What We Do
“We work with clients to facilitate the changes needed in development”
We conduct studies and facilitate the development of innovative policies; promote systems renewal; evaluate progress, and design strategic initiatives relating to:
- All levels of education and development from early learning (ECD) and primary to secondary (junior and senior), and tertiary levels
- Education variants from formal and non-formal, through technical vocational education and training, to distance learning and media-based education
- Multiple providers and facilitators from central and local governments to communities, private and non-governmental bodies (including faith-based)
- The Diverse States from normal, progressive, and successful through stagnating and failing (challenged by fragility) to dysfunctional and collapsed (emergencies);
- Identify mechanisms and tools for efficient, effective, and economic (for the poor) health service delivery along the continuum of care.
- Assess, design and strengthen comprehensive, integrated, harmonized and aligned health systems and programs.
- Help structure and enhance synergies between health and related sectors, such as education, planning and budgeting, local government, agriculture, water and sanitation, trade, industrial development, environment and climate change for growth, development, and poverty reduction.
- Help put people and communities at the center of the health system, with a focus on mothers, children, and vulnerable groups.
- Provide critical tools for a results-based approach, including data collection, surveillance, monitoring and evaluation and operational research.
- Help design a health system that delivers for all.
Advocacy and communications
We develop communication strategies and advocacy campaigns to raise widespread public awareness and help secure public support.
- We typically craft a master narrative based on evidence and designed to facilitate better decision making within and across sectors;
- We also create message frameworks, using critical analyses, audience research and cooperative problem solving;
- We specialize in “translating” and communicating technical findings and reports as a basis for constructive engagement with non-technical interest groups;
- We also often plan, execute and measure multi-media communications that reach and transform audiences into partners.
SELECTED CONSULTANCIES, PROJECTS, AND ASSIGNMENTS
|Country (ies)||Title||Date||Funding||Short Description|
|Sierra Leone||EU Support to the Education Sector in Sierra Leone||Feb 2017 to 2019||European Union||Redi4Change is part of the 4-Firm Consortium (led by PROMAN of Luxemburg) selected to implement this 2-year EU project on Support to the Education Sector. It involves work with the Teaching Service Commission (TSC) and Ministry of Education, Science, and Technology (MEST); on identified priorities for education reform & development in Sierra Leone.
|Formative Evaluation of the Out-of-School Children Initiative (OOSCI)||April 2017 to||UNICEF Evaluation Office in New York||Redi4Change is part of a 3-Firm Consortium (led by PROMAN of Luxemburg), selected to execute this consultancy on the evaluation of the multi-agency initiative designed to address the challenge of school-age children who are out of school. It involves data collection and analysis from selected countries and partner agencies implementing OOSCI.|
|Sierra Leone||Comprehensive Situation Analysis of Teachers and the Teaching Profession in Sierra Leone||Feb 2017 to Aug. 2017||GPE Funds in Support of the new TSC||Study involves extensive data collection and analysis to provide a baseline of the situation with teachers and the teaching profession in terms of: policy environment; numbers; quality. Conditions of service; perceptions; career pathways; status; and progress towards professionalisation.|
|Botswana||National Education Quality Framework & Problem of Non-Completion of School||12/2010 to 04/2011||UNICEF Botswana||This assignment had two main components. The first dealt with nationwide consultations and review of the current policies/strategies to develop a national framework and guidelines for quality education in Botswana. The second part of the assignment was to evaluate education policies and strategies to determine why the minority San children are not completing school (and what to do about it). It entailed review of the extensive literature on this subject, as well as doing extensive fieldwork across the nation and in San communities.|
|Saudi Arabia (Organisation of Islamic States)||Technical Paper on Policy and Financing in Education for Islamic States||2011 to 2012||IsDB (Islamic Dev. Bank)||Evaluation of education financing policies and strategies of the Islamic Development Bank and implications for future role of the Bank in education development of its member states, as well as its linkages with partners engaged in the international movement for education financing and development. A Technical Paper with recommendations for new policies and strategies was developed to support future education financing and partnership building by the Islamic Development Bank (IsDB). This was the first major policy paper in education for the IsDB.|
|The Sultanate of Oman
|Mainstream Child-Friendly School model in the Omani Education system.||Sept. 2016 to Feb 2017||UNICEF Country Office in Oman||Develop a mainstreaming strategy and design an implementation plan for the Ministry of Education and allied agencies to facilitate progress towards a “high quality” child-friendly education system, It involves working with central Ministries as well as Governorates and Schools throughout Oman.|
|MENA Region (Syria, Jordan, Lebanon, Turkey, Egypt)||“No Lost Generation”: Paper to support education for refugees and displaced children from Syrian crisis.||10/2013 to 11/2013||UNICEF||Extensive consultations with countries affected by the flow CONTACT US of refugees and displaced persons from the Syrian crisis to gauge numbers involved and national policies for dealing with the education of the generation of children from Syria at risk of missing out of education. The policies and strategies of international aid agencies were also reviewed in the fluid context of an on-going crisis. A major contribution was made to the drafting of an advocacy and financing paper that was presented to donors during a side meeting at the World Bank.|
|Philippines||Funding Proposal for new Programme on Quality Basic Education and Peace Building in Philippines||06/2011 to 08/2011||UNICEF||Facilitate design of a new programme on Quality Basic Education for All and Peace Building in the Philippines. Develop a funding proposal for consideration by a major donor (AusAid). Involved field visits and consultations with Government officials as well as various stakeholder groups, including the Moro Liberation Army (MLA).|
|Liberia||Preparation of the Human Development Pillar of 2nd Poverty Reduction Strategy Paper (PRSP II) for Liberia.||2011 to 2012||UNICEF and GOL||This assignment was jointly funded by: UNICEF, GOL, and World Bank. The Human Development Pillar integrates the contributions from key sectors of Education, Health, Social Protection, and Water & Environmental Sanitation. The work was supervised by a national inter-Ministerial team that was responsible for coordinating the second Poverty Reduction Strategy Paper (PRSP) for post-conflict Liberia. Tasks involved working with the key sectors to determine priorities and contributions to Poverty Reduction in post-conflict Liberia.|
|Sierra Leone||Draft National Curriculum and Teaching Syllabus for all Basic Education Subjects||02/2014 to 04/2015||UNICEF and GOSL||Major exercise and key part of education reform process in Sierra Leone. Recruited, trained, and supervised national teams of subject specialists and curriculum experts to work on the new curriculum and teaching syllabuses through a series of intensive writing workshops. The exercise was facilitated by UNICEF and supervised by a Steering Committee set up by the Ministry of Education, Science and Technology.|