2018–2023
We are supporting a consortium led by Link Community Development, who will work with girls aged 14-19 years without functional literacy or numeracy and marginalised further due to early pregnancy, early marriage or disability. They will participate in an accelerated curriculum, approved by the Ministry of Education, and a choice of vocational or academic pathways thereafter. CGA is developing a tablet-based app to monitor each girls’ daily attendance through all pathways and to send automated alerts to relevant partners and staff in the event that this falls to a low level, with a subsequent online log of follow up actions to support each person. The data collected will also be used to enable adaptive management techniques, such as automated analysis of participation and transition and how this correlates to each girls’ circumstances so that programme delivery can be tailored accordingly.
2018–2020
We are leading two subcomponents of the Malawi Education Sector Improvement Programme: developing a tablet-based app for zonal EMIS officers to monitor pupil and teacher enrolment, attendance and use of time, with automated reports to local and national government; and developing a two-way voice and SMS platform to enable the Ministry to communicate with and receive messages from community members on issues affecting education delivery in their area.
2017–2019
Eighteen-month programme to improve equitable access to primary education by funding monthly incentives for 30,000 primary school teachers worth $40 a month.
2017–2019
CGA continues its role as monitor for Somalia projects for GEC-T, the extension of GEC, which focuses on ensuring students are supported during tough transitioning periods, such as primary to secondary, or secondary to tertiary education. CGA, working with AET, work to ensure the GEC-T projects are meeting their learning outcomes targets in over 400 schools across Somalia and Somaliland.
2018–2019
As Perivoli Schools Trust expands, we are supporting them to standardise data collection and management tools, ensuring data collected can tell the story of their success across multiple countries. We have developed a new online database, which will link to their website to update data displayed there. We are in the process of developing a tablet based data collection tool, which will be used in three countries in early 2019 and, in the interim, have revised and standardised existing paper-based data collection forms in Namibia and Malawi.
2013–2018
Five-year programme to get girls going to school, staying in school, and learning in school, and to directly benefit more than 200,000 individual girls. Funded by DFID, working with Ministry of General Education and Instruction, Government of the Republic of South Sudan, consortium led by BMB Mott MacDonald. We are the technical lead on systems for capitation grants to all schools, cash transfers to all girls in P6-S4, and attendance monitoring.
2017–2018
CGA is supporting the World University Service Canada (WUSC) and partners to design and develop a Cash Transfers management system for use in its Kenya Equity in Education Project (KEEP) II, with support from the Girls' Education Challenge (GEC) Fund. KEEP II will support girls in refugee camps and host communities in northern Kenya, promoting equitable access to education.
2018
Under the World Bank funded Public Service Modernisation Project (PSMP), we are supporting the Government of Lesotho to undertake a nationwide Biometric & Payroll Census (BPC), to verify ~50,000 public officers in 27 ministries (all except the Lesotho Defence Force and National Security Service) at national and local levels. The result will be to improve the integrity of human resources and payroll data, through the development of a new BPC database. Our database will interface seamlessly with existing Ministry of Public Service and Ministry of Home Affairs databases, complementing the ongoing national registration exercise by the latter. We are developing secure, bespoke tools for data collection, verification, analysis, reporting and integration.
2017–2018
Funded by UNICEF, and working with education partners operating out of Amman, Damascus and Gaziantep, we are working to design a harmonised stipend scale and payment modality for teachers working inside Syria, with a view to its adoption by all education partners and donors.
2015–2017
Led by Save the Children, we are providing a baseline study that provides a needs assessment, situational analysis and mapping. We are monitoring the project and providing technical support in the implementation of the Primary School Leadership Programme (PSLP), and the Primary School Inspection and Supervision Programme (PSISP) across South Sudan.
2016–2017
We are responsible for the country coordination and education monitoring of DFID's two Girls' Education Challenge (GEC) projects in Somalia. As part of this work we carry out quarterly monitoring visits to the projects, and are responsible for liaison between the projects, the Fund Manager, and DFID.
2017
Working with the Recurrent Costs and Reform Financing (RCRF) project, we are working with the Puntland Ministry of Education and Higher Education and the Ministry of Finance to develop a education payroll manual for the Puntland Government.
2015–2016
Pilot project to roll-out a Human Resources Information System for teachers in two States of South Sudan
2014–2015
In support of the ESSPIN programme (www.esspin.org), funded by UK aid, and implemented by a consortium led by Cambridge Education, we have worked on the design and specification for a pilot for an SMS-based reporting system to monitor teacher and pupil attendance in two Nigerian states.
2015
Establishing what current systems exist to manage the payrolls of teachers, health workers and other civil servants, and recurrent costs within the health and education sectors.
2015
Evaluation of Education Management Information System, Somalia
2015
Case Study assessment of schools participating in the Teacher Performance and Integrity in Kenya (TePIK) project
2015
Analyse current GEC approach to reporting and monitoring in FCAS contexts, analyse practice in remote reporting and monitoring in FCAS contexts, in and beyond the education sector, make practical recommendations.
2013–2014
Support to Rwanda Education Board in implementing an SMS-based attendance monitoring system, called Ndi Hano! (I am here!) in schools in selected Regions. Working with Education for Change, funded by DFID.
2013–2014
Support to the Rwanda Education Board, funded by the DFID Capacity Development Fund, to revise the roles and functions of decentralised education management staff, so that Districts and Region Education Officers, while reporting to local government, stay coordinated with the national Education Sector Strategic Plan, and so that supportive supervision of schools works effectively.
2013
We developed a synchronising database, suitable for low-connectivity environments, to hold education project data for Save the Children South Sudan.
2012
Evaluation of Save the Children's support (funded by DANIDA) to the Somaliland Ministry of Education to recruit and pay teachers, pending their integration onto the main government payroll, and their development of a basic payroll database system.
2012
Working with Education for Change, funded by DFID, we with the Ministry of Education, Science and Technology, Government of the Republic of South Sudan, on developing a textbook policy.