Egypt, Support to Egyptian Primary Schooling Project (STEPS II): January 2003–March 2011
Sector: Education and Education Reform
Region: North Africa and the Middle East
Funded by:
Canadian International Development Agency (CIDA)
Total Value: Canadian contribution: C$14.7 million
Partners and Counterparts:
In Canada, we have no formal Canadian project partners. We work closely with the Ontario Principals’ Council and Curriculum Services Canada.
In Egypt: the Central Directorate of Basic Education (CDBE), Ministry of Education and the Central Directorate for In-Service Training (CDIST)
Purpose
To support the Ministry of Education (MOE) in its efforts to enhance the quality and relevance of primary education by implementing the National Standards.
Challenge
Egypt is undergoing whole scale education reform. Though the MOE has conceptualized national standards and a strategic plan to manage the reform process, competing priorities are resulting in an ad hoc approach to implementation. For example, ministerial decrees mandating teaching promotion and instructional practices are not well planned or communicated. Another constraint is lack of local capacity and resources. Poor donor coordination is leading to duplication of resources in some governorates.
In this context, Agriteam is using a participatory, iterative approach to project implementation while making sure to stay the course in terms of project purpose and goals.
Approach
With a strong and experienced Egyptian staff in place, Agriteam quickly established a trusting relationship with senior decision makers within the MOE. We enjoy a very close partnership with CDBE in particular, which has ownership of the project and participates in the planning and implementation process.
Rather than driving the education reform agenda, we are modelling how reform can be effectively implemented at the school and district level, based on Canada’s own education reform experience. Canadian experts work closely with Egyptian project staff and consultants to design and implement activities. For example, the STEPS II school leadership program, based on the Ontario Principals’ Council model, involves university courses on management and leadership, networking activities and mentoring. After being modeled and piloted in STEPS II schools, this program is being replicated by the ministry in other provinces.
Project Description
Agriteam is promoting a reformed school model where the school is the site of change. Not only teachers, but school principals, supervisors, social workers and community members contribute to an effective school. The system—from the national to the district levels—supports the school by creating an enabling environment for change. Improved student performance (achievement, participation, retention) is the goal of this model.
The project is conceptualized as four interconnected components:
- Quality teaching and professional development
- Effective school leadership
- Active community participation
- A supportive education system
Activities are built around each component. Teachers and supervisors participate in professional development activities that promote student-centred instruction in the classroom, and school leaders are learning effective management and leadership skills that begin with an analysis of their own leadership styles. Communities, through a democratic election process, are being mobilized to support schools as they undergo reform. CDBE is gaining skills in planning and communicating the national strategic plan at the district and school level in a measured and focused way.
Note: Design phase: 2003– 2004; implementation phase: April 2005–June 2010 Website: www.steps2.org
Results
Indicators of sustainability—after only two years of implementation—are clearly evident. Results to March 2008 include:
- Professional development programs in community participation, student-centred active learning and school leadership have been developed and delivered and are starting to be institutionalized in the MOE system.
- Revised tools and process for school self-assessment and school improvement planning have been developed and field tested. Idara (district)-based teams have been established to support the school improvement planning process.
- Four local cadres of trainers (per idara) of school leaders, teachers, supervisors and social workers have been established to deliver professional development activities at the school level.
- Networks of school leaders and Board of Trustees have been created in target governorates (provinces).
- Target STEPS II schools are implementing the reformed school model including improved teaching, enhanced educational leadership and active community participation. There are clear indications that the model is expanding to other schools.
- Initial plans for replication of the reformed school model have been developed in project governorates (provinces).
- Approximately 200 cluster supervisors have improved capacity to support classroom teachers through mentoring, coaching and developmental supervision techniques.
- Approximately 800 grade 1–3 teachers have improved capacity to adopt student-centred active learning practices.
Canadian Project Manager
Sacha Innes
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