Inception-Report - education component by linzhengnd


									Transform Ready – Inception Report for the Education Component   Final, 1st April 2011

African Development Bank, World Bank in conjunction with
                   the African Union

 The strategic application of information and
   communication technologies in Africa:

    Detailed study on Education Sector

                        INCEPTION REPORT

                                1st April 2011

Transform Ready – Inception Report for the Education Component                                                    Final, 1st April 2011


1.    INTRODUCTION .............................................................................................................. 1
2.    DETAILED METHODOLOGY ........................................................................................ 2
     2.1    Research team ............................................................................................................. 2
     2.2    Introduction ................................................................................................................. 2
     2.3    Desk Research ............................................................................................................. 3
     2.4    Stakeholder consultation ............................................................................................. 3
     2.5    Broad stakeholder consultation (questionnaires and interviews) ................................ 4
     2.6    Country Case Studies .................................................................................................. 5
     2.7    Online Engagement ..................................................................................................... 7
     2.8    Reports and Reporting Timeline ................................................................................. 7
     2.9    Coordination ................................................................................................................ 8
3.    DETAILED WORK PLAN .............................................................................................. 11
     3.1    Introduction ........... Error! Bookmark not defined.Error! Bookmark not defined.
     3.2    Assumptions and Risks ................................................................................................ 9

Transform Ready – Inception Report for the Education Component               Final, 1st April 2011


This Inception Report sets out the methodology and work plan for the Education component of the
Transformation Ready programme. It is consistent with the terms of reference included in the
contract signed between the African Development Bank (the Bank) and ict Development Associates
ltd (ictDA) on 21 March 2011. It is based on the proposal submitted by ictDA, together with specific
modifications agreed and documented during the initiation meeting for the Transformation Ready
programme, held in Nairobi on 23 February 2011, and subsequent discussions and correspondence
between the Bank and ictDA.

The overall goal of the Transformation Ready programme is to raise awareness and stimulate
action, especially among African governments and development practitioners, of the potential for
information and communication technologies (ICTs) to contribute towards improvement and
transformation of established economic and social sectors. This particular study is concerned with
the potential role of ICTs in education. The research team will explore and report on the context
and landscape for education, identify opportunities and challenges, and recommend ways in which
the application of ICTs could be operationalized and enhanced, while taking into account associated
constraints and risks.

The study will focus on the following five thematic areas which are identified in the terms of

  i.    Teacher Professional Development: with an emphasis on the contextualization and
        implementation of a teacher competency framework for ICT in education.
 ii.    Affordable Technologies: with an emphasis on the opportunities and challenges for use of
        mobile devices and smart phones for access to learning materials and collaboration
 iii.   Digital Learning Resources: with an emphasis on the experience and challenges for
        development of open educational resources that are responsive to development needs.
 iv.    Education Management Information Systems (EMIS): with an emphasis on the
        opportunities and challenges for mobile data collection and dissemination.
  v.    National Research and Education Networks (NREN): with an emphasis on the global and
        African experience in development of NRENS. Particular attention will be paid to costs and
        shared applications, and how these can reach out to all levels of education.

The principal activity areas in the planned methodology are as follows:

  i.    A global scan will be undertaken to identify documented cases, lessons and best practices
        for the use of ICTs in education, with particular emphasis on the mobile environment.
 ii.    The research team will take stock of emerging uses of ICT in education and of good practice
        in this area in Africa (as well as selected examples from outside the continent), including
        ways in which ICTs are changing business models in education.
 iii.   ICT applications will be identified that have had significant impact in education in Africa or
        elsewhere and that have potential scalability.
 iv.    The research team will assess constraints that affect ICT adoption in education and the
        scalability of effective models and measures to address these constraints, including an

Transform Ready – Inception Report for the Education Component                    Final, 1st April 2011

             examination of the roles of different actors and stakeholders (private, public, development
             community, civil society, etc).
    v.       Deep-dive cases studies will be undertaken of Uganda and Senegal, and a desk study will be
             undertaken of South Africa. These will help to identify lessons and best practices that could
             guide other countries in rolling out and scaling applications that have had impact and/or
             have potential. They will also identify opportunities for public/private partnership, areas in
             which intervention can be reduced or eliminated, and investments that are not having their
             intended impact.
    vi.      The report will make recommendations and propose frameworks that could inform strategic
             interventions and the design of projects and programmes in aimed at supporting the
             application of ICT in education.


