Projects
Projects listed under "All Projects" are ordered according to timeline, starting with Agriteam's most current projects.
Education and Education Reform Projects
Peru, Improving Basic Education in Piura (IBEP): March 2001–March 2012
Sector: Education and Education Reform
Region: Americas and the Caribbean
The Improving Basic Education Project (IBEP, PROMEB in Spanish) will strengthen basic education in Peru by developing the capacity of educational administrators and service providers in the region of Piura. The project will focus on four key components: (1) strengthen the institutional capacity and human resources of basic education; (2) develop and facilitate the implementation of educational programs; (3) coordinate project activities in rural environments; and (4) mainstream gender and participation into the project. It aims to improve access and quality of preschool and primary education for rural children, and to produce a model for basic education in Piura that can be reproduced in other parts of the country. The project will work with the Dirección Regional de Educación (DRE), the regional arm of the Ministry of Education (MED), and the Agentes de Desarrollo Educativo and Coordinaciones Educativas, intermediary organizations (OIs) that work in support of the DRE.
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
The vision of STEPS II has been articulated very clearly by the Egyptian Ministry of Education (MOE). STEPS II will support the MOE in achieving comprehensive quality education in Egypt. STEPS II will support the efforts of the MOE by promoting school-based improvement through all its activities. It will use the school as the unit of change. The success of STEPS II will ultimately be measured on the basis of how it has contributed to the MOE's vision of improved schools as expressed in the national standards. The overall approach of STEPS II is comprehensive and systemic, linking interventions at the school to all levels of the education system. Local and national level primary education personnel are identifying mechanisms for mobilizing school leaders and communities around education reform. The anticipated result of STEPS II is an enhanced basic education system at the school, idara, moderaya and national levels that actively supports the implementation of the national standards.
Bangladesh, Rangpur District, Complementary Sector Reform: Strengthening the Teaching of English and Math in Secondary Schools: April 2005–June 2010
Sector: Education and Education Reform
Region: South Asia
The CSR is a tightly focused education initiative designed to complement larger efforts supporting Bangladesh's education reform agenda. The project works with the Bangladesh Directorate of Secondary and Higher Education, Ministry of Education, and provides teaching and learning support materials to teachers of mathematics and English in 100 pilot junior secondary schools. These teachers receive professional development in subject-area knowledge and pedagogic practices through workshops designed and delivered by Canadian and Bangladeshi specialists. The project also provides targeted training opportunities for head teachers and members of school management committees.
The People's Republic of China: Sichuan, Xinjiang and Ningxia provinces, Strengthening Capacity in Basic Education in Western China (CIDA): January 2001–September 2007
Sector: Education and Education Reform
Region: North and Central Asia
SCBEWC was a bilateral project between the Government of Canada and the People's Republic of China. It took place in six rural counties within three western provinces selected because of their linguistic and culture diversity and their levels of poverty. The Government of China identified the creation of a system for effective teacher education through distance education as a strategic priority within its Western Development Strategy, which had particular resonance for remote areas. Agriteam led a consortium that included Alberta Learning and the Universities of Alberta, Athabasca and Calgary. Together we assisted our Chinese partners to enhance their capacity at three levels: effective policy and planning; the production of quality teacher education materials; and the development of a Learning Support Center in each of the 360 project schools to support school-based teacher education via distance.
Tanzania, Canada’s Assistance to the District Based Support to Primary Education Project (CIDA): January 2002–January 2007
Sector: Education and Education Reform
Region: Sub-Saharan Africa
This initiative assisted the Ministry of Education and Culture in Tanzania to integrate gender equality, HIV/AIDS considerations and environmental sustainability into the country’s primary education reform efforts. Agriteam provided long- and short-term Canadian advisors who facilitated capacity development within the ministry and assisted officials to integrate the cross-cutting issues within ministry policy, procedures and budgets as well as into management and teacher training, primary school curriculum and educational resources. The facilitators worked within a sector-wide approach (SWAp) in the education sector, strengthening the capacity of ministry officials to work in a multi-donor and multi-stakeholder environment.
South Africa, specifically Pretoria, and the three provinces of Free State, Gauteng and Mpumalanga, Canada-South Africa Teacher Development Project (CSATDP): January 1999–January 2006
Sector: Education and Education Reform
Region: Sub-Saharan Africa
This was a CIDA-funded, C$8 million bilateral project designed to support appropriate and effective teacher professional development in South Africa. The project provided in-service educator training (INSET) at all levels of the system through individual and organizational capacity development activities.
Bhutan, Strengthening Supports to Education (in association with UNB): January 2003–December 2003
Sector: Education and Education Reform
Region: South Asia
The University of New Brunswick, in collaboration with the Royal Government of Bhutan, implemented a five-year development project to support Bhutan's educational reform process and strengthen the education system through the sustainable development of human resources. The purpose was to increase the Ministry of Education's capacity to provide improved, gender-sensitive curriculum, leadership and instructional delivery in primary and secondary English language, primary mathematics, engineering and ICT. Agriteam was contracted by UNB to help develop the concept paper and lead the preparation of the Project Implementation Plan. Agriteam staff developed and delivered participatory workshops in Canada and Bhutan for UNB educators and Bhutanese counterparts in results-based management, PIP and indicator development.