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Education and Skills Development

Ensuring education is an open resource. Along with skills development, it is a key enabler for inclusive growth & sustainable development and stimulates economic growth and improves standard of living.

Today, education reforms are progressively driven by a growing understanding of how to go about successfully improving education including teaching and learning in schools. Strategic interventions are, therefore, essential to support policy reforms, effective planning and implementation of programmes, coordination with stakeholders, knowledge management, research and innovation, training and capacity building, as well as reaching out directly to disadvantaged sections of society. We contribute to education and skills development through new, diversified approaches, including private sector partnerships, civil society strengthening, non-governmental organisation support and designing policy interventions including redesigning the curriculum to spark entrepreneurship.

We work with multilateral and bilateral organisations, governments, international NGOs, industry associations and local partners to strengthen and build capacity to empower communities for lasting social and economic change. We specialise in providing hands-on support in the areas of programme delivery and advice, learning assessments and training, research and evaluation, policy interventions and institution building. Our solutions are tailored to the specific needs of end-users, in view of distinct local circumstances, customs and cultures with an emphasis on the use of information and communication technology (ICT) to improve quality, efficiency and transparency in service delivery. We integrate gender equity and women’s empowerment programming across all our services: design, research, monitoring and evaluation, assessments and implementation.Click here to read more...

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Shalender Sharma

Projects

  • ADB/Himachal Pradesh Kaushal Vikas Nigam (HPKVN), Government of Himachal Pradesh II Monitoring and Evaluation Consulting Firm for Himachal Pradesh Skill Development Project (HPSDP), Himachal Pradesh, India (2018-2022)

    With a focus on post-basic education and technical & vocational education and training (TVET) and promote human capital development, ADB through HPSDP is assisting Government of Himachal Pradesh (GoHP) in providing relevant and quality TVET opportunities to its youth, to prepare them for the changing needs of the labour market. Specifically, HPSDP will assist GoHP’s Himachal Pradesh Kaushal Vikas Nigam (HPKVN) in reforming and modernising its TVET institutions and programmes to improve the employment prospects of Himachal Pradesh’s youth. This will help youth of the state to learn the relevant TVET skills and gain the confidence required to make the transition from primary sector to the secondary and tertiary sectors, where the job prospects are better and remuneration levels are higher.

    As a monitoring & evaluation (M&E) firm, we are supporting HPKVN in developing M&E framework and action plan to track the different TVET interventions. This includes, providing transformational approach to strengthening coordination and capacity building of stakeholders (HPKVN, implementation agencies, and line departments) for better programme delivery and conducting robust baseline, skills-gap and labour market analyses and tracer studies.

  • Asian Development Bank (ADB) II Managed Services Operating Partner (MSOP) for Industry Linkage-Captive Placement under Supporting Human Capital Development in Meghalaya (SHCDM), India (2019-2020)

    ADB is assisting Government of Meghalaya to improve secondary education and vocational training in the state, so graduates are better equipped to find high-quality jobs. The project aims to engage industry partners with training mandates for the Meghalaya youth through a Managed Services Operating Partner (MSOP) to provide an exposure and gainful employment to the unemployed youth to the best of Corporate India through dedicated networks and established strategies.

    IPE Global is helping to mobilise, train and place youth with various technical, non-technical and service-oriented skills at par with international standards with leading companies & across various cities in India. We are providing market-based orientation to 500 youth for developing business-plans, doing technical and financial feasibility analysis, establishing forward and backward linkages and building capacities to help set up enterprises, thus transforming them into successful entrepreneurs with sustainable livelihoods in Meghalaya.

  • Asian Development Bank (ADB) II Design and Delivery of Professional Development Training Programs for Teachers of Secondary/Higher Secondary Schools, Meghalaya, India (2017-2019)

    The Government of Meghalaya aimed to enhance the physical and learning environment of selected schools, support school management and leadership in improving the delivery of secondary and higher secondary (SHS) education by supporting training of SHS teachers for more effective teaching and learning. Part of ADB funded - Supporting Human Capital Development in Meghalaya, the project will help in creating an enabling environment for inclusive growth by improving the quality and delivery of State’s secondary and higher secondary education and enhancing the employability of youth by focusing on skill development programmes. We imparted professional development programmes to the in-service 3,500 secondary and higher secondary school teachers including head teachers by strengthening their core competencies to become confident reflective practitioners in their roles, leading to better quality of education and enhanced prospects of student employability. Over 1,00,000 students (approx.) have indirectly benefitted from the project through an effective school environment responsive to the diversity among young people and a culture of self-reflection and upgradation through communities of learning with sustainable use of ICT via a mobile application.

