g._Results_framework.pdf

DO: Targeted segment of workforce that respond to labor market demands in the selected sectors .

Indicators :number of graduates who report themselves as employed after tertiary graduation.

In te rm ed ia te

R es ul ts

Critical Assumptions Political Stability and domestic security maintained New GOE committed to reform Ability to reach local stakeholders and their willingness to coordinate and “own” activities Policy Framework in Place .Ability to resume working directly with GOE by 2015.

Su b-

IR

s

In di ca to rs

Sub IR 1.1 Improved relevance and quality of tertiary education.

# of dual degree programs created.

# of students with increased English language proficiency.

% of increase in employers’ satisfaction .

# of certified Fee-based sections at public universities certified.

Sub IR 1.2. Universities responsive to market needs.

# of courses with content revised due to market needs.

# Higher Education Partnerships (Univ-Univ;

Univ-private sector; Univ-NGOs.) established.

# of faculty members utilizing inquiry-based and active learning approaches.

# of curricula developed in a multidisciplinary way.

# of faculties of education graduating teachers able to teach STEM and EGR/M.

Sub IR 1.3 Improved research capacity.

# of internationally published research/articles Sub IR 1.4 Improved policy and administration framework.

# of policies revised.

# Number of university administrators trained in management.

# Number of faculties with a special admission exams (Alternative admission process).

Sub IR 2.1 Improved teaching instruction in technical education.

Indicators # of teachers trained to use active learning approaches and promote critical thinking .

Sub IR 2.2 Increased private sector involvement.

Indicators # of internships.

# of board members from the private Sector.

# of curricula developed in a multidisciplinary way.

Sub IR 2.3:

Technical education framework strengthened.

# of Improved curricula.

# of Improved system assessments (academic and technical) that reflects private sector requirement.

Sub IR 3.1 – Reading, Mathematics, and English Skills improved for primary students.

Sub IR 3.1.1 Improved Delivery Systems Indicators % of decentralization of resources allocated for teacher training to the district level according to the funding formula.

# of districts allocating a minimum of 20% to support early grade core skills.

Sub IR 3.1.2 Strengthened Early Grade Teaching Instruction Indicators % of early grade teachers certified.

% improvement of teachers performance as measured by SCOPE (Standardized

Classroom Observation Protocol for Egypt) or alternative observational instruments

Sub IR 3.1.3 Increased support for reading and numeracy at community level.

# of students receiving reading and numeracy support outside of school.

Sub IR 3.2 – High School Graduates (students) able to Solve

Higher Level, Science and Math Problems # of policies Institutionalizing STEM education .

% of improved student performance as measured by STEM exam (CAPS).

%of improvement in teachers performance as measured by STEM SCOPE.

#of STEM teachers certified.

Financing model for STEM schools developed and utilized STEM assessment system for college admission endorsed by MOE and the

Supreme Council of Universities Teacher recruitment and compensation model developed and implemented.

STEM student admission system developed and endorsed by the MOE.( qualitative measurements need to be discussed ) Sub IR 3.3 – Reading and numeracy skills improved for adults # of adults participating in a USG funded literacy program % improvement on pre and post test

IR 1: Increased access to quality tertiary education.

Indicator : Number of low income disadvantaged students with access to quality degree programs.

IR 2 : Improved quality and relevance of technical education.

Indicators: # of technical school/ college graduates who report themselves as employed.

# of targeted technical schools college receiving NAQAA accreditation.

IR 3 Critical skills of basic education students improved.

Indicators: % of students with improved reading , math and English skills (EGRA &EGMA)

Cross Cutting Themes: Policy, G2G, GE/WE

ANNEX A: RESULTS FRAMEWORK

Slide 1 melsoussy1 ElSoussy, Marie (Cairo/OET), 12/10/2013