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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.

Shalender Sharma

Projects

  • 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.

  • Government of Meghalaya : On behalf of EdCIL (India) Limited: Review and Research of Education Sector, 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. 

  • 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. 

  • 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.