In the current and fourth phase, GEIP’s technical support emphasizes the improvement of the quality of schools. The activities target three different components, or working areas, in order to achieve the best possible results and outcomes.
Component 1: Quality by school development
Component 2: Quality by community participation and school counseling
Component 3: Quality by improved planning and evaluation
Additionally, an Open Facility for Technical Assistance, implemented by the German consultancy firm GOPA, enhances GEIP’s flexibility and speed of response.
The activities of GEIP are managed by GIZ and are characterized as follows:
a) GEIP activities follow a comprehensive approach to education.
GEIP takes a qualitative perspective on education and schools. This means its objectives are not only to increase enrolment and completion rates, but also to make school more relevant for children and youth. GEIP’s comprehensive approach to education contains the enhancement of diverse and interactive teaching methods; a strong, effective school management; active father and mother councils; supportive social school workers; and a sound system of supervision, planning and evaluation. For further information on GEIP’s vision of quality education, please read our Concept Paper on Quality and School Development.
b) GEIP activities enhance capacity development.
Although GEIP activities mainly focus on the school level, capacity development takes place at all levels of the education system to guarantee sustainability and continuity. The following aspects of capacity development are covered by the program:
Human capacity development is providedthrough training measures for different target groups: school directors and school management teams, supervisors, teachers, school social workers, parents, and administration staff at the district, governorate and ministry level.
Organizational development is the result of positive learning processes within an institution. Schools and District Education Offices are institutions whose capacities are enhanced by the improvement of their school management, teaching, planning and monitoring processes. To do so, on-the-job-training and follow-up-activities with different target groups at a specific institution are implemented.The organizational capacities at the ministry, the governorates and the districts are strengthened by continuous cooperation in planning, implementing and evaluating activities.
Networking is enhanced through professional development meetings among the different target groups: teachers, supervisors, school management, and school social workers.Furthermore, GEIP committees at the Ministry of Education and the Governorate Education Offices create space for exchange among different sectors and departments at diverse levels. GEIP activities are also well connected with the other development partners in the field of education.
System development is ensured through the full alignment of GEIP activities with the Yemeni education strategies and through the potential for scaling-up successful activities. Additionally, GEIP activities in the education sector are in cooperation with other development programs of GIZ and other development partners in the social, political and economic sectors.
c) GEIP activities follow the principles of partnership, ownership and alignment.
In accord with international agreements among donors, such as the Paris Declaration and the Accra Agenda of Action, one principle of German development cooperation is to share the responsibility for the program with the partner institution. To this end, the Ministry of Education and the targeted governorates and districts are included in decision making and strategic development within GEIP. Steering committees at different levels have been implemented to guarantee regular exchange, to have a joint monitoring process and to enable ownership for the program. Click here for an overview on the steering structure of GEIP.
d) GEIP activities are initially piloted and then refined for scale-up.
GEIP activities are currently being implemented in selected schools in two provinces: Hajja and Sana’a City. These activities have been developed for the existing education structures and framework in the two pilot governorates; but they are to be applicable for the whole country. After the full implementation and subsequent evaluation of the pilot activities in the two governorates, the results and challenges will be documented. The resulting successes will then be proposed to the Ministry of Education for scale-up in other provinces.
