What We Do > Sectors & Practice Areas

Education and Skills Development

Education is a key enabler for inclusive growth, sustainable development and participation in a democracy. It stimulates economic growth and empowers citizens to make informed decisions. While there has been a significant progress in improving access to primary and secondary education across the world, the quality of education, gaps in learning outcomes, inadequate infrastructure and teacher availability remains areas of concern. Today, education reforms are progressively driven by a growing understanding of how to go about successfully improving education including teaching and learning in schools. Strategic interventions are, therefore, essential to support policy reforms, effective planning and implementation of programmes, coordination with stakeholders, knowledge management, research and innovation, and training and capacity building, as well as reaching out directly to disadvantaged sections of society. Emphasis also needs to be laid on expansion of equity, use of ICT in education and establishment of robust EMIS systems to improve quality, efficiency and transparency in service delivery.

Along with Education, Skills Development is viewed as part of a larger effort of holistic and all-round development of individuals, leading to the achievement of optimal human potential. There is a need for speedy reorganisation of ecosystem of education and skills development, collectively, to suit the needs of the industry and enable decent quality of life to its citizens. An integrated development approach can be a powerful catalyst for change as it has the potential of optimising the benefits of an emerging demographic dividend in many developing countries around the world.

At IPE Global, we provide technical assistance to improve access, quality of education, skills development through policy interventions, capacity and institution building, programme management, design and implementation, monitoring and evaluation, learning assessments and research. All our services and solutions are tailored to the specific needs of end-users, in view of distinct local circumstances, customs, expectations and cultures. We work with diverse stakeholders in order to deliver sustainable solutions for the global human capital conundrum.

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Gopesh Tewari

Projects

  • Sports and Youth Services Department, Government of Odisha: Project Management Unit (PMU) for Organisation of Hockey World Cup 2018 at Bhubaneshwar, Odisha, India (2018–2019)

    Odisha’s capital city, Bhubaneswar, will be hosting the Hockey Men’s World Cup 2018. The Mega Event will be hosted with grandeur complying with international standards of hospitality and event management. The Sports and Youth Services Department has shortlisted consortium of Grant Thornton India LLP and IPE Global to establish a Programme Management Unit (PMU) with an objective to render assistance to the Department in undertaking necessary preparations for the Hockey World Cup. The key objectives of the proposed assignment are to assist the department in: (i) Undertaking necessary preparations for the Hockey Men’s World Cup scheduled in December 2018 (ii) Setting up Program Management Office to track progress of preparations (iii) Overall strategic planning and implementation of various activities for successful conduct of the event (iv) Documentation of the conduct of the entire event including an impact analysis. (v) Reviewing the existing policies and programmes with respect to promotion of Sports in the State and suggest suitable measures for sports development especially in the campaign leading to the World Cup.

  • Asian Development Bank (ADB)/Himachal Pradesh Kaushal Vikas Nigam (HPKVN), Government of Himachal Pradesh: Monitoring and Evaluation Consulting Firm for Himachal Pradesh Skill Development Project (HPSDP), Himachal Pradesh, India (2018)

    At the request of the Government of Himachal Pradesh (GOHP), ADB is offering assistance to reinforce Himachal Pradesh’s efforts at modernizing and reforming its technical and vocational education and training (TVET) institutions, and scaling up training capacity. Following the steady increase in school and college enrolments over the past decade, the GOHP now faces the “second generation” challenge of providing relevant and good quality TVET opportunities to its youth to prepare them for the changing needs of the market. The project focuses on increasing the employability of its youth and improving their employment prospects by strengthening and reforming the state’s TVET institutions, and improving the overall reach, quality, and outcomes of TVET programs. IPE Global is working as a Monitoring and Evaluation (M&E) Consulting Firm to provide support to the HPKVN in preparing an M&E Framework and an action plan to track the different TVET interventions under the project as well as continuous coordination with the HKPVN, other Implementation Agencies, and line departments.

