Mid-Term Evaluation Report for project PDI-Bol. 10585 “Capacity-Building of FES Schools in Bolivia”, actions 2007 – 2009

Background:
The work PYM has been doing in Bolivia since the 1950’s has mainly been done in cooperation with MSLB/FES and the communities of indigenous peoples in Bolivia.
The project is located in the MSLB/FES schools in Bolivia.
Long term goals:
1. To strengthen the quality of education in the schools.
2. To improve living conditions for indigenous youths and, indirectly, for their families.
3. To improve the teaching qualifications in MSLB/FES schools.
4. To increase the educational level in Bolivia.
5. To strengthen the organisational capacity and administration.

Purpose/objective:
The primary purpose of the evaluation is to measure the effect on the users (results) and the social impact (impact) of the project’s activities in their current form, in order to see if the project is achieving its objectives. The evaluation should be the basis for possible extension and expansion of the project in terms of new modules of seminars or course for the new groups of teachers.

Methodology:
Information was compiled by two principal sources: a secondary source in the form of existing documentation provided by the Executive Directorship of the project, and a primary source in the form of 40 focus-group interviews.  A sample consisting of eight educative units out of a total of 16 was chosen. In order to carry out the latter, visits were made to each one of the educative units.

The evaluation meetings lasted an average of two hours. Each of the following groups were interviewed separately: students, parents, teachers participating in the training program, teachers not participating in the program, educative unit directors, CEN leaders, national leadership of FES, PYM representative and Municipal authorities.

The instruments used to collect the primary-source information both in individual interviews and in focus groups were structured around open-ended questions grouped in four important areas: level of participation, classroom equipment, teacher training, and project sustainability.

Key findings:
Positive aspects achieved by the project:
Four aspects of the “Program for Teacher Development” can by highlighted:

• the quality of the training program:
  A curricular plan focused on solving classroom problems through productive competencies, principles & values oriented, in a semi-distance-learning format works well for teachers with little free time.
• the level of academic results:
  The participants’ average marks are satisfactory, ranging 76-78%. Some teachers, especially among women, have earned extremely high marks.
• the program’s staff of professors:
  The staff of professors from the university has been carefully selected in compliance with the standards required by the project. They have also been trained in using the methodology and the teaching guides. “Very accessible and open”, “collaboration and willingness to listen” and “desire to solve problems” are characteristics given by the participants.
• the enthusiasm and satisfaction expressed by participating teachers:
  The teachers are generally very motivated. Some say that while finishing the course will not bring them increased economic benefits, it will given them knowledge that will enable them to contribute to and serve the community.
  
  Each school has its own “Institutional Development Plans” (PDI) written up well and in detail.
• Parents are satisfied with the effort to acquire technological equipment in accordance with the development planned. Some say that with great effort they’ve doubled the amount they contribute to the school in order to reach the local funding goal.
• The writing of the “Manual of Functions and Responsibilities for the Project PDI-Bol. 10585” is significant and praiseworthy. 

Somewhat positive aspects that are still in process:

• 60% of the students are optimistic about the impact of the project, and perceive some change in the attitudes of schools’ teachers and directors. “Before, you wouldn’t see the director sitting down with students to hear their opinions, but now he/she does”.
• The communities’ level of representativeness and involvement has the potential to make these communities into the pillars of the project’s sustainability.
• Among FES executives a will to improve processes and, above all, to link the local church to the project, can be perceived.
  • It’s worth mentioning that of the eight elements that will guarantee the sustainability of the project the following  are in the process of consolidation:

1. Development of strategic alliances with the PYM, some local municipal governments, and parents;
2. Strategic planning carried out by the management teams, although these still are not well consolidated;
3. Planning instruments (PDIs) that the schools have for the most part succeeded in writing up;
4. And the national contribution, carried out through local donations.

Negative aspects in terms of results not yet achieved:
Due to social dynamics, to date it’s not been possible to fully achieve many of the objectives.

·         Some delays in sending of students’ homework via email and the virtual platform.

·         In some schools, the level of participation by parents has been weak because, due to social dynamics, some parents are unaware of the project and the project has not succeeded in developing sufficient comprehension among them of the project’s aims.

·         While it is true that seven of the eight schools evaluated have audio-visual equipment, for various reasons not all of this equipment is functioning properly.

·         To date, the project has not clearly identified who is responsible for maintenance and replacement of the equipment acquired.

·         The classrooms are overfilled with students. This is one so-called “boomerang effect”; as the quality of education increases, the demand for enrollment also does.

The executives of the CEN themselves say that there is a lack of coordination among them, and a lack of focus and follow-up of the topics covered.

Recommendations:

Due to the magnitude of the achievements proposed by this project in terms of impact on the national education system, and due to the form in which the project’s principal activities have been in relation to the Program for Teachers’ Professional Development (PDPD), it is important and urgent to overcome four weaknesses: to seek to strengthen the dynamics of the relationships between the teachers who are participating in the course with the university professors, to generate greater agility in the process of technical follow-up and facilitation at the schools, to deepen long-term strategic alliances, and, finally, to generate greater, conscientious participation of the educative community. Thus, it is recommended that the following measures be taken:

• Incorporate a course into the curricular plan for the Program for Teachers’ Professional Development that makes it possible to understand the nature, benefits, extents, and above all, the way of putting into practice the functions that will guarantee accessibility and flexibility for improved command of the virtual work platform by the teachers participating in the program, in accordance with three criteria: flexibility, simplicity, and low cost.

• Due to the wide geographic space covered and the insufficient number of supervisory visits to the educative units, it is necessary to incorporate at least two more people into the technical team. It will also be necessary to develop technical plans for M&E.

• It is recommended that the project seek consolidation of long-term strategic alliances capable of influencing public policies through channels of power and decision-making; through local municipalities, departmental prefectures and the MoE.

Given their strategic importance, the “Educative Communities” need greater support in terms of making this structure work. Thus, we recommend that a plan be made for raising awareness about the educative project

Recommendations:

Due to the magnitude of the achievements proposed by this project in terms of impact on the national education system, and due to the form in which the project’s

principal activities have been in relation to the Program for Teachers’ Professional Development (PDPD), it is important and urgent to overcome four weaknesses:

to seek to strengthen the dynamics of the relationships between the teachers who are participating in the course with the university professors, to generate greater

agility in the process of technical follow-up and facilitation at the schools, to deepen long-term strategic alliances, and, finally, to generate greater, conscientious

participation of the educative community. Thus, it is recommended that the following measures be taken:

· Incorporate a course into the curricular plan for the Program for Teachers’ Professional Development that makes it possible to understand the nature, benefits,

extents, and above all, the way of putting into practice the functions that will guarantee accessibility and flexibility for improved command of the virtual work

platform by the teachers participating in the program, in accordance with three criteria: flexibility, simplicity, and low cost.

· Due to the wide geographic space covered and the insufficient number of supervisory visits to the educative units, it is necessary to incorporate at least two more

people into the technical team. It will also be necessary to develop technical plans for M&E.

· It is recommended that the project seek consolidation of long-term strategic alliances capable of influencing public policies through channels of power and

decision-making; through local municipalities, departmental prefectures and the MoE.

· Given their strategic importance, the "Educative Communities" need greater support in terms of making this structure work. Thus, we recommend that a plan be

made for raising awareness about the educative project.