Past projects

Index of Countries: A B C D E F G H I J K L M N O P Q R S T U V W X Y Z

Afghanistan (2003) Education Reform Project (Danida)

This project involved the development of new textbooks and teachers’ guides for the Afghan school system and the provision of a large training programme to upgrade local textbook authorship and publishing capacity.

Angola (1997-1999) English Language Teaching Impact Study (DFID)

This project assessed the impact of English Language Teaching (ELT) programmes in Angola and Eritrea, which had as their final goals the improvement of standards of competence of primary, secondary and tertiary students in English as the medium instruction.

Armenia (2003-2004) Educational Quality and Relevance Project (World Bank)

IBD provided a specialist technical consultant working with the National Curriculum Working Group to develop the new National Curriculum Framework.

Armenia (1999-2000) Textbook Component of Education Financing and Management Reform Project (World Bank)

This project improved textbook production and distribution, and providing a programme of capacity building for the reformed management of the general education system.

Armenia (1996-1998) Textbook Pilot Project (World Bank)

A new curriculum in Armenia required new textbooks but Government could not finance textbook supply, so this project designed a sustainable supply system by Government and schools.

Armenia (1995-2002) Education Financing and Management Reform Project (World Bank)

IBD was the lead technical support organisation in the design and implementation of this major educational reform project. A successful textbook rental scheme and revolving fund were established. These actions have since resolved textbook provision problems and has removed textbook expenditure permanently from the Ministry of Education budget. The project involved privatisation of the book sector, financial decentralisation of learning materials financing, cost sharing and extensive education and commercial sector training in transition policies

Azerbaijan (2001, 2003) National Curriculum and Teaching and Learning Materials Strategy (World Bank)

IBD was contracted to undertake two research and policy studies on Curriculum and Instructional Materials. Both required a comprehensive analysis of pedagogic and financial implications and the presentation of implementation options with showing the advantages and disadvantages of each option.

Barbados (1998-1999) Design Study and Financing Proposal for the Expansion of the Barbados Language Centre (EU)

The CfBT team prepared a project dossier and draft financing proposal for the European Commission and the Government of Barbados for the expansion of the Barbados Language Centre into a regional language centre as part of a national economic development strategy.

Bosnia-Herzegovina (2001-2004) Technical Assistance to the Primary Education Quality Fund (World Bank)

This project supported school-based grants aimed at developing teaching and learning methodologies in schools, including a system of teacher incentives and the design of baseline evaluation methodology and training programmes. Grants were offered on a competitive basis to promote innovative classroom practice, to assist Teacher Training Institutes to modernize their practice, or to provide individual teachers with additional self-chosen courses of training. Assistance was given to schools to enable them to develop proposals that would lead to qualitative improvements in teaching and learning.

Bosnia-Herzegovina (2000-2003) Technical Assistance to the Education Reform in Bosnia-Herzegovina (EU)

This project sought to assist the peace and reconciliation process by aligning the education system at primary, general secondary and higher education levels, with European standards. CfBT provided advisory and capacity-building services, organisational support and training in assessment and analysis.

Cambodia (2000-2001) Programme d’Appui au Secteur de l’Education Primaire au Cambodge 2 (PASEC 2) (EC)

The overall objective of PASEC was to provide all school age children in Cambodia equal access to quality basic education by consolidating the efforts to strengthen institutions, improving the quality of basic education, adapting education to the requirements of the labour market, and strengthening the links between school and the community.

Cambodia (1999-2001) Secondary Education Investment Programme (SEIP) (ADB)

This project supported Government’s ongoing education sector reform by providing technical assistance to help finalise a pro-poor education sector development plan, with the specific remit of assisting the Ministry of Education to design a Secondary Education Sector Investment Plan. This included building the planning capacity of Ministry of Education senior officials, supporting the creation of policy task forces within the Ministry, and enabling a series of provincial consultations for greater ownership of the planning process.

Eritrea (1997-1999) English Language Teaching Impact Study (DFID).

Eritrea (1995-2001) Education Reform Project (Danida)

This project enabled Eritrea to have a fully equipped and professionally trained national textbook publishing agency, with the ability to handle authorship, illustrations, design, desk-top publishing, editorial, publishing, financial management and production requirements in thirteen mother tongue languages.

