Where the system meets the school: The role of middle tier leadership in supporting improved foundational literacy and numeracy

Group Submission Type: Formal Panel Session

Proposal

Education managers at the district level can and should play important roles in reinforcing what school leaders, teachers, and school-communities are expected to do to improve foundational Literacy and Numeracy (FLN) outcomes. The Learning at Scale study of eight successful early literacy programs found that the success of those programs was, in part, attributable to key ministry personnel at the district (or “Middle”) level being “engaged to communicate program expectations down the system” – i.e., to schools . Yet, research has often overlooked the “Middle Tier” leaders in most education systems in Low- and Middle-Income Country (LMIC) contexts .
The Middle Tier (i.e. district or, sometimes, ‘sub-district’) is where the education system interacts regularly with schools. The Middle Tier sets the tone for the system and is responsible for communication and expectation management . This level of management requires a close alignment between the instructional practices needed to improve (FLN) and the actions district leaders must take in supporting and reinforcing the adoption of those practices by school leaders and teachers in their jurisdiction. Research in OECD countries has highlighted the Middle Tier's important role in planning, monitoring, and implementing reforms, enhancing education outcomes, and supporting teaching and learning improvements . Yet, research on their role is nascent in LMICs and often does not include the crucial role of expectation management held by the Middle Tier.
There are several channels through which the different roles at different levels of the system may impact outcomes in the classroom. This involves setting expectations with coaches, school leaders and teachers; leveraging data to allocate support to struggling schools and teachers etc.
In the spirit of CIES’ 2024 theme, the power of protest, this panel will discuss the levers of influence within an education system that have potential to change the status quo of pedagogy to support FLN. Specifically, this panel will focus on recent research that will elucidate the Middle Tier’s actions that support FLN, expectation-setting and reinforcement within an education system—from central and district officials down to school leaders and teachers—and effective management of those responsible for improving FLN (including the Middle Tier, themselves). The panel will provide primary data and/or experience from India, Kenya, Ghana, and Senegal to inform discussion around the following research questions:
1. Who are the key actors in the middle tier that are key for the effectiveness and sustainability of the program?
2. What do we know about effective, instructionally focused behaviours of these specific roles in support of foundational learning programs? Are there specific, key behaviours that can have a significant impact on foundational learning outcomes?
3. How do districts’ actions directly influence and reinforce school leadership? What is the management relationship—including expectation-setting—between the Middle Tier (i.e. the education system) and school leaders and teachers?
4. Where is better alignment between the system and the school possible? How can systems achieve such alignment?
5. What does local government leadership (both within and outside of the education system) need to support improved instruction?
These questions will be addressed throughout the panel based on recent data collected and studies undertaken in Ghana, Senegal, Kenya and India. The panel will summarize their learnings into key takeaways for the audience (and sector) which will include a discussion of the effective interventions, tools, and engagement strategies to build the capacity and motivation of the Middle Tier to promote—and set expectations for—pedagogy in support of FLN. The panel comprises representation of different stakeholders from across the education sector offering multiple lenses to unpack and discuss these questions. Representation includes: government-to-government, a bilateral donor-funded program, research, ministries of education, and implementing partners.
The panelists include:
• Dr. Kwabena B. Tandoh, Deputy Director General of Quality and Access at Ghana Education Service
o will showcase the Ghana Accountability for Learning Outcomes Program, focusing on key aspects of the reform.
• Gautuam Anand, Director of Research at Global School Leaders (GSL)
o will discuss recent findings from GSL’s education ecosystem study in Kenya with a focus on equity and school leadership for FLN
• Cheikh Beye, G2G and MOHEBS Advisor for USAID/RELIT & Directorate of Elementary Education
o will provide a government-to-government perspective based on the implementation in Senegal.
• Clio Dintilhac, Bill and Melinda Gates Foundation
o Discussant
• Joe DeStefano, Director of Policy Systems and Governance in RTI International’s International Education Division.
o Chair

Sub Unit

• General Pool

Organizers

• Lauren Edwards, RTI International

• Julianne Norman, RTI International

Chair

• Joseph DeStefano, RTI International

Individual Presentations

• Ghana accountability for learning outcomes program - Julianne Norman, RTI International

• Improving school management in low- and middle-income countries: A systematic review - Gautam Anand, Global School Leaders

• Use of government-to government resources to enable improved provision of decentralized school support - Aby Ndao Ndeye, Directorate of Elementary Education; Cheikh BEYE, RTI International

Discussant

• Clio Dintilhac, BMGF