BSC has been exploring how the PDIA methodology can help build capability to improve the implementation of education policies and programs. In 2022, the team developed a custom PDIA for Education Systems online action learning program for Education Development Trust (EDT), funded by United Kingdom’s Foreign Commonwealth and Development Office (FCDO).
The goal of this program was to build the capability to improve foundational learning outcomes through practical action-oriented work. 56 education practitioners across 9 country teams from Ethiopia, India, Kenya, Malawi, Pakistan, Rwanda, Sierra Leone, and Zambia, participated in this program from September to December 2022.
All participating countries had a senior level authorizer (Director General, Permanent Secretary, Special Secretary) and a team of 4-6 members from their ministry or department of education and a few partners from NGOs, research institutions, as well as FCDO advisors. Over the period of twelve weeks, they learned about solving complex problems using PDIA, working in teams, leadership, communication, authorization, and time management.
Authorizers attended virtual sessions and completed reflection exercises every two-weeks. They were provided with an overview of the PDIA process as well as content modules on leadership, building trust, delegation, and time management.
Country teams nominated a problem related to foundational learning and learned how to construct and deconstruct problems, identify entry points, find ideas to act upon, and then undertook four weekly iterations where they acted upon specific next steps they identified, reflected on their actions, and determined the next steps. They spent an average of 6-8 hours a week on the program. Each country team worked on the following problems:
- Ethiopia: Not Enough Time is Spent on Quality Teaching
- India: Foundational Learning Outcomes are not being met in Punjab
- Kenya: Low learning outcomes in the arid and semi-arid (ASAL) regions in Kenya
- Malawi: 87% of Children in Malawi are not effectively acquiring basic foundational skills
- Pakistan (Punjab): Teachers are unable to support students in early childhood education
- Pakistan (Khyber Pakhtunkhwa): Low learning outcomes in Primary Schools
- Rwanda: Low student performance in early grades
- Sierra Leone: Low foundational skills and learning outcomes in Port Loko district
- Zambia: Effective teaching is not taking place in the classroom
Learn more about our PDIA for Education Systems program and read their learning journey blogs.