2.1          Research team

The core research team for the component is made up of:

     F.F. Tusubira (team leader and research coordinator)
     Lishan Adam
     Neil Butcher
     Claire Sibthorpe

The members of this core team have been approved by the African Development Bank.

Contract management for the component will be undertaken by David Souter.

In addition to this core team, further researchers will be commissioned to undertake country case
studies, and additional individuals will be asked to contribute online contributions. The identity of
proposed country case study researchers and online contributors will be established during April
2011. Clarification is requested from the Bank concerning the approval mechanism for these sub-
contractors in line with contractual obligations.

2.2       Introduction

The research team will use a consultative approach designed to maximize the range of input which
can be obtained in a relatively short timeframe. This will enable the study to capture existing
information, and to gather insight from key stakeholders. The proposed methodology has the
following main phases:

      i.        Desk research
      ii.       Broad interviews
      iii.      Country case studies that include, for Uganda and Senegal, stakeholders workshops
      iv.       Online engagement and consultations
      v.        Reporting

Transform Ready – Inception Report for the Education Component                   Final, 1st April 2011

Each of these phases will provide input to the report to be submitted in chapters as stipulated by
the client. The relationship between these areas of activity and the structure of the report is
discussed in section 2.8 below.

2.3         Desk Research

Desk research will be conducted by the core team through sampling the African and global
environments for cases that can be related to the study, and identifying lessons and best practices.
Each member of the core team will focus on their identified thematic area of competence while at
the same documenting any issues generally pertinent to the study:

      i.        F F Tusubira              National and Regional Research and Educational Networks
      ii.       Lishan Adam               Education Management Information Systems
      iii.      Neil Butcher              Teacher Professional Development; Digital Learning
      iv.       Claire Sibthorpe          Affordable Technologies

The desk research will facilitate the identification of experts and stakeholders to be engaged during
the interview phase of the study (see 2.5 below); those to be engaged in the case study countries
(Uganda and Senegal) (2.6); and those who will make online contributions to the study (2.7). A
note on the selection process for these individuals can be found at 2.4 below.

Terms of Reference for country case studies will be developed during this phase, together with
terms of reference for online contributions.

The principal outputs from the desk research phase will therefore be as follows:

      i.     Research output based on identified cases, lessons, and best practices (outline draft
             material for chapters 2 and 3 of the component report)
      ii.    Proposed lists of individuals for follow up interviews and questionnaires (at the global and
             country case levels)
      iii.   Proposed list of bloggers
      iv.    Terms of Reference for the country case studies and bloggers
      v.     Compilation of discussion lists and organised expert/stakeholder groups or events that can
             be exploited in collecting input and creating awareness.

2.4         Stakeholder consultation
The following list identifies groups and institutions from which stakeholders will be drawn for
engagement in broad interviews, country case study processes and online consultation. This list
will be refined, and specific individuals identified, during the desk research phase.

 1.          Government departments and ministries or agencies responsible for education policy and
             education standards.
 2.          Government departments and ministries or agencies responsible for ICT, including national
 3.          Regulators in the education and ICT sectors.

Transform Ready – Inception Report for the Education Component             Final, 1st April 2011

 4.    Faculties responsible for education, teacher training and distance education, and/or e-
       learning, in selected universities and teacher training colleges.
 5.    Associations of head teachers.
 6.    Associations of private sector service providers and key players in the sector.
 7.    Industry and employer associations.
 8.    Researchers in the fields of pedagogies and e-learning.

2.5   Broad stakeholder consultation (questionnaires and interviews)

A combination of questionnaires and interviews will be used to develop wide-ranging input in this
phase of the study. The balance between questionnaires and interviews will be determined during
the desk research.

The questionnaire will be used to seek general views and input on potential opportunities and
significant projects from stakeholders and experts in each of the thematic areas. We shall aim to
engage up to 15 people (including stakeholders and experts) in each of the thematic areas to
respond to the questionnaires, including five recognized global experts from anywhere around the
world and at least five stakeholders from countries in Africa. Where necessary, we will request
specific introductions from the Transformation Ready partners (the African Development Bank, the
World Bank and the African Union) to the target respondents. A concise summary of the desk
research findings (one to two pages) will be used to stimulate the engagement of respondents.

