Key Results 

Some of our key results to-date include:

  • Four (4) countries now have national policies and strategies to use technology for education as a result of GESCI’s support: Ghana, Namibia, India and Rwanda
  • Two (2) countries (Ghana and Namibia) have developed and implemented computer studies curricular for secondary schools as a result of GESCI’s technical and strategic support.
  • Over 120 mid to high-level policy makers from 16 countries in Africa have benefited from GESCI’s regional capacity building and knowledge sharing forums that seek to promote peer -to-peer, south-south learning on key issues related to effective use of ICT in Education.
  • One (1) country (Rwanda) has developed digital learning materials for English, Maths and Science for primary schools to improve teaching and learning of these subjects as a result of GESCI’s assistance to develop capacities for digital learning materials.
  • Four (4) countries in Africa (Rwanda, Kenya, Tanzania and Nigeria) are well on their way to developing their own ICT competency standards for teachers based on UNESCO’s competency standards work.
  • Ghana’s Skills and Technology Development Project has been funded by donors to the tune of over $70 million dollars to-date and which will revitalize the technical and vocational sector. GESCI played a key role in preparing and planning the project.
  • Four (4) country studies (for Kenya, Tanzania, Ghana and Rwanda) presenting a comprehensive look at the state and use of ICT in the education systems: these studies are informing education policies and strategies and future planning in these countries.
  • Various Knowledge tools that put ICT and Education issues and developments in the limelight as well as guide practitioners to efficient, realistic yet innovative practice. (For more information access our Knowledge tool repository.)


Measuring results

GESCI shares many of its partners commitment to thoroughly measure the development impact of funded programmes. Therefore GESCI has developed an internal management structure for a project oriented and results based programme approach. We have also introduced Outcome Mapping (OM) methodology as part of our internal monitoring and evaluation function.

Adoption of outcome oriented monitoring and evaluation processes (OM)

GESCI recognizes that transformational change in education systems is a complex process. It demands a blended approach to capacity building that incorporates both a technical and behavioural approach. GESCI’s Planning, Monitoring and Evaluation (PME) framework is based on a fusion of the Logical Framework Approach (technical) and Outcome Mapping (behavioural) methodologies. The Logframe provides for the delineation of objectives and milestones, and is a very useful tool for guiding later evaluations of programmes. OM complements the more technical attributes of the Logframe through its non-linear, behaviour oriented approach to PME. The LFA/OM framework combines the best of a number of approaches to enrich the PME process. It enables GESCI to take a results based approach to programme management through the consistent monitoring of measurable indicators and consequential adjustment of programme design throughout the programme cycle to realize programme objectives.

GESCI managers collaboratively define and embed realistic and measurable (both qualitative and quantitative) indicators in programme plans at the outset of the programme cycle. These indicators are measured at quarterly intervals by all programme managers through a technology enhanced platform. The data from this quarterly review process is then analysed, presented and discussed with a view to informing programme design and strategy. Consistent review of indicators allows managers to easily tweak and adapt strategies throughout the programme cycle to realise programme objectives. Tools such as outcome, strategic and organizational performance journals build layers of accountability from the field level right up to senior management.

GESCI’s PME framework also serves as an important vehicle for organizational learning due to the central role played by collaborative reflection and dialogue (at quarterly intervals) in the programme review process.

The PME framework is integrated to all GESCI programmes through participatory design. We define two sets of measurable indicators together with our partners; one set for GESCI and one set for partners with embedded interdependencies. This approach builds accountability into the programme cycle as well as greater ownership, partnership and sustainability on the part of the partner. The duration of GESCI’s interventions are dictated by funding and feasibility, therefore it is essential to build a programme on the foundations of a PME framework that promotes accountability, ownership and sustainability.