  • The World Bank/National Skills Development Cooperation Limited (NSDC), Ministry of Skill Development and Entrepreneurship (MSDE), Government of India: Conducting Baseline for State Incentive Grant under SANKALP (Skills Acquisition and Knowledge Awareness for Livelihood Promotion) across India (2018)

    The World Bank Group, through the SANKALP (Skills Acquisition and Knowledge Awareness for Livelihood Promotion) project, has extended loan assistance to NSDC and MSDE (Ministry of Skill Development and Entrepreneurship). The project will focus on the overall skilling ecosystem covering both Central MSDE, NSDC and National Skill Development Agency (NSDA) and State agencies, and the outcomes will be measured through Results framework and Disbursement Linked Indicators (DLIs) agreed between MSDE and the Bank and verification protocol to measure DLIs on a periodic basis.

    This project entails conducting a baseline, on behalf of NSDC for all states and UTs in India on the components (& sub components) of the State Incentive Grant Matrix. The baseline will be providing the current status of indicators for every Disbursement Linked Indicator (DLI) of SANKALP for all states / UTs under components as mentioned above. In the subsequent years, the States’ progress will be assessed based on the improvement made from the baseline.

  • National Skills Development Cooperation Limited (NSDC), Ministry of Skill Development and Entrepreneurship (MSDE), Government of India: Developing an Impact Evaluation Framework and Conducting Impact Evaluation of Pradhan Mantri Kaushal Vikas Yojana (PMKVY 2.0), New Delhi, India (2018)

    PMKVY-1.0 & 2.0 (Short Term Skill Development Training and Recognition of Prior Learning (RPL)) has been envisioned as a skill certification and reward scheme with an aim to enable and mobilise large number of Indian youth for skill training and become employable and earn their livelihood.

    To understand the impact of these training the present impact evaluation program has been envisioned.Objective of the Program are (i) Phase 1 - Develop an impact evaluation framework and toolkit to facilitate future impact evaluation studies with a clear operational guide on methodology for evaluation (ii) Phase 2 - To implement impact evaluation of two interventions – PMKVY 1.0 & 2.0 (Short Term Skill Development Training and Recognition of Prior Learning (RPL)

  • DFID: Support to NCERT in Conducting the Programme for International Student Assessment (PISA) 2009: Main Survey, India (2006- 2008)

    PISA is an internationally standardised assessment developed by Organisation for Economic Co-operation and Development (OECD) member countries to administer 15-year olds in formal education set up. IPE Global provided management support to NCERT in conducting PISA 2009 Main Survey in the two states of Himachal Pradesh and Tamil Nadu. 

  • The World Bank: Concurrent Evaluation of the Mid-Day Meal Programme in Urban Patna (2007- 2008)

    With an objective to improve children’s nutrition, their education advancement, social equity, hygiene and sanitation, Government of Bihar (GoB) and the World Bank entrusted IPE Global to conduct concurrent evaluation of the Mid-Day Meal programme in urban Patna, where meals are provided by three Non-Governmental Organisations (NGOs) running centralised kitchens. The evaluation involved surveys at the school, beneficiary households, and NGO levels, and quality of the meals were also assessed. As part of the project, we reviewed and refined various survey instruments through on-field testing including collecting data from Government of Bihar’s Education Monitoring and Information System (EMIS) and identifying the sample frame. 

  • The World Bank: Public Expenditure Tracking Survey - Quantitative Service Delivery Survey (PETS-QSDS) for Mid-Day Meal Evaluation and MIS for Mid-Day Meal (MDM) Program in Bihar (2010-2012)

    Government of Bihar planned to move towards universalising the Mid-Day Meal (MDM) programme, a school feeding scheme aimed at providing cooked meals to children enrolled in primary and upper primary school grades. In view of the same, the World Bank along with the Department of Human Resource Development, Government of Bihar proposed to carry out a field based investigation of the supply side performance of the Mid-Day Meal programme by implementing Public Expenditure Tracking Survey - Quantitative Service Delivery Survey (PETS-QSDS). The PETS was aimed to track both (recurrent) cash and grain flows over the past fiscal year and the QSDS was to focus on schools facilities.  IPE Global conducted PETS-QSDS including institutional assessment of the MDM administrative structure, reviewing information and resource flows (both of in-kind and financial transfers) across the different tiers of administrative hierarchy. The main objective was to assess the operational status of the MDM programme, identifying implementation bottlenecks and suggest for policy interventions needed to address them. The results from the study advised on improvements on the existing monitoring system and suggested appropriate performance monitoring indicators.