Coordination within the component team will ensure that no respondent is targeted by more than
one questionnaire or, where this must happen, that the questionnaires are merged into a single
instrument. We are concerned, however, that there is likely to be overlap between requests made
to key stakeholders by different components within the programme. Coordination at the overall
Transformation Ready programme level will be necessary in order to avoid duplication, confusion
and irritation on the part of stakeholders who might receive requests from a number of
components. We would be grateful for confirmation concerning how this will be managed.

The questionnaire will address the following areas:

 a)    Perceptions and opinions of respondents concerning the potential benefit of exploiting the
       opportunities provided by ICT within each of the five thematic areas in improving the quality
       and effectiveness of education at all levels;
 b)    Perceptions and opinions about the opportunities and challenges around such exploitation
       especially in a developing country context;
 c)    Specific experience, involvement, cases, lessons, and best practices;
 d)    Forward looking views about creative approaches to m-education.

We understand that online tools will be provided by the African Development Bank and the World
Bank for questionnaire work by components as part of the overall coordination of the
Transformation Ready programme. We are working on the assumption that these will be available
for use by the beginning of May 2011. We would be grateful for confirmation of the date when
tools will be available. If they do not appear likely to be available before the beginning of May
2011, we propose to make use of a platform developed by and specific to this component.

Transform Ready – Inception Report for the Education Component              Final, 1st April 2011

Questionnaires will be supplemented by interviews with selected experts and stakeholders – a
maximum of five in each of the three thematic areas – in order to elicit deeper insights,
experiences, views and ideas concerning the future role of ICTs. The general areas of discussion
will be the same as the questionnaires, with more specific inquiry and flexibility to pick up any new
idea and experience strings that might emerge during the interviews. These interviews will be
recorded wherever possible.

2.6     Country Case Studies

Two deep-dive ountry case studies of Senegal and Uganda have been agreed. Consultants for these
case studies will be identified and notified to the Bank before the end of April 2011. In addition to
these deep dive case studies, a desk research study of South Africa will be undertaken by a member
of the core component team, Neil Butcher. The team leader or another member of the core team
will provide the main point of liaison between the country case study leader and other core team
members, facilitating coordinated input to the case study in each country.

The overall Transformation Ready programme coordinator, who is to be appointed by the partners,
will also have a crucial role to play in ensuring that, where two or more teams are working in the
same country, a coordinated approach and arrangements are put in place. We request the Bank to
inform us urgently, as soon as possible following submission of the Inception Reports, of the
identity and liaison arrangements for the overall programme coordinator and also which other
teams will be working in Uganda or Senegal as case study countries.

The analysis from the country case studies will provide a clearer understanding of the barriers to
wider adoption and factors for success. They will be used to assist the team in formulating options
for strategic interventions and making appropriate recommendations. Each case study will involve
three phases, as follows:

2.6.1       Engagement

During the desk research, the research team will identify a lead consultant for each case study, and
will then work with that consultant to establish an appropriate national consultation process.
Output from the desk research will also be used to engage policymakers and other stakeholders
within the education sector in Uganda and Senegal. It is hoped that policymakers in each of these
countries will take joint ownership, with the research team, of the national consultation processes
involved, in order to maximize input and engagement. To this end, the research team will seek
formal letters of introduction from the partners to appropriate personnel in government and other
institutions. We will provide the necessary lists of addressees to the AfDB/WB coordinator. We
trust that the partners will also, through their country offices in Senegal and Uganda, directly
engage the Ministers of Education in these countries and obtain their formal commitment and
ownership of the in-country process.

2.6.2       Interviews

Between 10 and 20 selected stakeholders in each of the two countries will be interviewed. The
objective will be to get a deeper understanding of the application of ICT in education in each of the
five thematic areas within the country, and the opportunities, challenges, and lessons learnt.

Transform Ready – Inception Report for the Education Component               Final, 1st April 2011

The consultants leading the deep-dive case studies will be provided with the issues to be examined
during the interviews by the component leader after liaising with each of the thematic leads to
consolidate the issues. Interviews will be recorded wherever possible.

       2.6.3 Country Workshops

One-day country workshops will be held in each of the two deep-dive case study countries. These
will be held towards the end of the country case study work. They will bring together 20 to 30
national stakeholders/participants in order to examine innovations that have been implemented in-
country and elsewhere, how such innovations can be scaled up or adopted, and the issues that
need to be addressed in order to achieve this. Personnel from national offices of the African
Development Bank and the World Bank as well as the African Union will also be invited.

