Case stories on capacity development and sustainable results

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14 Capacity: Resultsas they are not compensated witha wage increase. The trainees alsoaccept their peer colleagues’ newrole. To incentivize better performance,a certification system forcareer progression is also beingdeveloped. The capacity thus addedto previous national in-servicetraining system allows to date anadditional 1,000 trainees to be undercontinuous training each year,providing much needed supportto nine ill-equipped and poorlystaffed Regional Inspection andTraining Teams (ETR), each with betweensix and 12 inspectors.More attention has also been given toearly exposure of the teaching languagethrough the pre-school curriculum andby extending partnerships with Churchinstitutions. The 2010 Education StatutoryLaw (Lei de Bases do Sistema Educativo,Article 16) sets down that the basic educationcurriculum should address intensiveoral language instruction in the first sixmonths of the 1st grade. Through a partnershipbetween Caritas and the NGOFundação Fé e Cooperação (FEC), since2009 pre-service training has been providedto 100 Educators each year.The distribution of affordable learningmaterials is also being enhanced througha pilot cost recovery scheme. In 2010-11,secondary school boards produced 12,500manuals at an average cost of €1 ($1.40).Capacity development investmentsDevelopment and roll-out of an in-service, peerto-peertraining system, whereby skilled teacherstrain their peers.Reform of school curricula, with a focus onlanguage skills, to be developed in the earlyyears.Improved teaching material has been introduced.Support to the capacitydevelopment processNational investmentsBetween 2009 and 2011, the Ministry ofEducation’s Sector Policy Strategy led tothe introduction of a package of legislationto reform the education system. Thatincluded the Statutory Laws and a Lawestablishing one single Board for all currentPre-Service Training Schools.The Ministry of Education has led a processto improve harmonization and divisionof labour amongst actors operating inthe education sector. This process has facilitatedthe strengthening of partnershipsbetween different actors: for example,Portuguese Cooperation is now collaboratingwith School Boards for the trainingof teachers, UNESCO is cooperatingwith the National Institute for EducationDevelopment to coordinate curriculumreform, and the international NGO FEC isworking with ETR to support communityeducation.Working groups have been created underthe leadership of the National Institutefor Education Development involving relevantdevelopment partners and centralgovernment services. The working groupsaddress issues related to curriculum reformsand the findings of the workinggroups are shared for consultation and
guinea-bissau15dialogue with the sector’s stakeholders.Their scope includes pre-school, basic andsecondary education, pre-service trainingcurricula and guidelines for Citizenshipand Human Rights Education.Development partners’ supportIPAD has worked with partners such asEscola Superior de Educação do Instituto Politécnicode Viana do Castelo, a pre-serviceschool and member of the Inter-AgencyNetwork for Education in Emergency, andFundação Fé e Cooperação, which specializesin community education. A strategybased on three-tier education system governancehas been outlined with the Ministryof Education. Technical assistanceincluding upgrading management andFind out morePlease contact Isabel CoutoDirector of CGI/ IPADEmail: isabel.couto@ipad.mne.gov.ptPhone: 351-213176700Web: www.ipad.mne.gov.ptdata collection tools is provided to the centraland regional authorities. Resourceswere channeled to schools to foster theirautonomy and role as leaders in developingthe quality of education from bottomto top practices. Twinning arrangementssupport the strengthening of the nationalpeer-to-peer training capacity.República daGuiné-BissauMinistério da Educação Nacional, Cultura, Ciência, Juventude e dos Desportos
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Page 3 and 4: CAPACITY ð RESULTSCase</st
Page 5 and 6: iiiForewordAbout the publicationAck
Page 7 and 8: vthe necessarily long-haul efforts
Page 9 and 10: viiin turn, have contributed to bet
Page 11 and 12: nard Conilh de Beyssac, Jan Ubels,
Page 13 and 14: xi►► Results focus is critical
Page 15 and 16: 1ALBANIA - Strengthening localgover
Page 17 and 18: albania3the chairmanship of the Kuk
Page 19 and 20: ASIA AND THE PACIFIC5training parti
Page 21 and 22: hutan7BHUTAN - Building capacitiest
Page 23 and 24: hutan9Between 2001 and 2006, the Go
Page 25 and 26: ETHIOPIA11and view profiles of indi
Page 27: guinea-bissau13GUINEA-BISSAU - Supp
Page 31 and 32: kenya17Some major results include t
Page 33 and 34: LAO PDR19LAO PDR - Entrepreneursdri
Page 35 and 36: LAO PDR21selected to participate in
Page 37 and 38: NIGERIA23Its improved organizationa
Page 39 and 40: PAPUA NEW GUINEA25PAPUA NEW GUINEA
Page 41 and 42: PAPUA NEW GUINEA27cial and Local Go
Page 43 and 44: PARAGUAY29Firstly, the Ministry of
Page 45 and 46: São Tomé e Príncipe31São Tomé
Page 47 and 48: São Tomé e Príncipe33technology.
Page 49 and 50: sierra leone35The strategy also sou
Page 51 and 52: UGANDA37UGANDA - Using multi-stakeh
Page 53 and 54: UGANDA39Support to the capacitydeve
Page 55 and 56: ZAMBIA41The experience of successfu
Page 57 and 58: 43ZAMBIA - Building capacity of sma
Page 59: 45bers in Business Associations aff

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