T1 Logical Framework
Whole School Development Logical Framework
Project Description / Indicators / Means of Verification / Assumptions /Overall Objective
To contribute to enhanced access and quality of basic education in The Gambia through the development of a Whole School strategy to school improvement
Purpose (Outcome)
Model of Whole School Development successfully piloted in Region 5 / Model of WSD endorsed by DoSE in Region 5 and approved for roll out to all other education regions in the country by EOP
EMIS data in Region 5 is routinely updated with few errors and used to set annual targets / Minutes of Senior Management Team
Quarterly/Annual Progress Reports
School-based Case Studies Reports
EFA Assessment Reports for Region 5 / · Government policy is supportive of the initiative
· DoSE keeps staff turnover to a minimum in the region
Output 1
School Development Planning institutionalised in all schools in Region 5 / 1.1 School Development Planning approved by DoSE as a core activity of all basic cycle schools
1.2 75% of project target schools developing and implementing gender-sensitive School Development Plans by March 2008 / Minutes of Senior Management Team Meetings
‘SMART’ School Development plans on file at School, Cluster/ Regional levels
Annual Budget allocation to schools / All stakeholders are willing participants
Funding is made available to support school plans
Output 2:
Teaching and learning in classes 1-9 in Region 5 improved / 2.1 65% of teachers trained demonstrate child-centred lessons by March 2008
2.2 Pupil assessment scores in pilot schools shows 25% improvement against Baseline by EOP / Cluster Monitor Reports
School-based Case Study Reports
Classroom Observation Reports
National Assessment Test (NAT) results for Grades 3 and 5 / WAEC has the capacity and time to carry out NATs
Output 3
Monitoring of quality assurance in schools strengthened and streamlined in Region 5 / 3.1 Standardized M&E procedures and tools agreed to and in use by end of 2007
3.2 School monitoring database in place at Regional Office and data used to generate routine QA reports by 2007 / SQAD Monitoring Handbook
SQAD Reports to Region 5 and SMT
EFA Reports to its stakeholders / All stakeholders are committed to implementing a coordinated M&E System
Cluster Monitors are in place in the six main clusters in Region 5
Infrastructure and resources are in place to allow routine monitoring
Sufficient capacity at SQAD to support the development of the Handbook
Output 4
System of in-service professional development for teachers in Region 5 enhanced / 4.1 All clusters in Region 5 implementing needs-based annual professional development programmes by EOP
4.2 75% of teachers in target schools completed in-service training of their choice / Written plans on file at Cluster and Regional levels
Individual Teacher Records of Professional Development / Region Directorate is committed to improve management systems
Allocation of sufficient resources from EFA FTI and other sources to run professional development programmes
Output 5
Safety and security of school environments in Region 5 enhanced / 5.1 Minimum School environment standards agreed to and used for M&E purposes
5.2 65% of basic education cycle schools in Region 5 meeting minimum school environment standards by EOP / Checklist of School Standards
School-based Case Study Reports
Sample Survey on teaching and learning conditions showed improvements against baseline / Region Directorate is committed to improve management systems
Allocation of sufficient resources by EFA FTI and other sources to fund development of school environment
Output 6
Community participation in school management and school governance increased / 6.1 75% of basic cycle schools in Region 5 holding monthly PTA meetings to monitor implementation of School Development plans
6.2 Evidence of parents participating in annual School performance appraisal meeting and setting new targets with schools / Sample Survey on teaching/learning conditions
Minutes of PTA Meetings
School-based Case Study Reports
Minutes of SPAM at each school / Local communities are willing to participate in school performance monitoring