The workshops in Senegal and Uganda will be facilitated by the country case study coordinators and
by Lishan Adam and F F Tusubira respectively. Each workshop will be prefaced by a presentation
that outlines the objectives of the study, highlights the need for national level ownership, and gives
a general view of what is happening around the world generally and in Africa specifically with
regard to ICT in education and particularly the thematic areas. The outputs of the Desk Research,
Broad Interview, and In-country Interview processes will be the key references for this presentation
and subsequent discussions.

The workshop will seek answers to the following questions within the national context:

i.       What are the general benefits and challenges in deploying ICT in education? What specific
         benefits would accrue in a developing country context?
ii.      What specific examples exist in the case study country of good practice for the exploitation
         of ICT in education?
iii.     Which innovations that have originated elsewhere could be usefully adapted to the country,
         and what are the opportunities and challenges around such adaptation?
iv.      Where are the opportunities, challenges and gaps in advancing the ICT in education agenda?
v.       Who are the key players that need to be engaged in-country as partners in order to create
         ownership and sustainable momentum?

The country workshops will be most effective if they are convened under the auspices of the
ministry responsible for education in each case. It is therefore critical that AfDB/WB engage the
ministers responsible during the first half of April 2011 through their in-country offices, and the
research team hereby requests this support from them.

It has been agreed that a case study of South Africa should be undertaken through desk research. It
is important to assess South Africa because of its highly developed use of distance education and
ICT, and its emerging culture of mobile learning. South Africa also has a strong NREN, TENET, that is
starting to reach out to schools.

This case study will be undertaken on the basis of existing knowledge within the team as well as
drawing on the rich literature documenting South Africa’s experiences in using ICT in education
available online.

Transform Ready – Inception Report for the Education Component               Final, 1st April 2011

2.7   Online Engagement

For each of the five thematic areas, the research team will seek to engage 5 practitioners/experts
to contribute short essays, which will be shared in blog format. These essays will outline
innovations, opportunities and challenges. To ensure that experience is grounded in African reality,
while also drawing on international innovation and best practice, we will commission three of the
essays in each thematic area from African practitioners and the remaining two from international
practitioners/experts. We will identify and notify the identity of bloggers to the Bank by the end of
April 2011, and will aim to have the blogging and online consultation process underway by early
May 2011 at the latest.

The partners have indicated that they will establish online tools through which components can
implement blog activity and online consultation. We believe that it is crucial that this activity is
underway as soon as possible. We would be grateful if the Bank could confirm when appropriate
facilities will be available. If they are not available before the end of May, then we propose to set
up an independent online space through which this activity can be initiated. We will finalise
decisions on the tools to use for the online consultation, and details of how the consultation will be
conducted, once the overall programme coordinator has put the programme’s online tools and
coordination arrangements in place.

The ictDA team will lead online discussion to solicit feedback from an international audience on the
five thematic areas. We will aim to run a structured two week discussion on each of the five
thematic areas followed by a general discussion on the overall findings and recommendations. Each
of these discussions will be led by the relevant thematic area lead with input from other team
members and the bloggers.

Coordination at this stage through the overall coordinator appointed by AfDB/WB will be crucial to
ensure that there are no multiple approaches to the same online group as this would have negative
consequences for individual components and the Transformation Ready programme as a whole.

2.8   Reports and Reporting Timeline

The terms of reference identify a number of reporting deadlines which are related to chapters of
the final report. There was some discussion of the nature of the interim documents that were
expected at each of these deadlines during discussions in Nairobi in February 2011. The overall
report which will be prepared for this component will be the outcome of all of the work described
above. The timetable included in the terms of reference, for instance, identifies the end of April
and the end of May as dates for the production of chapters 2 (landscape analysis) and 3
(opportunities and challenges). Final versions of these chapters must, obviously, include findings
from the case studies and from ongoing interview and other work which will be undertaken later in
the programme of activity described above. The materials which are prepared prior to the first
completed draft must therefore be regarded as interim. The research team would welcome further
clarification from the Bank concerning its expectations for these interim chapters.

Table 1 gives the reporting schedule and also indicates the expected key content of each report to
be submitted. A distinction is drawn between deliverable reports that will go to the client, and the
Transform Ready – Inception Report for the Education Component                     Final, 1st April 2011

internal reports that are internal working documents and also the source documents for the
deliverable reports. The delivery dates have been adjusted slightly to reflect the timing of contract
signature (21 March).

