Projects by sector: Education

Bar Ama Baro


Funded by the U.S. Agency for International Development, the nearly $50 million “Bar Ama Baro” (“Teach or Learn” in Somali), will target Somali out-of-school children and youth ages 8 to 15 to increase student enrollment, create safe learning spaces and improve literacy, numeracy and socio-emotional skills. Under Creative’s direction, Bar Ama Baro will be implemented with Save the Children, ORB International, Charlie Goldsmith Associates and SIL LEAD. Bar Ama Baro builds on Somalia’s new national curriculum, Education Sector Strategic Plan, and National Development Plan-9 which lay out a stronger, inclusive vision for education.

Leave No Girl Behind: TEAM Girl Malawi


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.

Global Partnership for Education / Malawi Education Sector Improvement Programme


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.



Eighteen-month programme to improve equitable access to primary education by funding monthly incentives for 30,000 primary school teachers worth $40 a month.

Girls’ Education Challenge


CGA functioned as monitor for Somalia projects for GEC-T, the extension of GEC, which focused on ensuring students are supported during tough transitioning periods, such as primary to secondary, or secondary to tertiary education. CGA, together with AET, worked to ensure the GEC-T projects are meeting their learning outcomes targets in over 400 schools across Somalia and Somaliland.

Early Childhood Development Data Collection & Management Reforms


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.

Girls’ Education South Sudan


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.



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.

Biometric and Payroll Census


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.

Girls’ Education Challenge


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.

Education Payroll Manual, Puntland State Government


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.

Nigeria Attendance Management System


In support of the ESSPIN programme (, 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.

Roles and responsibilities for decentralisation education management


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.