  • UNICEF: Education Management and Information System (EMIS) Analysis for the Right to Education (RTE), West Bengal, India - (2013 - 2014)

    Government of West Bengal, India, implemented the Right to Education (RTE) Act through various notifications, guidelines and capacity building. The implementation of the Act was hampered due to non-availability of comprehensive data and MIS system to monitor its compliance. IPE Global conducted a gap-analysis of MIS system for RTE; revised various input, output and outcome level indicators on RTE compliance aligning to child friendly school; maintained and updated the database accordingly; developed and maintained comprehensive database on schools, teachers based on Unified – District Information System for Education (U-DISE); monitored applications of school recognition; provided technical support in collection and maintenance of data at the district level not captured at U-DISE and any other database; generated monthly and quarterly reports.

  • Department of Education, Government of Meghalaya and ADB: Consulting Services for Design and Delivery of Professional Development Training Programmes for Teachers of Secondary/Higher Secondary Schools of Meghalaya, India (2017-2019)

    The Asian Development Bank (ADB) funded project “Supporting Human Capital Development in Meghalaya” aims to enhance the employability of Meghalaya’s youth by improving quality, delivery and access to Secondary and Higher Secondary (SHS) education, technical and vocational skills training across 11 Districts of Meghalaya. In capacity of a consultant, IPE Global is commissioned to provide consultancy services to design and implement interventions for providing in-service professional development for teachers, head-masters/principals and master trainers. Key modules identified for ensuring the same will aim at strengthening of the teaching-learning process that would culminate into enhanced student achievement outcomes. Critical to the proposed modules are the development of culturally responsive and inclusive classroom management strategies, revisiting classroom transactions and teaching strategies for efficient delivery of class lessons/learning and inducing collaborative learning, ability to reflect and engage in lifelong learning. Strategies to institutionalize ICT are central to the process of professional development and factors in across modules. In addition, IPE will engage in capacity building of master trainers. Confirming to the social, economic and political context of Meghalaya, professional development aims at improving quality of learning and building up of sound human capital for the state.

  • Save the Children: End-Line Evaluation-International Best Practice Exchange Leading to Innovation in Sarva Shiksha Abhiyan (SSA), India (2013 - 2015)

    The project aimed to provide support in achieving the quality targets of the Sarva Shiksha Abhiyan (SSA) through a project, “Exchange of International Best Practices,” by conducting various interventions such as capacity building of national and state level institutions, cadre management and performance of teachers, school management and leadership, improving school environment by building capacities of local education structures and many more. IPE Global undertook an end-line evaluation to ascertain the effectiveness of a project implemented by Save the Children in the selected States over a period of three years (2010-2013). As part of the project, we strengthened the capacities of national and state level institutions and education departments in India, by identifying and revising international models of best practice in the areas of teacher cadre performance, school management and leadership, with a particular emphasis on inclusive education in a decentralised context (with a focus on marginalised groups – scheduled castes, scheduled tribes, girls, first generation learners, specially-abled) through the development of 450 model schools with inclusive learning environments, based on a decentralised and participatory planning process. 

  • UNICEF: Development of a Sector-Wide, Multi-Year Action Plan to accompany the Education Sector Development Plan (2015/16-2019/20) for Ethiopia (2016)

    Education Sector Development Plan V is the fifth medium-term plan which serves as the central strategy document for educational development in Ethiopia from 2015/16 to 2019/20. The national sector-wide, multi-year action plan will inform the actions of the various players in the education sector over the next five years to ensure that the targets of the ESDP V are achieved in an effective and efficient manner, with all agents being accountable for their roles. The multi-year work plan will provide guidance in the preparation of regional, directorates under Ministry of Education, university, Technical and Vocational Education and Training (TVET), development partner and civic society plans, and will ensure alignment of budget with sector priorities. In addition, the multi-year action plan will guide implementation of ESDP V and will strengthen linkages between the strategic document and activities to be prioritised at all levels of the education system in Ethiopia and provide further breakdowns and details about the budget across five years. IPE Global assisted in the revision of the multi-year action plan document and conducted analysis against the ESDP V to ensure it is reflection of ESDP. The narrative report prepared under this assignment was used to support the multi-year action plan.