                                 Table 1: Reports and Reporting Schedule
      Report Title                  Contents Summary                                         Delivery Date
1     Inception Report              i. Detailed methodology based on agreed TORS;            1st April 2011
                                    ii. Reporting Timeline;
                                    iii. Detailed Work Plan; Associated Annexes
      Discussion of inception                                                                11TH April 2011
2     List of Bloggers              List of individuals identified to do Blogs sent to WB    30th April 2011
                                    for information
2     Blog Essays                   Bloggers’ essays published online for comment            31th May 2011
3     Mid-term progress report      Summary of progress vis a vis the main timeline,         23rd June 2011
                                    along challenges and proactive action to be taken to
                                    address delays, if any
4.1   Executive Summary (Draft)     Concise summary of the report capturing a summary        1st August 2011
                                    of motivation, methodology, key findings, and
4.2   Chapter 1(Draft)              Introduction, explaining the distinctive features of     1st August 2011
                                    this sector
4.3   Chapter 2 (Draft)             Landscape analysis, looking at best practice examples    9th May 2011
                                    of the use of ICT for this sector worldwide.
4.4   Chapter 3 (Draft)             Opportunities and challenges in Africa; scan covering    6th June 2011
                                    the scope for targeted interventions, identifying
                                    success factors and barriers to wider dissemination
                                    and take-up
4.5   Chapter 4 (Draft)             Case studies, focusing on two to three case studies of   30th June 2011
                                    ICT applications in different parts of Africa.
4.6   Chapter 5 (Draft)             Recommendations to policy-makers, regulators and         1st August 2011
                                    other stakeholders, relevant to countries at different
                                    stages of development across Africa, and to regional
4.7   Chapter 6 (Draft)             Recommendations to the donor community,                  1st August 2011
                                    especially the partners, on targeted interventions
                                    that might benefit from donor investment, and
                                    guidelines for evaluation.
4.8   Annexes                       Detailed methodology used for the study and a list of    1st August 2011
                                    organizations consulted.

4.9   Consolidated Draft Report     Final Report in Draft form with all components           8th August 2011
5     Refined Main Report           Final Report                                             29th August

2.9   Coordination, assumptions and risks

   Transform Ready – Inception Report for the Education Component             Final, 1st April 2011

   We understand that the partners are finalising arrangements for overall coordination of the
   Transformation Ready programme. We would like to draw attention to three aspects of this.

 i.     As indicated above, we think it is very important to avoid multiple requests to stakeholders
        within countries and organisations from different component teams. There is a real risk that
        uncoordinated approaches will reduce the willingness of stakeholders to participate. This
        needs to be coordinated across the Transformation Ready programme, and arrangements for
        this should be in place before the end of April 2011.

ii.     Also as indicated above, we understand that the partners intend to make online tools
        available for questionnaires, blogs and other work. These will also need to be in place and
        tested before the end of April 2011 if they are to be ready in time for the first stages of
        consultation proposed for this component.

iii.    Arrangements for ongoing dialogue between the partners and component teams are not yet
        in place. It is important both that a forum is established for inter-component dialogue and
        that this should be as efficient as possible. It should facilitate cooperation and minimise
        duplication between components. It should also be tightly focused on ways of adding value
        to the work which component teams are undertaking without imposing time or other
        burdens on them which are not included in contracts or terms of reference. It will also be
        important to recognize: a) that individual team members are not continuously engaged in this
        project, and b) that coordination needs to consider the needs of both core team members
        and those engaged on case studies.

   2.10 Assumptions and Risks

   There are a number of general assumption and risks contained in this report. Each of these has an
   impact on our ability to meet the timeframes and deliverables set out in the workplan in section 3,
   which also identifies activity-specific risks.

   Some variations are required to the detailed financial breakdown of activities set out in the
   financial proposal, within the overall financial envelope, in order to meet variations discussed and
   agreed during the initiation meeting for the project in February 2011 and during contract
   negotiations. We assume that these variations do not require detailed notification or approval by
   the Bank provided that they do not exceed the overall financial envelope and do not significantly
   change the roles of individual team members.

   The proposals and timeframes in this report are dependent on expeditious response at all stages
   from the partners to the submission of reports, including in particular iterations and agreement on
   the content of this report.

