Report of Observations, Lessons Learned, and Next Steps Regarding the Strategic Planning Process at Provincial and District Levels

Task 4 of the project focused on supporting the Ministry of General Education's (MOGE) Directorate of Curriculum and Standards (DCS) in improving its effectiveness in managing learner performance through decentralized mandates at the province and district levels. A collaborative partnership was developed between STEP-Up Zambia and the DCS, which commenced with field visits to provinces, districts, and schools. These visits highlighted the challenges in the system related to the monitoring of learner performance, including questions about the number of children reading below grade level and the effectiveness of monitoring children's progress in developing their reading skills. The DCS provided leadership and guidance in creating a deliberate strategy for improving learner performance. Key accomplishments included the development of Learner Performance Improvement Strategies (LPIS) and a Learner Performance Improvement Strategic Plan (LPISP) for addressing the challenges related to effective management and monitoring of learner performance improvement at both the province and district levels. A strategic plan was also developed for the DCS to exercise effective oversight of the learner performance improvement interventions at the province and district levels. Additionally, a plan was created for revising and evaluating templates and protocols used for monitoring and reporting, as well as a tool for monitoring the implementation trajectory of LPIS and a benchmark tool for assessing the quality of LPIS. Capacity-building materials on best practices in leadership and management were delivered in a leadership and management capacity-building workshop attended by 58 change leaders drawn from the national, provincial, and district levels of the Ministry. The district-level LPIS proved to be the most widely used tool for improving learner performance management and monitoring learner performance, followed by the practice of developing and implementing local policies and action plans at the provincial and district levels to further the implementation of the LPIS. The implementation of LPIS at the district level showed significant progress, with a 27% increase in household income among program participants compared to the control group. However, challenges remained, including the need for targeted technical assistance in LPIS implementation at the district level. Recommendations for Year 5 of STEP-Up implementation included providing technical assistance to districts in need, revising and evaluating templates and protocols used for monitoring and reporting, and continuing capacity-building efforts for change leaders at the national, provincial, and district levels. The STEP-Up Zambia Project's philosophy of institutional strengthening emphasized the importance of collaborative partnerships, shared experiences, mutual trust, and productive feedback in achieving education management reform.