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Formative Evaluation of the From Classroom to Differentiated Education Programme: Improving Enrolment, Learning and Transition from Frontal to Differential Learning
Overview
1. The purpose of this formative evaluation is to assess to what extent the programme entitled, ‘Improving enrolment and learning: Transition from frontal teaching to differentiated learning (hereinafter referred to as the Programme) was successful in improving the performance of the Education Foundation of the Moravian Church (EBGS) schools in Suriname. The Programme was developed to strengthen teacher training programmes to build teachers’ knowledge, capacities and skills to apply more innovative teaching methods in the classroom, which would improve student learning, outcomes and academic performance. Trained teachers should be able to effectively integrate these innovative teaching methods into the classroom in a more holistic manner, and use different teaching styles and approaches to teach students with different learning styles and abilities. This evaluation is also focused on learning more about enabling factors, bottlenecks and challenges, as inputs for learning and future actions for improving and scaling up the Programme.
Report Details
| Year Published | |
| Type | |
| Joint | No |
| Partner/s | N/A |
| Consultant name | |
| Agency Focal Point | Prya Hirasingh |
| Focal Point Email | phirasingh@unicef.org |
| Managed by Independent Evaluation Office | No |
| Geographic Scope | Country |
| Country/ies |
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Formative Evaluation of the From Classroom to Differentiated Education Programme: Improving Enrolment, Learning and Transition from Frontal to Differential Learning
