INSPIRE means Integrated School Performance Improvement, Review and Engagement. The overall objective of INSPIRE is to develop integrated planning, multi-stakeholder accountability and the provision of effective support to bring about improvements in the performance of Malawian schools. This project is the culmination of Scottish Government and Link’s investment in monitoring school performance since 2006 and it represents a real opportunity for sustainable and scalable activity which can improve the quality of monitoring and support of schools, at the same time enabling wider community participation in education decision making. Central to the project are the rights and responsibilities of parents, informed by the school standard and school performance information and the opportunity to discuss school performance at school and district level.
We provide a range of targeted programmes to address the issues identified via our school monitoring and support process: Find out more about our School Performance Review process in our Virtual School.
The overall objective is to improve the provision of quality education to the children of Malawi by supporting the Ministry of Education, Science and Technology to develop (1) a cadre of professionally trained, knowledgeable inspectors, able to effectively inspect schools and to monitor school improvement throughout Malawi, and (2) a cadre of professionally trained, knowledgeable advisors, able to effectively support school improvement throughout Malawi.
Voluntary Service Overseas (VSO), in partnership with four local partners and the Ghana Education Service (GES) is implementing an eight -year (PHASE 1: 2009-2014) (PHASE 2: 2014-2017) and education programme in northern Ghana called TENI (Tackling Education Needs inclusively). The project seeks to achieve systemic change in basic education by promoting retention, transition and completion of children particularly girls and children with disabilities. Primary beneficiaries are children especially girls and children with disabilities and teachers while the secondary beneficiaries include parents, staff of education directorate, the District Assembly and communities.
The intended impact of this project is improved life chances for marginalised girls. At the end of this project 24,133 marginalised girls in rural Wolaita will be able to complete a full cycle of education and demonstrate improved learning. By ‘marginalised ‘, we mean economically deprived girls living in a remote rural area with high population density at risk of dropping out or non-completion of primary school. The project works directly with 56,683 marginalised girls and hopes to create an enabling environment for improved learner outcomes on a wide scale.