  • DFID: Direct Technical Assistance (DTA) to Ministry of Tribal Affairs (MoTA), Government of India for restructuring and Implementation of the Umbrella Scheme for Education of Scheduled Tribe Students, (2013-2016)

    IPE Global provided strategic and technical assistance to the MoTA, Government of India for re-engineering the existing education related schemes with an objective of upliftment of educational status of Scheduled Tribes. The revised scheme (Umbrella Scheme for Education of ST Children) provided opportunity to revisit the balance of investment needed for education of ST Students. While designing the new Umbrella Scheme, IPE Global’s team focused on: (i) optimising the funds available for education (ii) rationalisation of schemes to streamline management, monitoring and evaluation (iii) reducing administrative effort and costs (iv)) bringing fluidity in inter-component funds flow (v) institutionalisation of systems for financial control and discipline. The core implementation focus of the support was to: (i) review and amend teacher training focusing STs (ii) develop various norms for opening new residential schools and hostels (iii) increase demand of vocational and technical education in ST dominated areas (iv) development of national scholarship portal (for transparent scholarship transfer) and (v) implementation of National Repository of Open Educational Resources (NROER) developed by the NCERT.

  • DFID: Odisha Girls Incentive Programme (OGIP) - Delivery of a Conditional Secondary School Incentive Programme for Disadvantaged Girls in Odisha, India (2012-2016)

    Odisha Girls Incentive Programme (OGIP) focused on improving secondary school enrolment, attendance and completion rates of Schedule Caste and Schedule Tribe students in Odisha through a system of direct transfer of scholarship, organising learning hubs and safe transport. Supporting DFID in achieving the project goals, IPE Global designed and managed, a cash transfer system to ensure a secure transfer of the scholarships on a monthly basis directly to the bank accounts of beneficiaries. As part of the project, we undertook development of a single database across 30 districts of Odisha; design of IT based cash transfer mechanism; development of robust system for accountability and transparency; creation of learning hubs and teacher communities of 102 schools; development of E-learning Platform “SAMBHAV” with digital e-content for interactive education; robust monitoring, evaluation and dissemination process and documentation of key learning from the programme for wider dissemination among key stakeholders at National and International level. Pilot initiatives for improving attendance also include the setting up of ‘Learning Hubs’ for remedial education, and ‘Safe Transport’ facilities.

  • DFID: Capacity Building Support to Government of India: Rashtriya Madhyamik Shiksha Abhiyan (RMSA) (2013-2016)

    Launched in the year 2009, Rashtriya Madhyamik Shiksha Abhiyan (RMSA) is Government of India’s (GoI’s) national programme for universalising secondary education (14-16 years) across all social groups. As part of programme delivery, IPE Global, as a consortium partner, supported the RMSA partners: Ministry of Human Resource Development (MoHRD) - Government of India, State Governments, National Apex Institutions and Donor Partners (DFID, The World Bank and European Union) in strengthening and accelerating the delivery of the RMSA programme. The scope included strengthening implementation of RMSA programme by providing support in need based education planning and budgeting, learning levels assessment, teacher management and development, financial management and procurement and data management and use. Other focus areas under the project included secondary education policy review, and research around curriculum revision and quality monitoring. Technical assistance was also provided to national level technical institutions like the National University of Education Planning and Administration (NUEPA) on strengthening UDISE (National data management system) and the National Council of Educational Research and Training (NCERT) on conducting National Achievement Surveys (NAS). 

