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Tunisia - Strengthening Foundations for Learning Project (Inglês)

The development objective of the Strengthening Foundations for Learning Project for Tunisia are to improve learning conditions in public preschools and primary schools, and to increase access to public preschool education in selected districts. It has four components. 1) First component, improving quality and increasing supply of public preschool education will support MOE’s strategy aimed at providing universal access to quality preschool services for all children of five years of age to prepare learners for success in primary school and beyond. The Project will impact key domains of child development in preschool while increasing access to public preschools in 31 mostly poor selected districts (the list of districts is included in the Project Operations Manual [POM]). An innovative contribution of the Project will be the introduction and use of a preschool quality assurance mechanism (DLI 1) to measure progress in service delivery and child development.It has four sub-component, (i) professional development program for public preschool teachers; (ii) provision of instructional materials for preschool; (iii) implementation of a preschool quality assurance mechanism; and (iv) increasing the supply of public preschool classrooms in selected districts; 2) Second component, improving learning conditions in public primary schools is to improve a set of factors that directly affect learning in primary school, namely (i) school leadership, (ii) skills and knowledge of untrained primary school teachers, (iii) the quality of instructional support to teachers, and (iv) the physical school environment. Some of the interventions, such as the rehabilitation of primary schools will target the same 31 districts.Other interventions, such as strengthening school leadership and support for the professional development of primary school inspectors and pedagogical counselors, will benefit all primary schools;It has five sub-component, (i) strengthening school leadership, (ii) upskilling primary school teachers, (iii) improving the quality of instructional support to primary school teachers, (iv) promoting literacy-rich classroom environments, and (v) improving the physical environment of public primary schools in selected districts; 3) Third component, strengthening management practices in the education sector is to: (i) develop and reinforce the tools and management practices used at the central MOE and in the regional offices for the improvement of learning conditions in the primary cycle; and (ii) strengthen results-based management in the MOE using the results-based financing for third sub-component. It has 3 sub-component, (i) management of primary school teacher professional development; (ii) implementing and utilizing learning assessments to strengthen instruction; and (iv) supporting results-based management. 4) Fourth component, project management support will cover project management, including the monitoring and evaluation of Project progress and results.

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Detalhes

  • Data do documento

    2018/04/27

  • No. do relatório

    PAD2680

  • Nº do volume

    1

  • Total Volume(s)

    1

  • País

    Tunísia,

  • Região

    Oriente Médio e Norte da África,

  • Data de divulgação

    2018/05/20

  • Disclosure Status

    Disclosed

  • Board Meeting Date

    2018-05-18T00:00:00Z

  • Nome do documento

    Tunisia - Strengthening Foundations for Learning Project

  • Palavras-chave

    professional development; Teachers; egra early grade reading assessment; primary school teacher; Teacher Professional Development; preschool classroom; public primary school; information and communication technology; Grievance Redress Service; monitoring and evaluation arrangement; economic and financial analysis; quality early childhood education; effectiveness of education spending; capital expenditure in infrastructure; assessment of student performance; equal participation of girl; preschool teacher; access to preschool; quality assurance mechanism; social protection system; technology in education; vulnerable population group; years of schooling; primary school facility; untrained teacher; school leadership; basic social service; primary school enrollment; upper secondary enrollment; access to water; gap in access; investments in infrastructure; issue of access; removal of teacher; quality of public; universal primary education; quality preschool education; children in preschool; quality of teaching; agriculture and service; capacity for implementation; literacy and numeracy; years of service; primary school principal; public sector wage; distance to school; public sector job; reduction in poverty; primary education cycle; theory of change; distance learning activity; school improvement plan; public wage bill; teacher training program; instructional support staff; primary school curriculum; student assessment system; Investment Project Financing; high unemployment rate; children start school; providing universal access; basic education system; upper secondary level; long-term climate change; high repetition rate; public education system; families with child; special needs child; construction and equipment; average class size; public primary education; quality of education; risk category; community of practice; salary for teacher; lagging region; instructional material; education budget; student learning; disadvantaged area; primary cycle

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