Georgia (2002-2005) Professional Development of Educational Staff (World Bank)

This intervention assisted the Georgian Ministry of Education through a process of capacity building and support to reform the education system. An important part of the project involved the establishment of a grants fund to stimulate innovation at school level: schools competed for the grants by submitting proposals which demonstrated how they will use the (small and fixed level of grant) to improve teaching and learning in the classroom or to strengthen school-community linkages. The CfBT team assisted their Georgian counterparts to develop the funding system, devise a manual for the schools, and in addition, deliver in-service training to those schools selected to receive the grants.

Georgia (1999-2001) Research and Component Design on Language of Instruction Policy, Curriculum Reform and Materials Development Reforms (World Bank)

IBD was contracted to work on the project preparation and design phase of this World Bank funded Education Project.

Georgia (1998-2001) Textbook Component of Education Financing and Management Reform Project (World Bank)

IBD participated in the World Bank identification and preparation missions, undertaking a textbooks and learning materials sector study and preparing a detailed design for a programme to provide a financially sustainable improvement in access to textbooks and other learning support materials at basic grades.

Ghana (2004) Design Support to the Education Strategic Plan (SESP) (DFID)

CfBT were involved in assisting DFID and the Government of Ghana in the preparatory design of a detailed Project Memorandum that proposed a system of education sector budget support to help finance the Government’s Education Strategic Plan.

Ghana (2001-2002) Design and Preparation of the National Curriculum and Textbooks Policy (World Bank)

This project required detailed work with a Task Force nominated by the Ministry of Education plus liaison with publishers, booksellers, all other donors and other government agencies and Ministry departments culminating in a successful 3-day national policy workshop.

Global (2005-2006) Advisory Economics Support to the Education and Skills Team (DFID)

CfBT provided technical advisory work to DFID on the economics and financial aspects of Education For All (EFA) and participation in the Finance Working Group for the Fast Track Initiative (FTI). This included providing advice on the proposed financial disbursement mechanisms for the FTI Catalytic Fund, carrying out supplementary analysis of data and projections produced by the FTI Secretariat relating to the current and projected financing gaps for the education sector in FTI countries, and advising on implications for FTI of a possible link to the International Finance Facility.

Guyana (2004-2005) Support to Ministry of Education Delivery of Education for All and Universal Secondary Education by 2015 (DFID)

The main purpose of this programme of technical assistance was to provide the Government of Guyana Ministry of Education with on-going support in the planning and delivery of the Education Strategic Development Plan (ESDP) within the framework of the Fast Track Initiative (FTI) and the Poverty Reduction Strategy Programme (PRSP). With the development of its ESDP, the Ministry of Education had signalled its intention to introduce a number of substantial reform initiatives at the national, regional and institutional levels. This support provided a programme of technical expertise to assist the Government in meeting the targets stipulated under the ESDP. The first phase required generating an inventory of what is there through the development of Regional Education Strategy Plans. The second phase involved generating a costed time schedule for meeting the targets underpinned by different costing and policy scenarios.

Guyana (2000) Primary Education Improvement Programme (PEIP) (IADB)

This consultancy developed and implemented initiatives to facilitate the rapid improvement in the mastery of basic skills especially in the primary grades, through the development of classroom learning and teaching.

Indonesia (2002-2003) Technical Advisor to the Ministry of Education, Indonesia for an Education Sector Review (EU)

This consultancy provided a technical advisor to represent the EU at the WB-funded Education Sector Review and identify areas for further EU support.

Jamaica (2000) Primary Education Project Textbook (IADB)

Project design for the Primary Education Project textbook component of an IADB funded education programme.

Jamaica (1998) Design Study (DFID)

This piece of work involved a project design to enhance educational quality and management initially in primary all-age schools in selected remote rural areas, and subsequently in inner city areas, and in so doing provide models for broader national support from the donor community. The team examined and advised on key areas of teacher education, book and equipment provision, learning support, school management, counselling and guidance, community participation and school rehabilitation also co-ordinating team activities and the preparation of the project documentation.

Kazakhstan (1999-2000) Research into Curriculum and Learning Materials Policy (ADB)

IBD was contracted by the Ministry of Education to undertake two research studies in curriculum (including assessment implications) and learning and teaching materials as part of the project preparation for an ADB funded education project

Kenya (2006) International Symposium on Young Carers (DfES)

A 3-day international conference in Nairobi in May 2006, to which participants from the UK and ten African countries met for the purpose of discussing and disseminating best practice in the care of orphans and vulnerable children in order to inform policymaking, and additionally to help set up a Young Carers’ network to improve the sharing of ideas and knowledge.