  • USAID: Ethiopia-India Exposure Visit for the American Institutes for Research (AIRs) READ M&E Project in Ethiopia (2017)

    Reading for Ethiopia’s Achievement Developed Monitoring and Evaluation’ (READ M&E) is a 5-year project to track progress and measure the performance and impact of key interventions supported by USAID through a) regular monitoring of READ projects and b) evaluating READ projects at defined intervals to gauge the results. IPE Global organised a study tour for Ethiopian Education Leaders and Administrators to India. The aim of the study tour was to offer insights and strategies to foster quality of education in Ethiopian context. A comprehensive interaction session between Indian education leaders with Ethiopian counterparts was organised on various key policies and interventions undertaken by the Government of India and state governments. The core aspects of the study tour included - regional and federal level process of curriculum development for elementary level; understanding early reading and numeracy programmes; use of mother-tongue and transition to regional language; effective continuous professional development (CPD). Further, interactions were also held to inform Ethiopian delegates regarding various key strategies adopted by Government of India to promote learning levels, managing large scale programmes like Mid-day Meal, SSA and RMSA, teacher training and continuous professional development. Interactions were held with experts from Ministry of Human Resource Development, Pratham, USAID India, Kaivalya Education Foundation, IGNOU and NCERT. 

  • The World Bank: Implementation Support Agency for SCERT, Bihar, India (2017-2020)

    The Government of Bihar (GoB), with financial support from the World Bank, – India, has launched a comprehensive Programme for improving the effectiveness of elementary school teachers in Bihar. The programme seeks to improve the quality of teaching in Bihar through a three-pronged approach (i) by improving teacher training; (ii) teacher performance and (iii) accountability. It aims to strengthen the institutional capacity within the state to deliver effective teacher education, while simultaneously improving governance and accountability systems for impacting teacher performance. The programme adopts a holistic approach, aiming to create robust system-wide improvements in the quality of teaching in Bihar, ultimately leading to significant improvement in student learning level outcomes. IPE Global, the Implementation Support Agency (ISA), is required to build capacity at SCERT to help it design and implement sustainable, effective, scalable and efficient interventions to achieve the programme objectives.

  • Odisha Primary Education Programme Authority (OPEPA), Government of Odisha: Concurrent Evaluation of Learning Achievement of Students in Elementary Schools of Odisha, India (2017-2018):

    OPEPA is keen to provide quality education to all children enrolled in the elementary education irrespective of their social background, castes and gender. To ensure the minimum learning achievement of the children at different grades and effective classroom transaction by the teachers in different classes, a holistic programme called Ujjwal was launched. IPE Global is commissioned to undertake concurrent evaluation of the Ujjwal programme to offer policy options to accelerate learning levels of students. The overall focus of this evaluation is quality and process monitoring in elementary education in Odisha and to improve school processes to enhance learning achievement. 

  • Government of Meghalaya/ EdCIL (India) Limited: Review and Research of Education Sector in Schools and Colleges of Meghalaya, India (2017)

    The Government of Meghalaya recognised the need to undertake a holistic assessment of the education reform process and measures needed to improve the education sector in the state. The project aims to undertake review and research of education sector, covering both school and higher education, to provide quality education and better learning outcomes. The assignment  entails reviewing and amending the Assam Aided School Act, 1965 (applicable in Meghalaya); development of Service Rules of Aided Schools and Aided Colleges (Deficit); amending Service Rules of Government Schools and Colleges; Design Policy for opening permission and categorization of different schools in the State; Review Policy for opening of private universities in the State; Development of fee regulation policy for colleges; Review and alignment of school education curriculum with NCF-2005 and teacher education curriculum with NCFTE 2009; and finalization of State Education Policy in line with the upcoming New Education Policy. 

  • NITI Aayog, Government of India: Review, Analysis and Verification of Key Performance Indicators (KPI) used for development of School Education Quality Index (SEQI) (2017)

    NITI Aayog is the premier policy ‘Think Tank’ of the Government of India, providing both directional and policy inputs to the Central and State Governments. NITI Aayog has introduced three Indexes in the Education, Health and Water sector. IPE Global is providing technical support to the NITI Aayog to conduct an independent validation of indicators provided by NUEPA, NCERT and the respective States.  The Education and Skills Development Team provided technical support to the NITI Aayog in validation and verification of all the indicators, tweaking the methodology and actual calculation of the Index. The Index is being calculated using the following four domains (i) Learning Outcomes and Quality (ii) Access (iii) Equity and (iv) Governance. Each domain has certain constituents which we have analysed and verified with different sources. IPE Global has also provided technical support in conducting sharing workshops with States where besides SEQI, other key educational indicators were also discussed in detail. 

To view complete project list, click here.

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