PROMAN has gained a leading position as a supplier of high quality services in a number of core sectors. Principal areas of specialisation relate to human and social development and governance.
The education sector is one of PROMAN’s core fields of specialisation. The sector embraces pre-school through primary, secondary and higher education, including classroom teaching and learning and extends to forms such as lifelong learning, distance learning and e-learning. PROMAN provides advice at the central government and at the decentralised level but also directly to educational institutes and schools. Particular attention is paid to quality education and inclusion including special needs education, education for girls, and for vulnerable and marginalised children.
In line with the goals and strategies of achieving ‘Education for All’, there has been a strong focus on educational access which often resulted in an overwhelming surge in enrolments figures and a subsequent substantial increase in participation in primary education. However, such policies did not necessarily address, and sometimes even intensified, issues of failing learning outcomes, illiteracy, drop-out rates, lack of inclusiveness, and poor teaching skills. Priorities in current sector policy design and development are therefore increasingly focusing on the quality aspects and the assessment of the degree to which schools can be regarded as providing qualitative improvements. It is now widely accepted that there is no automatic translation of increased input into improved educational outcomes.
Inclusive education aims at enabling access to quality education for all through a holistic approach focusing on all aspects of quality education from a structural perspective and within a school environment, enabling all children progressively to benefit from child-friendly education for all. Key interventions include the promotion of active learning approaches in the classroom, strengthening the inclusion of learners in the teaching and learning process and the ‘whole school’ approach.
Differences in partner countries’ organisational arrangements and priorities have become a starting point in providing support to educational policy design. The central issue of interest is the way in which partnerships allow programmes to select their own country-specific approaches, based upon prevailing practicalities. Support is provided in linking the educational policies of the respective partner countries to the development of related strategic plans and investment programmes. This provides an opportunity for embedding educational priorities into a comprehensive quality-oriented cross-sectoral policy framework. There is also an increasing demand to assessing the impact of educational development: to that end, comprehensive and nationally-owned monitoring and evaluation systems are being developed which clearly relate to the need for a more targeted monitoring of the improvement of service delivery to learners.
PROMAN’s expertise focuses primarily on:
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