Why self-assessments can be useful to local education groups
A fundamental objective of GPE’s work is to support inclusive evidence-based policy dialogue that can accelerate transformation of national education systems.
Government leadership and the active engagement of development partners, civil society organizations, teachers, philanthropy and the private sector are encouraged through the forums of local education groups or their equivalent coordination mechanism.
Until recently, understanding how well these mechanisms function has been an unknown quantity. Local education groups rarely dedicate time to reflecting on their governance and working arrangements or on their contribution to results. Information is therefore scarce on the contribution of policy dialogue, coordination and partnership dynamics to national education goals.
Given the complexity of factors influencing how partners and governments work with each other, the Independent Summative Evaluation of the GPE in 2020 recommended a more systematic approach for identifying local education group strengths and challenges.
The insights from such an approach, it was suggested, would enable a continuum of work, from the renewal of local education group mandates and ambitions to practical improvements resulting from periodic reviews of governance and organizational issues, including stronger leadership and collaborative capacities:
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