   They are also dependent on the expeditious introduction and effective implementation of
   coordination between this and other components of the Transformation Ready programme. This
   coordination is essential to ensure that components work together effectively and to avoid
   counterproductive uncoordinated approaches to stakeholders.

Transform Ready – Inception Report for the Education Component               Final, 1st April 2011

They are also dependent on the expeditious deployment by the partners of tools to manage the
online processes requested by the partners and described in this report. If effective online tools are
not in place by the time they are required, subsequent parts of the work will be delayed.

The support of the partners is requested in securing the engagement of relevant Ministers and
other senior personnel in the programme, and the engagement of national governments in country
case studies. This support will be of great importance in enabling these aspects of the work.

We have not been able to take into account the demands of the overall coordinator of the
Transformation Africa programme since a coordinator is yet to be appointed. We therefore do not
have a clear view of the coordination arrangements to be proposed by the coordinator. The
coordinator may demand more effort in terms of time than we have allocated to inter-component
coordination, or may make proposals which do not fit into the timescale we are proposing for
activities in this report. It is possible, therefore, that such demands may conflict with the work
programme set out in this document. Proposals for coordination will need to be discussed by all

Transform Ready – Inception Report for the Education Component                       Final, 1st April 2011


 (Reports marked as internal are internal progress markers, not deliverables to the client. They will however provide input to deliverable

     Activity                                           Deliverable                     Start       End Date     Activity     Assumptions/Risks
                                                                                        Date                     owners
1    Detailing the methodology and work based on        Inception Report                23rd        1st April    FFT and      Contract is concluded and signed by
     pre-discussions with the client to ensure a                                        March                    Core Team    the 23rd March 2011 (DS)
     documented common understanding and
     expectations, and also to provide a monitoring
     Inception meeting                                  Discussion with partners        4th April   11th April   FFT and DS   Meeting can be arranged by
                                                                                                                              partners within this timescale
2.1 Draw up Terms of Reference for Country Case         Internal: Documented            4th April   30th April   FFT and CS
    studies                                             TORs for Bloggers
2.2 Draw up Terms of Reference for Bloggers             Internal: Documented            4th April   30th April   FFT and CS
                                                        TORs for Bloggers
2.3 Identify and engage Bloggers                        Report to client as a list      4th April   30th April   FFT and      Client will accept the considered
                                                        of bloggers and their                                    Core Team    recommendations of the consultant
                                                        brief CVs                                                             (DS)
2.4 Identify individuals for follow up interviews and   Internal (except where          4th April   30th April   FFT and      Timely action by client on
    questionnaires (at the global and country case      client intervention is                                   Core Team    introduction needs; and direct
    levels), make initial contact, and seek AfDB/WB     needed): Lists and                                                    engagement of the Ministers
    introductions where necessary, but especially to    contacts of individuals                                               responsible for education in Senegal
    the key stakeholders in Senegal and Uganda          who have consented to                                                 and Uganda by the client (DS)
                                                        be respondents
2.5 Identify online expert and stakeholder groups to    Internal: List of online        4th April   30th April   FFT and
    be engaged during online discussions and engage     communities that are                                     Core Team
    group moderators for mailing lists to accept        willing to participate

Transform Ready – Inception Report for the Education Component                     Final, 1st April 2011

2.6 Use online literature as well as sources with the    Internal: input to            4th April   2nd May      FFT and
    clients to sample the African and global             deliverable reports                                    Core Team
    environments for cases that can be related to the
    study, and identifying lessons and best practices;

3.1 Administer surveys/interviews to the selected        Internal: Returns from at     18th        25th May     FFT and      -   Timely responses from
    respondents detailed in the methodology and          least 80% of those            April                    Core Team        identified responds; Need to
    confirmed during the Desk Research phase             identified                                                              confirm availability at time of
                                                                                                                                 engagement to minimize this
                                                                                                                             -   Client avails online survey tools
                                                                                                                                 by the 8th of April; minimize risk
                                                                                                                                 by identifying alternative tools
                                                                                                                                 by the same date
3.2 Analyse and compile an integrated report             Internal: Report of           28th        6th June     FFT and
                                                         findings and                  April                    Core Team

     Compile Outline Draft for Chapter 2                 Chapter 2 Outline             4th April   9th May                   Feedback from client within one
                                                                                                                             week to guide improvement
                                                         Draft submitted to                                                  iterations

