The transition test: Designing sustainable programs that outlast political change

Group Submission Type: Formal Panel Session

Proposal

Sustainable education improvement requires more than effective programs—it demands robust systems capable of withstanding political transitions and leadership changes. This panel examines how strategic capacity building and government partnerships create the institutional resilience necessary for foundational learning programs to outlast political upheaval and continue delivering results across electoral cycles.

The challenge of political sustainability is particularly acute for education interventions targeting foundational learning. Well-designed programs often struggle to survive changes in government leadership, shifts in political priorities, or reorganizations within education ministries. The key to durability lies not just in program design, but in building deep institutional capacity within government systems, particularly among district, sub-district, and regional officials who form the crucial bridge between policy and practice.

This panel brings together four case studies that illuminate different approaches to building sustainable government partnerships and strengthening institutional capacity for foundational learning improvement. Drawing from recent empirical research and real-world implementation experiences across India and sub-Saharan Africa, the session explores how strategic investments in government capacity create programs resilient to political change.

Youth Impact's experience scaling Teaching at the Right Level (TaRL) in Botswana demonstrates how external organizations can systematically transfer program ownership to government while maintaining quality—a transition that has enabled TaRL to survive multiple changes in ministry leadership and continue expanding across all regions. Their journey from direct delivery to government-led implementation offers insights into demand-driven scaling, adaptive program management, and the delicate balance between maintaining program integrity and achieving genuine government ownership that persists beyond political cycles.

Pratham's work across multiple Indian states illustrates how developing strong cadres of government "Leaders of Practice" creates institutional memory and expertise that transcends individual political appointments. These government officials, termed leader of practice (LoPs), begin as core groups developing deep program understanding and evolve into lead teams responsible for rollout, mentoring, and review. Through cases from Himachal Pradesh, Uttar Pradesh, Karnataka, and Andhra Pradesh, Pratham's experience reveals how investing in government capacity for mentoring and monitoring teaching creates sustainable systems for program implementation that continue functioning despite leadership changes and political transitions.

LLF's multi-faceted continuous professional development model for Teacher Mentors in Uttar Pradesh and Haryana addresses a fundamental sustainability challenge: ensuring government officials have the ongoing skills and motivation to support teachers effectively across political cycles. Their diagnostic research revealed that while Teacher Mentors were dedicated, they lacked structured professional development for their supervisory responsibilities. LLF's response—blending in-person workshops, district learning sessions, online modules, and behavioral nudges—creates sustainable capacity that reduces dependence on external support while strengthening government systems for instructional leadership.

Teach for All's work across nine African partner organizations demonstrates how building local leadership pipelines creates institutional resilience at scale. By developing thousands of African educational leaders committed to long-term systemic change, Teach for All creates a distributed network of advocates and practitioners whose influence extends far beyond individual program cycles, contributing to educational transformation that can withstand political upheaval.

Together, these cases explore several critical dimensions of political sustainability. First, the panel examines institutional capacity versus individual dependency. While many programs focus on training individual officials, sustainable approaches build institutional systems, processes, and cultures that persist when specific people leave their positions. The presentations reveal strategies for creating institutional memory and embedding program knowledge within government structures.

Second, the session investigates the ownership transition challenge. How can external partners systematically transfer program ownership to government while maintaining quality and ensuring continuation through political changes? The Botswana case particularly demonstrates concrete approaches to this transition, including co-development of scaling plans, embedded rather than parallel implementation models, and data systems that enable government decision-making.

Third, the panel explores adaptive capacity building. Effective sustainability requires government systems that can adapt programs to changing contexts while maintaining core principles. The cases show how successful approaches build government capacity for evidence-based decision making, program adaptation, and continuous improvement rather than rigid adherence to external models.

Fourth, the presentations examine incentive alignment and role clarity. Political sustainability often fails when government officials lack clear expectations, adequate training, or appropriate incentives for program implementation. The cases reveal strategies for aligning program implementation with existing government roles and creating sustainable motivation for continued engagement.

The panel also confronts uncomfortable realities about political sustainability. Despite significant investments in government partnerships, many education programs remain vulnerable to political change, particularly when they depend on specific champions or political arrangements. The session honestly examines what hasn't worked, persistent bottlenecks, and the limitations of current approaches to building political resilience.

Key questions guiding the discussion include: What institutional capacities enable government systems to maintain program quality despite political transitions? How can external partners build rather than undermine government ownership and long-term sustainability? What training, incentive structures, and accountability mechanisms create resilient systems for foundational learning improvement? How can programs maintain adaptive capacity while preserving core program principles across political cycles?

The session responds to growing recognition that sustainable education improvement requires more than effective interventions—it demands resilient institutions. As education stakeholders pursue ambitious foundational learning goals, understanding how to build government capacity that outlasts political change becomes increasingly urgent. This panel provides empirical insights and practical strategies for creating education programs designed not just for impact, but for institutional durability across political transitions.

Sub Unit

• General Pool

Organizer

• Claire Cullen, Youth Impact

Chair

• Clio Dintilhac, BMGF

Individual Presentations

• Youth Impact's journey scaling Teaching at the Right Level (TaRL) in Botswana - Moitshepi Matsheng, Youth Impact

• Pratham's partnerships in early childhood - Karthik Menon, Pratham Education Foundation

• Strengthening Supportive Supervision: Lessons from a Multi-Faceted CPD Model for Teacher Mentors in 2 Indian States (Uttar Pradesh and Haryana) - Tushar Pundir, Language and Learning Foundation

• Building a Pipeline for Foundational Learning Leadership - Nangamso Mtsatse, Global Schools Forum; Colin Crossley

Discussants

• Lea Simpson, Brink

• Michelle Kaffenberger, What Works Hub for Global Education, University of Oxford

• Nompumelelo L Mohohlwane, Department of Basic Education