Kenya (2006) Joint Review of the Kenyan Education Sector Support Programme (KESSP), Secondary Education Sector Component (DFID)

This assistance involved consultancy support to the Ministry of Education Higher Education Directorate at the KESSP Budget Review, as well as the development of the Terms of Reference for a Technical Assistance programme to generate a Secondary Education Expansion strategy.

Kenya (2005-2006) An Analysis of HIV/AIDS Policy Formulation and Implementation Structures, Mechanisms and Processes in the Education Sector in Kenya (ODI/Merck)

The main goal of the study is to determine the policy context for HIV/AIDS programme implementation in Kenya. It is designed to discover whether the environment for HIV/AIDS interventions is adequately supported by policy guidelines, with the Primary School Action for Better Health Project (PSABH funded by DFID) in Kenya selected as a case study.

Kenya (2005) Pilot Initiative to Inform a Programme of Support for Orphans and Vulnerable Children (OVCs) (DFID)

Gathering and analysing data and analysing the current situation concerning OVCs in Kenya, and designing and piloting mechanisms by which financial and psycho-social support can be provided to orphans and vulnerable children.

Kenya (2003) Support to Free Primary Education (DFID/World Bank)

IBD was contracted to provide a large team of specialists to assist the Ministry of Education and the donors in the design, preparation and appraisal of a new primary textbook policy for this very large, prestigious and fast moving project.

Kenya (2003) Publicity Campaign in Support of the instructional Materials Component of the Free Primary Education Support Project (DFID)

This support consisted of the development of a publicity campaign aimed at informing communities throughout Kenya of the instructional materials component of Free Primary Education, with particular emphasis on the less accessible regions.

Kenya (1999-2003) Design and Implementation of Textbook Components of SPRED 3 Project (DFID)

This was a major design and implementation contract involving the extension to national coverage of already established policies and the review and reform of the national primary curriculum by the Kenya Institute of Education.

Kenya (1995-1998) Textbook Provision Pilot Project in Machakos and Laikipia Districts (DGIS/Royal Netherlands Embassy Nairobi)

This pilot project tested and evaluated three different methods of decentralised textbook provision and was later expanded to cover seven districts.

Lesotho (1990-1999) Technical Support to the Textbook Rental Scheme and Revolving Fund (World Bank)

This was for many years the most successful textbook revolving fund anywhere in Africa and the IBD work involved regular reviews of performance with recommendations for corrective actions as required and financial adjustments to ensure sustainability.

Malawi (2005) Output-to-Purpose Review of the Education Sector Support Programme (DFID)

This involved taking part in the mid-term review of the 7-year DFID-funded Education Sector Support Programme, with a special focus on the move to a sector-wide approach and the institutionalisation of the curriculum development and teacher training components.

Malawi (2001) Primary Textbook Policy Review (DFID)

IBD was funded to provide a major review of primary textbook provision and financing in Malawi, including the language of instruction policy and options, the transition from state to private sector publishing and supply, decentralisation, and the introduction of alternative but competing textbooks for each subject and grade level.

Malawi (2000-2005) Support to Education Programme (Danida)

IBD implemented this five-year contract providing support to textbook development, policy and planning in Malawi and building on previous work undertaken in-country.

Malawi (1997-2001) Secondary Education Reform Project (Danida)

IBD was the lead technical advisor for the curriculum review and reform, textbook and library development components of this very large and successful project. The textbook and library rental scheme components were still operational in 2004 without donor support. The library component required low cost refurbishment strategies and the whole project required the full involvement and training of the local publishing and bookselling private sector and the re-establishment of retail bookshops throughout the country.

Malta (2004) Technical Assistance and Administrative Co-operation – Assistance to the Malta College of Arts, Science and Technology (MCAST) (EU)

The object of this consultancy was to assist the Malta College of Arts, Science and Technology (MCAST) to offer Vocational Education and Training comparable to counterpart vocational institutions within the European Union (EU) to better enable the workforce to withstand increased market competition brought about by EU accession once protective barriers are removed.

Mongolia (1997-1998) Secondary Education Sub-Sector Planning (ADB)

This programme of technical assistance supported the development of a costed plan for secondary education looking at general secondary education, technical and vocational education, the provision of qualified teachers, textbooks and learning materials, and a clear understanding of the linkages through to higher education.

Namibia (1994-2000) English Language Teacher Development (DFID)

This support increased the capacity of the Ministry of Education to design, manage and deliver improved pre- and in-service English language teacher education programmes at 4 teachers' colleges, 6 teacher resource centres and individual primary and secondary schools throughout Namibia.

