A mixed methods approach across six projects to examine systems and processes to improve education outcomes

• In Event: Fidelity to implementation: The extent, ways, and reasons design deviates in large-scale implementations that aim to improve early literacy outcomes

Proposal

Implementing Partners (IPs) have put systems in place make sure we are strategically applying lessons learned and sharing them internally and with the wider international education and development community. IPs have to quickly mobilize resources, adapt to change, and should be using a results-based management approach.

We will use various modes of inquiry to examine the systems and processes in place to adapt to change and to use a results-based management approach.

Research methods and modes of inquiry will include interviews, focus groups, and surveys with current chiefs of party, field office staff and headquarters staff. We will look at six education projects that focus on literacy in Afghanistan, Georgia, Democratic Republic of Congo, Morocco, Pakistan, and Zambia. We will present emerging themes and focus on presenting trends (overall), findings, conclusions, recommendations and actions.

The purpose of the study will be to examine how a project evolves from proposal stage throughout implementation and what course corrections are needed during implementation, and possible reasons why. We will examine trends in start- up, staffing, technical processes and how course corrections are needed to improve projects while focusing on improved learning outcomes and meeting contractual requirements of a donor. We will look for correlations with improved learning outcomes and teacher behavior change and key project indicators.

Author

• Jill Meeks, Chemonics International