending its reach to include students in higher grades. The National Literacy Strategy (NLS) is a visionary initiative designed to achieve several crucial objectives: 1. Identify National Priorities: It pinpoints key national priorities and programs aimed at enhancing Jordan's literacy outcomes. 2. Leverage Existing Strengths: The NLS builds upon the assets and strengths already in place, particularly those established by RAMP, to maximize its impact. 3. Provide a Clear Roadmap: It offers a practical, evidence-informed implementation roadmap, ensuring that its objectives are met effectively. 4. Long-Term Commitment: The NLS commands widespread support over a 5-year implementation period, emphasizing its dedication to sustainable progress. 5. Unite Stakeholders: It aligns all actors in the education space toward a common goal and coordinates external financing and technical support from partners in the public, private, and community sectors. Over a span of two years from 2020 to 2022, the NLS Technical Committee embarked on an extensive journey. during which they meticulously: • Analyzed the current literacy status at different learning stages in Jordan, officially acknowledging the challenge of low student literacy performance. • Agreed upon the NLS vision and strategic goals, identifying the factors in homes, communities, and schools influencing literacy learning. • Scrutinized the various elements within the education system affecting literacy learning, assessing their strengths and weaknesses. • Identified educational policy priorities and programs essential for improving literacy and contributing to the NLS's vision and objectives. • Developed a results framework, outlining strategic objectives, specific program objectives, short and long-term activities, risk analyses, and challenges. In the final stretch of 2022, RAMP completed the first draft of the strategy document, seeking input from the National Literacy Strategy Taskforce and key partners such as USAID, FCDO, World Bank, UNICEF, and the Higher Family Council. Their valuable comments were integrated to refine the strategy further. With RAMP's technical assistance, the NLS Technical Committee devised a 5-year NLS plan and a 1-year implementation plan, guided by the Minister of Education's directions during a pivotal Task Force meeting in December 2022. Workshops and interviews were conducted to gather data and budget information. Fast forward to May 5, 2023, a momentous day for Jordan's education landscape. The NLS Implementation and Monitoring Plan received approval from the Task Force, led by H.E. Minister of Education, Dr. Azmi Mahafzah, with the esteemed presence of USAID. The Minister endorsed the plan, indicating that the MOE would seek approval from the MoE educational board and establish a dedicated committee or secretariat to manage the NLS plan's implementation. Jordan's launch of its first five-year National Literacy Strategy is a moment of pride and hope. This strategy marks a transformative step towards fostering a generation of passionate readers, improving literacy, and promoting reading as an enjoyable habit. It's not just a milestone for Jordan but also sets an inspiring model for literacy improvement across the Middle East. Jordan's National Literacy Strategy is not just a plan; it's a beacon of hope, a promise of a brighter future, and a testament to the power of collaboration and dedication in the pursuit of educational excellence.

In 2021, Jordan’s Ministry of Education (MOE) is committed to modernizing education assessment and enhancing learning outcomes. The Early Grades Reading and Mathematics Initiative (RAMP) played a crucial role in conceptualizing the early grade assessment framework. The MOE recognized the need for a more effective and cohesive assessment system. it highlights the issues of misalignment and lack of coordination between national and international assessments, resulting in an inability to accurately measure student performance across different grades. It emphasizes the need for a comprehensive assessment system and policies to ensure consistency and monitor the quality of education in MOE's schools. As part of the RAMP sustainability plan, a comprehensive framework for early-grade assessment was developed to incorporate the latest trends in student learning assessment and enhance educational outcomes. The Directorate of Tests, in collaboration with RAMP experts, conducted an analysis of the current early-grade assessment system, identifying areas requiring improvement. A joint Ministry and RAMP team, in consultation with international evaluation experts from the RTI organization, created the framework and provided recommendations to address existing gaps. Subsequently, this framework was shared with MOE's technical departments and the National Curriculum Development Center for final approval. The Early Grades Assessment Framework has significantly benefited the MOE at both the central and field levels, including schools and field districts, by: 1. Defining and communicating clear learning expectations at all levels, including learning standards and indicators. 2. Preventing excessive evaluation practices. 3. Offering capacity-building programs for supervisors and teachers related to formative and summative assessments. 4. Utilizing assessment data to enhance student learning and promote inclusive teaching and learning for all children. 5. Formulating regulations and procedural guidelines for national assessments in early grades, thereby ensuring their sustainability and securing financial resources for implementation. The MOE introduced a structured assessment process, incorporating the Early Grade Reading Assessment (EGRA/EGMA) and the Lot Quality Assurance Sampling (LQAS) methodology to gauge students' foundational knowledge and skills. This approach helped identify areas where students needed additional support. Extending foundational learning assessment to the classroom level allowed for tailored support to students in need, fostering inclusivity. The revamped assessment approach brought about positive changes. LQAS results informed support strategies for districts, individual schools, and teachers. Classroom-level assessments allowed differentiated support to students. The Ministry of Education's (MOE) commitment to aligning the assessment framework with expected learning outcomes has yielded positive results and has paved the way for further improvements in Jordan's education system. As evidence of this commitment, the results of the EGRA/EGMA end-line survey conducted in May 2023 demonstrate significant improvements in the reading and mathematics skills of Grade 2 (G2) and Grade 3 (G3) students compared to 2019 and 2021. For example, G2 students in traditional MoE schools have shown remarkable progress, with their reading proficiency increasing from 10.7% in 2021 to 42.4%, while G3 students improved from 39.4% to 60.3%. The MOE's unwavering commitment to aligning assessment with learning outcomes has yielded tangible, positive results. As Jordan continues its journey towards educational excellence, the comprehensive assessment framework for early grades stands as a testament to the dedication and innovation of the MOE and its partners. By placing learning outcomes at the forefront, Jordan is not just shaping a brighter future for its students but also setting a remarkable example for education systems worldwide. Stay tuned for more updates as Jordan's education transformation unfolds. The future looks promising, indeed.

Implementing mother-tongue based education in a multilingual context like the Philippines requires a full appreciation of the many languages spoken across communities and schools and among students and their teachers. DepEd’s Learner Information System which assigns a language to students when they are registered fails to capture a true picture of the languages students speak, primarily because it relies on the teacher to select the language assigned to each student. For example, in Region V, most teachers simply assign “Bikol” to their students. The USAID-funded ABC+ project deployed a computerized language identification tool in region V and VI to more accurately assess students and teachers individually and thus identify the primary and secondary languages that they speak.