Nepal (2000-2004) Nepal: Basic and Primary Education Project 2 (Danida)

This project involved the creation of a new, affordable and sustainable textbook and supplementary materials policy; the creation, equipment and training for the upgrade of local authorship and publishing capacity; research and piloting of new approaches to textbook distribution; and support and training for local printing and production upgrading.

Qatar (2004-2005) Introduction of Curriculum Standards (Schemes of Work and Training Programme) (Supreme Education Council)

This programme assisted the Government of Qatar to reform the school curriculum by partnering in the implementation of the new Standards by developing Schemes of Work, and providing materials and a programme of training for schools and key stakeholders.

Qatar (2003-2005) Development of Curriculum Standards and Associated Training (Rand Corporation/Supreme Education Council)

This programme of support assisted the Government of Qatar to reform the school curriculum (primary through to secondary) by developing new Curriculum Standards for four key subjects and providing an initial programme of training for schools and key stakeholders.

Romania (1996-2000) Reform of Finance and Management of Education (Know How Fund)

This project reformed the financial planning and management of education at central, district and local levels through a training needs analysis, headteacher training, school mapping, school inspection training, and developing Management Information Systems. In addition, it improved education finance and management at pre-university level through Technical Assistance to officials in the Ministries of Education and Finance, the Judets, local authorities and to school headteachers. A network of seven regional resource centres were established to deliver training in education finance and management to inspectorate staff and headteachers.

Russia (1995) National Curriculum and Textbooks Conference (World Bank and Bureau Cross)

IBD was commissioned to undertake a major curriculum and textbooks research study and to act as the lead technical facilitators at the subsequent national policy and strategy conference.

Rwanda (2005) Research into the Cost of Quality Teaching in Rwanda (VSO Rwanda)

This support involved participatory research looking at the factors affecting education quality and teacher motivation in the Rwandese basic education sub-sector, and providing long-term financial projections of the cost of achieving quality Universal Basic Education (UBE) by 2015 in Rwanda.

Rwanda (2005) Support to the Ministry of Agriculture’s Budget Classification and Strategic Plan (DFID)

CfBT assisted the Ministry of Agriculture to prepare a three-year output-based budget aligned with their new strategic plan incorporating all donor assistance and projects as well as government resources.

Rwanda (2004-2005) Technical Assistance to Support the HRDA ‘Road Map’ (World Bank)

Technical Assistance was provided to support the implementation of the ‘road map’ for human resource development by working closely with the then newly established Human Resource Institutional Capacity Development Agency (HIDA). Building the internal capacity of the HIDA to discharge its mandate, role and functions was identified as a priority and to support this CfBT worked closely with the Multi Sector Capacity Building Programme (MSCBP) Secretariat to ensure all activities planned in the road map were implemented to schedule.

Rwanda (2001-2006) Management Support to the Rwanda Education Sector Support Programme (RESSP) (DFID)

This multi-faceted approach to education sector development supported the Ministry of Education in reforming the education system of Rwanda at all levels (primary to tertiary levels) to develop a Sector Wide Approach and build capacity in sector policy and strategic planning in order to improve the quality, access and equity of education. Specific advisors were provided in the areas of education planning, education finance and budget, curriculum development, higher education reform, distance training and basic education. The programme also included support to the education response to HIV/AIDS, to teacher education development at the Kigali Institute of Education and to key development programmes at the Kigali Institute of Science and Technology.

Seychelles (1996-1997) English Language Improvement Programme (Government of Seychelles)

This involved conducting a needs analysis for the programme, curriculum design, producing materials and audio-visual support, training selected teachers and establishing evaluation mechanisms.

Somalia (1999-2003) Institutional Support to Secondary Education in Somalia (EU)

The purpose of this project was to re-establish quality teaching and learning in core subjects in an initial group of secondary schools serving as a model to support further expansion of secondary education in Somalia.

St Vincent and the Grenadines (2000-2003) Technical and Vocational Training Programme (EU)

This programme provided a system of capacity building to support the Ministry of Education in the reform of the technical, vocational and education training system.

South Africa (1992) School Improvement Planning Project for Disadvantaged Primary Schools in South Africa: Pre-Appraisal Task Force (World Bank)

This input consisted of a study to provide an initial situation analysis of the status of English, reading, science and mathematics education and associated school management and leadership, focusing on primary (grades 1-7) and junior secondary levels (grades 8-9) in South Africa. The findings were based on wide-ranging consultations with government and non-government organisation representatives.

