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T-TEL is moving into the second phase of its Programme 2018-19 and 2019-20 academic years and intends to conduct an annual survey in 2019 and follow-up research in 2020 to assess the achievement of set targets. As a result, JMK was engaged to gather data using the same or comparable instruments in addition to other indicators.

ANNUAL SURVEY OF PHASE 2 OF TRANSFORMING TEACHER EDUCATION AND LEARNING (T-TEL) PROJECT

Core Area:
Education
Service:
Research, Monitoring and Evaluation
Client:
Mott MacDonald

Year: 

2019

T-TEL is moving into the second phase of its Programme 2018-19 and 2019-20 academic years and intends to conduct an annual survey in 2019 and follow-up research in 2020 to assess the achievement of set targets. As a result, JMK was engaged to gather data using the same or comparable instruments in addition to other indicators. Stakeholders interviewed under T-TEL Phase 2 included principals of all the CoE, student-teachers and tutors of mathematics, science and English at the colleges, and headteachers, beginning teachers, pre-service teachers and their mentors in kindergarten through Junior High School (JHS) in basic public schools throughout Ghana, mentors and mentee adoption and application of the new Teaching standard, and education curriculum for colleges of education in partner schools. JMK used CAPI techniques for teacher & headteacher interviews and classroom observations, and compliance matrix.

 

Key Outputs At-a-Glance:

In undertaking this assignment, JMK:

  1. Developed 6 different data collection tools

  2. Designed the CAPI and loaded the electronic data collection form on the ODK configured tablets.

  3. Recruited 120 data collectors, 22 supervisors, and 10 regional co-ordinators.

  4. Conducted 8-day training which involved all data collector, supervisors and regional co-ordinators

  5. Deplored the tangerine software application for P2 assessment modelled along with the EGRA/EGMA framework but based on SBC. We conducted 12,800 EGRA assessments (for KG, P2, P4, and P6 pupils), 2,200 classroom observations, 550 headteacher interviews, 2,200 teacher interviews, 550 district education office interviews and 1,100 school management committee interviews etc.

  6. Managed and supervised data quality by ensuring data submitted was monitored reviewed immediately after submission by data collectors to ensure adherence to protocols.

  7. Carried out data analysis and presentation of findings in various formats, including a slide deck, four-page handout summaries with data visualizations, and a formal written narrative report.

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