Final Evaluation Report, Female Teacher Education Project (FTEP), Afghanistan
- Utgitt: juli 2017
- Serie: --
- Type: Gjennomganger fra organisasjoner
- Utført av: Ian Kaplan, Norwegian Afghanistan Committee (NAC)
- Bestilt av: --
- Land: Afghanistan
- Tema: Utdanning og forskning
- Antall sider: 24
- Serienummer: --
- ISBN: --
- ISSN: --
- Organisasjon: Ungdom i Oppdrag
- Lokal partner: International Assistance Mission, Afghanistan
- Prosjektnummer: QZA-12/0763-185
A key reason for very low literacy rates among rural girls and women in Afghanistan is the lack of qualified rural background female teachers. The FTEP project, a five year (2013-2017), pilot, teacher education project implemented by the partner under agreement with the Afghan Ministry of Education (MoE) in Kabul and the Provincial Education Department (PED) in the province, purposed to address this issue.
The overall objective was to provide teacher education to 15 young women from districts in the province, to prepare them to work as professional, qualified government paid teachers in their villages. The project also worked with the MoE/PED to facilitate the placement of these young teachers back in schools in their villages and to provide them with ongoing coaching and other necessary support in their new jobs.
The evaluation used a qualitative research methodology involving a combination of:
- review of FTEP’s key policy, internal evaluation/reporting, and financial documents;
- individual interviews with key stakeholders
- Focus Group Discussions (FGDs) with school Shura members and teachers from FTEP participants’ school communities;
- school and classroom observations in schools where FTEP graduates are teaching; and,
- informal discussions with school students.
- Efficiency: “While relatively expensive the cost is more than justified given the projects achievements.
- “Pedagogical objectives,… which represent a radical shift in pedagogy in the context of Afghan schooling… were achieved in all significant ways
- “A key aspect of the project was to socialize participants in order to prepare them to teach
- “The sustained follow-up mentoring and support the project provides to FTEP graduates and their communities should be considered as vital
- Corruption: “The project itself seems to have actively resisted corruption and avoided participating in, or even being complicit in, corrupt practices. The student selection process was important in fighting nepotism and corruption.
- Impact: “The overwhelming support, from all project stakeholders consulted, for the continuation and expansion of FTEP speaks to the projects’ positive impacts on stakeholders’ lives and attitudes.
- “All evidence suggests that the project has been designed, very specifically, to fit local needs and address national and global priorities, alongside the needs for awareness raising and positive attitude and practice changes in Afghanistan towards gender equity, and a more high quality, inclusive education system overall.
- “FTEP’s objectives…align with Norad’s priorities for education
- Sustainability: “Stakeholder groups are highly supportive of the project. This hard won and seemingly genuine support speaks well to the long-term sustainability of this initiative.
- “That FTEP be extended and expanded if the high quality and depth and breadth of support can be maintained.
- “FTEP’s advocacy component seems to have contributed greatly to the success of the program and should be a key feature of any future FTEP initiative.
- “To improve sustainability, it would be valuable for FTEP to work on developing relationships with teacher education institutions in the province.
- “FTEP has taken the security of its staff and students seriously, … due to worsening conditions careful attention to security will need to be a feature of any extension/expansion of the project.
Comments from the organisation
We would like to thank the Afghan and expatriate staff of our partner for their deep commitment to the Afghan people in the very challenge context of Afghanistan. This evaluation was done at low cost, while maintaining high quality, due to NAC’s interest in using the evaluation as a training opportunity for students in their Masters program in teacher education. We would also like to thank NAC.