The Increased Capacity for Improved Teaching and Learning (ICITL) project aims to develop context-specific training modules and provide intensive training for school directors and teachers to improve the quality of school mamagement, curriculum delivery, and teachers' professional development.
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.
Link supported implementation of the Ministry of Education’s School Improvement Programme (SIP), which forms part of the General Education Quality Improvement Package. We aligned our work with the government’s SIP in order to generate learning which is applicable to government frameworks. Excitingly, the SIP and Link have very similar aims and processes, and there are clear areas where our organisational learning can add value.
In partnership with RTI International we are increasing parental and community engagement in supporting student reading. This is part of the Malawi Early Grade Reading Improvement Activity (MERIT) which is designed to assist the Government of Malawi’s efforts to improve reading skills of Malawian students in Standards 1-4 nationwide.
In early 2014, Link Community Development Ethiopia worked with partner agency Whizz Kids Workshop to develop local language Short films exploring the barriers girls face to attending and achieving in school. A group of girls from all the project target areas were selected to write the scripts and receive basic training in film production. The topics include domestic chores, early marriage, status of girls' education, HIV/AIDS, reproductive health and menstruation. The footage was shot on site in schools located in rural Wolaita Zone of south-western Ethiopia.
The Uganda School Improvement Programme (USIP) provided a framework within which Link’s interventions were implemented over the period 2006-2010 in four districts of Masindi, Buliisa, Katakwi and Soroti which were identified as the districts facing the most challenges with primary education. The USIP approach was information-driven and used Ministry of Education and Sport’s information systems to identify priority areas for improvement at the school level. USIP followed a “whole district” approach rather than focusing on just a few schools.