a._Pre_proposal_conference__presentation_on_activity_differences_and_common_questions.pdf

STESSA Pre-Proposal Conference

Welcome and thank you for coming. My name is Hala El Serafy and I am a Senior Project Management Specialist working on the Basic Education Team in the Office of Education and Health at USAID. Today, I am going to tell review the table on page 21 and 22 of the RFP that details differences between ESSP activity and STESSA.

First, the focus of the activity is different.

• General:

o STEM high schools were first introduced to Egypt in 2011. Although the current and new projects are designed for the purpose of supporting STEM education, they are distinct in many ways.

o The ESSP has one main purpose; it is supporting and collaborating with the Ministry of Education to establish STEM high schools. Originally, the target was 5 schools, but the number of schools has now increased to reach 11 STEM schools to respond to the increasing demand for STEM education by the students and the GOE. The ESSP main GOE Counterpart is the Ministry of Education.

o STESSA has two major components: (1) Teacher education at graduate and undergraduate levels; and (2) Enabling MOE to strengthen, sustain and expand STEM school model. These two main components aim to address gaps related to teacher preparation, and assist the MOE to strengthen, sustain and expand the STEM school model to all governorates. These components have been identified through USAID consultation with counterparts, including MOE and schools. The STESSA’s main GOE counterparts: Ministries of Education and Higher Education

Drilling down, the interventions levels demonstrate that STESSA has a unique focus from the ECASE/ESSP activity. Specifically:

• University level Intervention:

o Since its inception, the ESSP has never worked on teacher education or preparation at the university level. On the other hand, the university level activities, specifically teacher education at the undergraduate and graduate levels will represent a major part of STESSA, more than 50%.

• School level Intervention:

o It represents a major part of the ESSP Activity, approximately 90%. It supported for the establishment and operations of STEM high schools. This support included the following:

Curriculum design and annual improvement based on lessons learned during its implementation and the feedback received from teachers, supervisors and curriculum experts. This curriculum reflects project-based education an integration of STEM subjects.

Jointly with NCEEE, and subject matter supervisors, the ESSP develop STEM student assessment, including formative assessment and exit exams, and trained teachers, supervisors and STEM Unit members to write test items and administer the school-based exams.

In-service training design and implementation for teachers, principals, supervisors and trainers

Equipment: the ESSP provided student laptops and science labs to five of the eleven exiting STEM schools, and fabrication labs to all eleven schools. The Ministry of Education provided student laptops and science labs to six STEM schools.

To improve English language skills, the ESSP designed interactive e-STEM modules to mainly assist students improving their English skills, but teachers also can use it based on their needs.

o STESSA, on the other hand, will not work at the school level. Instead it will work on capacities and systems development at MOE level so that the MOE can strengthen, sustain and expand STEM schools to additional governorates.

STESSA’s school level interventions are expected to be minimal.

• MOE level interventions:

o In terms of policies and systems, the ESSP assisted with the development of school admission and regulations, assessment system, as well as the support ad oversight systems through the establishment of STEM Units. Ministerial Decrees issued to support these policies are attached to the RFP.

o STESSA will mainly work on enabling the MOE to perform all technical and operational oversight, through developing skills, policies and systems to fully institutionalize and scale STEM education to additional governorates.

o While the ESSP focused on providing in-service training, designed training manuals and drafted teacher standards; the STESSA will focus on areas such as preparing teachers at the graduate and undergraduate levels, work with PAT and NAQAAE to develop and implement STEM teacher certification, and enable PAT through capacities and system development to provide on-going training, professional development and support for STEM teachers o The ESSP supported CCIMD to develop STEM curriculum standards. STESSA will support CCIMD and higher education to apply STEM standards and concepts in upgrading STEM curricula and course designs.

o While the ESSP designed the STEM assessment system and exit exam, known as University Readiness Test (URT), including item bank; the STESSA will develop the NCEEE capacities to develop test specification, analyze assessment results and increase the number of test items in the item bank.

o Finally, the ESSP did not work on the development of STEM school standards.

STESSA, on the other hand, will support the development of STEM school minimum operational standards and tools that the MOE should use to ensure evenness of resources and support among STEM schools.\

We reviewed the questions that were submitted on the RFP and will now address some of the main themes and frequently asked questions from a technical perspective. First, I’ll start with Key Personnel.

• Key personnel:

o Due to the nature of the work that will be implemented through this Activity

USAID requires key personnel to have the level of education stated in the RFP. However, the qualification requirements have amended in the RFP by adding “nationally”. Thus, the qualification requirements is amended as follows:

“…. degree in Education or other relevant field from a nationally or internationally recognized university” o The Manager of component 1 will need to hold a degree equal to the government counterparts that he/she will work with in order to have their full cooperation and engagement.

Next, there were a few questions on the provision of essential equipment.

• Provision of essential equipment:

o The amount is $1 Million in total o The provision of equipment will to support the achievement of Activity goals and objectives. Accordingly, equipment may be provided to targeted Faculties of Education/universities if needed to support the implementation of graduate and undergraduate courses designed through Component 1 of the STESSA; or provided to STEM schools based on the minimum operational standards that will be developed through its Component 2.

Thank you for your attention today. We will provide these responses and responses to questions asked today to the RFP Amendment, which will be posted later this week.