Project Description Template

A good project is
tight
,
focused
,
coherent
and
practical
. All activities should
directly
contribute to the one or more results included in a Results Framework.
Strategic objective
:
Improve classroom learning in marginalized regions.
Relevant IRs and sub-IRs for this project
(with corresponding Results Framework numbers):

IR indicator stated in QQTP terms

(see PowerPoint presentation on indicators)
By 2024 50% of rural schools have faithfully implemented at least 80% of identified
PGPs.

PART ONE
Complete the table below for
each
project component/activity cluster. If, illustratively, a
project has 6 components/activity clusters, then six Part One tables should be completed. A
menu of potential project components (activity clusters) is provided in Column One of the
Intervention Design Grid
.
Name of project component/activity cluster: PGPs implemented in rural education
Brief
narrative
description

Target
audience(s)

Timing of
activities

Frequency of
activities

Duration of
activities

PGPs are
identified through
positive deviants
analysis through
focus groups,
class observation,
student
committee
interviews

(year/quarter)

(how often)

(how long)

-Teachers in MRs
-Students
-Parents
-Community
Leaders

July to December
of 2014

Weekly

6 months

Institute for Equity

in Education in
Latin America
(IELA)

Network of
teachers is
identified through
class observations
and professional
development
training.

Locally sourced
teachers and
administrators

December
Summer Break

Daily

Three days

Institute for
Equity in
Education in
Latin America
(IELA)

Teacher led
strategic plan
developed with
admin, teachers,
community
leaders, parents
through IEE
facilitated
workshop

Teachers, parents,
administrators,
community
members

January-March

Daily

Three days

Institute for
Equity in
Education in
Latin America
(IELA)

Current national
standards are
researched and
curriculum is
developed based
on them and the
PGPs. Resource
kit is
disseminated by
teacher network.

IELA

January-March

Daily

Three months

Institute for
Equity in
Education in
Latin America
(IELA)

One semester to
develop a base
line.

Implementing
entity

Additional comments (e.g., linkages to overall strategy for achieving scale, sustainability
and successful exit; innovations):

PART TWO
Briefly describe your plans to achieve scale, sustainability and successful exit.
Scale Plan

What elements of our project cant vary (i.e., they should not
be locally adapted)?
Positive Deviance Inquiry
Network of Teachers
Resource Kit
Strategic Planning Meeting
What elements of our project can be locally adapted?
Adaptation of PGPs will vary depending on community.
Strategic plan
Professional development training
Method for PD Inquiry
How do we ensure that the elements that cant vary are
always delivered at the necessary level of quality?
Monitoring and evaluation on application
Student learning assessment
PGP tool belt expansion and dissemination with the
expansion to each site.
Local networks and M & E Systems are supported with
bridging communication.

Sustainability
Plan

Commitment to community and stakeholder inclusion

in design and sought after outcomes.
Implementation of School based M & E Systems and
Network of Teacher Leaders by local actors.
IEELA meets with the Network of Teachers to
troubleshoot issues teachers are having with
implementing PPs.
The school staff and IEELA will revisit the strategic plan
each year to see how well the schools are implementing
the PPs. If they have not met the goals for year one, the
gaps in the program approach will be modified to reach
the goals for the following year.

 Initial review of program will take place 6 mos after

implementation.
Program success and/or challenges shared at periodic
meetings with the Ministry of Education.
Exit Plan

Phasing over Exit Plan

Program administration will be taken over by MoE
MoE assumes funding & M&E responsibility
Special Challenges: Capacity development of MoE
Program Directors (training and transfer of program
data)

Exit strategy resources

1
and

Scale and sustainability

resource

(beginning with slide 18)