Tajikistan (2004) Research and Policy/Strategy Recommendations on the Development of a National Textbook and Educational Materials Policy (British Council)

IBD was contracted to undertake a research and strategy study on curriculum reform and its pedagogic and financial implications, and teaching and learning materials strategies to upgrade quality within defined cost limits (including school library and ICT development and the impact on the local publishing, distribution and book printing sectors). This research culminated in a national textbook policy conference for the Government and all donors, which took place in May 2004.

Tajikistan (2003) Curriculum and Textbook Policy Workshop (UNESCO)

IBD was contracted to provide three lead technical facilitators for a policy workshop on future directions in curriculum reform and instructional materials provision.

Tajikistan (1999-2000) Learning and Innovation Loan: Textbook Component (World Bank)

This input included the identification of textbook needs, finalisation of priority lists of textbooks, visits to schools and banks, and providing advice on textbook production.

Trinidad and Tobago (1998-2000) Secondary Education Modernisation Project (IADB)

This project provided professional development for Ministry of Education officials, secondary school administrators and teachers. In addition IBD prepared the textbook component of the project.

Trinidad and Tobago (1998) Training in School Improvement Planning and Management (IADB)

This consultancy for the Ministry of Education involved designing and planning a training of trainers programme in the planning and managing of school improvement plans including the preparation and delivery of workshops in school organisation and instructional leadership.

Turkmenistan (2002) Education Materials Sub-Sector Study (British Council)

IBD was contracted to research and produce a comprehensive Education Sector Study with reform recommendations, which included curriculum and assessment components.

Uganda (1997-2004) Instructional Materials Components of the ESIP (DFID)

IBD was asked to review all aspects of Uganda’s instructional materials policies for primary education and to propose a reform agenda. In 1999 the reform agenda was adopted by the Ministry of Education and the Educational Funding Agencies Group (EFAG) and IBD provided technical support services in the implementation of the new policies. These new policies included a successful pilot project in decentralised selection, ordering and procurement by schools from the local book trade and the introduction of new forms of textbook evaluation, approval and procurement, which has resulted in 60% savings in the unit costs of textbooks while simultaneously improving durability and the standards of presentation and content. IBD also developed a strategy for the development of school libraries, reading corners and book boxes, created models for low cost storage upgrading in schools and classrooms, designed and published training modules on the use of textbooks and non-textbooks materials in the classroom and on the management, conservation and usage of textbooks and other educational materials.

Uganda (1994-1999) In-Service Secondary Teacher Education Project (INSSTEP) (DFID)

This project aimed to increase the efficiency and effectiveness of secondary education by improving the quality of teaching in maths, English and science through in-service teacher training and the establishment of a national network of teacher resource centres. By the end of the project, all secondary school teachers of maths, science and English had their subject skills and knowledge upgraded through INSET – via sustainable loan systems of learning resources.

Uzbekistan (2003-2004) Design and Preparation of the Second Textbook Development Project (ADB)

This project comprised primary and secondary curriculum reform, a review of current Language of Instruction Policy (covering 7 mother tongue languages), the extension of a national textbook rental scheme and revolving fund to cover all subjects and grades, the development of a national ICT strategy for schools, school library development and the liberalisation of the educational book trade with a shift from state to private sector publishing, printing and distribution.

Uzbekistan (2002) National Curriculum Reform Workshop (British Council)

IBD was contracted as the lead professional facilitator for this important, high-level National Curriculum Reform Workshop. This involved working with a variety of local experts and international consultants in the development of the required papers and presentations and the editing of the proceedings into an important publication in Uzbek, Russian and English.

Uzbekistan (1999-2003) Basic Education and Textbook Development Project (ADB)

IBD was the lead technical advisor for the implementation of the curriculum reform and educational materials components of this important project. IBD designed a research programme, which resulted in a national textbook rental scheme and revolving fund. IBD also conducted syllabus and curriculum research (including assessment implications) and research into classroom learning and teaching approaches.

Zambia (1997) Country Study (JICA)

CfBT was contracted to undertake a country study to collect information on donors’ activities in Zambia, create a donor map of the education sector and write a summary of the major studies/projects listed in a donor map.

Zambia (1996) Design Study: Technical Assistance to the Ministry of Education Planning Unit (EDF)

This was one of five design studies intended to facilitate a third phase of EU support for planning in Zambia. CfBT was responsible for reviewing the existing project and producing a report with recommendations as to the future direction of technical planning support. In addition a financing proposal for the Zambia Educational Capacity Building Programme