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.

Afghanistan (2002-2004) English Language Resource Centre (Trustees Funded)

This involved the setting up of an English Language Resource Centre as a substantial facility for the use of the University and outsiders. This initiative was a step in the process of upgrading the teaching provision of English in Afghanistan, which, in turn, would help enable the country to take its place in the international community and gain access to political, economic, cultural and educational forums.

Afghanistan (2002) Provision of English Language Teaching within the Ministry of Education (CfBT Trustees)

The aim of this project was to meet the urgent request of the Ministry of Education for the provision of English Language Teaching to Ministry officials.

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.

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.

Cambodia (1994-2001) Cambodia Secondary English Teaching Projects (CAMSET I and II) (DFID)

The aim of these projects was to implement a sustainable national English Language Teaching (ELT) programme for secondary education, agreeing national curriculum, establishing a supervision system, implementing a national system of in-service teacher training, designing a system of pre-service training, and expanding the supply of basic teaching materials.

Cambodia (1993-1997) English Language Courses for Ministries’ Staff (DFID)

These courses aimed to improve the standard of English of civil servants from the Council of Ministries and the Ministries of Commerce, Economy and Finance, Education, Youth and Sport, Environment, Mines and Energy, Planning and Tourism, in order to enable them to interact successfully with foreign institutions and actively participate in such international organisations as ASEAN.

Cambodia (1992-1994) Cambodian-British Centre for Teacher Education (DFID)

The project established a centre to provide accelerated training and resources for English teachers in Cambodia as it re-established and developed its education system following the genocide and long period of isolation.

Eritrea (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.

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.

Ethiopia (1999-2000) Evaluation of ‘Strengthening National and Research Capacity in Economics’ Project (EU)

This study evaluated the ‘Strengthening National and Research Capacity in Economics Project’, looking into both the co-operation between the Department of Economics of the University of Addis Ababa and the Centre for the Study of African Economics, and the wider impact of the project.

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.

Laos (1996-1999) English Language Teaching Project (BPS)

This project improved the English communication skills of selected government officials to prepare them to participate in ASEAN and other development related activities.

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.

Nepal (1997-2001) Community Literacy Project (DFID)

Through this project, a lead NGO was strengthened to implement a series of community literacy projects throughout the country and evaluate tenders from local NGOs for project funds for literacy projects. This enabled agencies to better assist men and women who were experiencing literacy difficulties in the course of their daily lives, and created a sustainable national resource available for development work in Community Literacy.

Rwanda (2005) Adult Literacy Study (Sida)

Assessment of the status of adult literacy provision, contributing to the development of a National Policy on Adult Literacy and a National Action Plan for improved and expanded adult literacy services.

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.

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.

Sudan (2004) Training Programme for the Open University of Sudan (OUS) (Trustees/OUS)

CfBT has undertaken two consultancies for the Open University of Sudan in Khartoum, providing training for trainers and advice on the curriculum for the OUS on its recently introduced distance learning programme to improve the methodology and subject knowledge of English language teachers working at primary and secondary schools throughout the country.

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.

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.