4.1 Engage Country Case Study Leaders                    Internal: Letters of          4th April   28th April   FFT and DS
                                                         appointment with TORs
4.2 Conduct briefing individually to key stakeholders    Internal: List of             15th        28th April   FFT and
    in Senegal and Uganda – primary focus being the      individuals who are           April                    Country
    Ministries responsible for Education and ICT – to    willing to take active part                            Case
    seek ownership and get them to be the official       during the country case                                Leaders

Transform Ready – Inception Report for the Education Component                    Final, 1st April 2011

    sponsors                                          studies
4.3 Set dates and support Ministry responsible for    Internal: Letters of           18th      28th April   FFT and     Ministry responsible for Education
    Education in issuing invitations to in-country    invitation to workshop         April                  Country     engaged at the outset by the client
    workshops                                         sent out                                              Case
4.4 Conduct surveys and in-depth interviews with      Internal: Interviews with      25th      10th June    Country     Willingness of key respondents to be
    national experts and stakeholders as identified   at least 80% of targeted       April                  Case        interviewed, and their setting aside
    during the Desk Research phase                    respondents                                           Leaders     enough time for in-depth
4.5 Analyse returns and prepare preliminary report    Internal: Preliminary          9th May   20th June    FFT and
                                                      country case report                                   Core Team
4.6 Conduct in-country workshops                      Internal: Workshop             30th      25th June    Country     Availability of key stakeholders for
                                                      conducted on date set          May                    Case        the workshop; address through early
                                                      within the date window                                Leaders     notification; reminders; and interim
                                                      identified                                            with LA     feedback on progress.
                                                                                                            and FFT

     Compile Outline Draft Chapter 3                  Chapter 3 Outline              6th May   6th June     FFT and     Feedback from client within one
                                                                                               2011         Core Team   week to guide improvement
                                                      Draft submitted to                                                iterations
     Compile Mid-Term Progress Report                 Mid-Term Progress              16th      23rd June
                                                      Report submitted
                                                      to client
     Compile Draft Chapter 4                          Chapter 4 Draft                16th      30th         FFT and     Feedback from client within one
                                                                                     May       June         Core Team   week to guide improvement
                                                      submitted to client                      2011                     iterations

5.1 Bloggers work on essay as contracted, including   Blog essays posted on          16th      30th May     FFT,        World Bank ensures that discussion

Transform Ready – Inception Report for the Education Component                        Final, 1st April 2011

     feedback from Core Team                              discussion space               April                  Bloggers,   space is available for use by the 15th
                                                                                                                and Core    of April (DS); Risk minimized by
                                                                                                                Team        Team setting up alternative space by
                                                                                                                            the 18th of April
5.2 Invite, through contacts and lists; stakeholders to   Responses posted by            9th May    13 June     FFT and
    post responses, comments, questions to the            stakeholders as                                       Core Team
    blogs                                                 contributions to the
    (blogs posted by thematic area on a rolling           discussion
5.3 Engage online discussion with those responding        Internal: Summary of           15th       27th July   FFT and     Sustained active interest in the
    to the blogs (each Theme Leader for 2 weeks           discussions and resulting      May                    Core Team   online discussions; minimized by
    from date of posting for their theme) and             findings                                                          thematic moderators stimulating
    compile report                                                                                                          flagging discussion

     Compile Draft Chapter 5                              Chapter 5 Draft                23rd       1st         FFT and     Feedback from client within one
                                                                                         June       August      Core Team   week to guide improvement
                                                          submitted to client                       2011                    iterations
     Compile Draft Chapter 6                              Chapter 6 Draft                30th       1st         FFT and     Feedback from client within one
                                                                                         June       August      Core Team   week to guide improvement
                                                          submitted to client                       2011                    iterations
     Compile Draft Chapter 1 along with the               Chapter 1 and                  7th July   1st         FFT and     Feedback from client within one
     Executive Summary                                                                              August      Core Team   week to guide improvement
                                                          Executive Summary                         2011                    iterations
                                                          (Drafts) submitted
                                                          to client
6    Consolidate and integrate all sections into a        Full Draft Report              9th May    8th         FFT and     Feedback from client within one
     single document                                                                                August      Core Team   week to guide improvement
                                                          submitted to the                                                  iterations
                                                          client for review
     Refine and deliver Final Report                      Final Report                   15th       29th        FFT and
                                                                                         August     August      Core Team

Transform Ready – Inception Report for the Education Component   Final, 1st April 2011


To top