  • The World Bank II Implementation Support Agency for State Council of Education Research and Training (SCERT), Government of Bihar, India (2017-2020)

    The Government of Bihar (GoB), with financial support from the World Bank, launched a comprehensive programme for improving the effectiveness of elementary school teachers in Bihar. The programme seeks to improve the quality of teaching in Bihar through a three-pronged approach namely, improving teacher training, teacher performance and accountability. It aimed to strengthen the institutional capacity within the state to deliver effective teacher education, while simultaneously improving governance and accountability systems for impacting teacher performance.

    As an implementation support agency (ISA), we are assisting SCERT with development of design and implementation of sustainable, effective, scalable and efficient interventions to achieve the programme objectives which include: Developing high quality teacher education institutions for improved programme delivery; Certification of unqualified elementary school teachers and their continuous professional development; Developing an effective teacher management system with robust monitoring & evaluation practices; Improving accountability mechanisms for teaching effectiveness; Improved financial governance mechanisms.

  • The World Bank/National Skills Development Cooperation Limited (NSDC), Ministry of Skill Development and Entrepreneurship (MSDE), Government of India II Conducting Baseline for State Incentive Grant under SANKALP (Skills Acquisition and Knowledge Awareness for Livelihood Promotion), India (2018)

    SANKALP project aimed to implement the mandate of National Skill Development Mission (NSDM). This included strengthening institutional mechanisms at both centre and state levels, building a pool of quality trainers and assessors, creating convergence among all skill training activities at the state-level, providing access to skill training opportunities to disadvantaged sections, establishing robust monitoring & evaluation system (M&E) for skill training programmes and most importantly supplementing the “Make in India” initiative by catering to skill requirements in the relevant manufacturing sector. SANKALP project focuses on the overall skilling ecosystem covering both Central (Ministry of Skill Development and Entrepreneurship, National Skill Development Corporation and National Skill Development Agency) and State agencies, and the outcomes will be measured through results framework and disbursement linked indicators (DLIs). We conducted a baseline study of the various indicators of the components and sub components of SANKALP including institutional strengthening, improving quality and market relevance of skills development programme, improving access to and completion of skills training for female trainees and other disadvantaged groups. The study provided the current status of indicators for every DLI of SANKALP for all states and UTs under the said components.

  • NITI Aayog, Government of India II Validation and Analysis of Key Performance Indicators (KPIs) Data for Finalising and Release of School Education Quality Index (SEQI), India (2019)

    With an objective to determine performance of various States and Union Territories (UTs) with respect to Key Performance Indicators (KPIs) in each of Health, Education and Water sectors, NITI Aayog, a premier policy ‘Think Tank’ of the Government of India designed and established an outcome monitoring framework to facilitate sharing of best practices leading to superior centre-state and state-state engagement directed towards transforming the above sectors in the country. Under Education sector, School Education Quality Index (SEQI) was developed to bring an outcome focus to education policy by providing States and UTs with a platform to identify their strengths and weaknesses and undertake requisite course corrections or policy interventions. IPE Global carried out an independent review, analysis and verification of KPIs for all States and UTs, with a focus on learning levels, access, equity, infrastructure and governance processes. In addition, we assisted NITI Aayog with strengthening of design and methodology of SEQI.

  • Sports and Youth Services Department, Government of Odisha || Project Management Unit (PMU) for Organisation of Hockey World Cup 2018 at Bhubaneshwar, Odisha, India (2018–2019)

    Odisha’s capital city, Bhubaneswar, will be hosting the Hockey Men’s World Cup 2018. The Mega Event will be hosted with grandeur complying with international standards of hospitality and event management. The Sports and Youth Services Department has shortlisted consortium of Grant Thornton India LLP and IPE Global to establish a Programme Management Unit (PMU) with an objective to render assistance to the Department in undertaking necessary preparations for the Hockey World Cup. The key objectives of the proposed assignment are to assist the department in: (i) Undertaking necessary preparations for the Hockey Men’s World Cup scheduled in December 2018 (ii) Setting up Program Management Office to track progress of preparations (iii) Overall strategic planning and implementation of various activities for successful conduct of the event (iv) Documentation of the conduct of the entire event including an impact analysis. (v) Reviewing the existing policies and programmes with respect to promotion of Sports in the State and suggest suitable measures for sports development especially in the campaign leading to the World Cup.

  • Odisha Primary Education Programme Authority (OPEPA)/Government of Odisha II Concurrent Evaluation of Learning Achievement of Students in Elementary Schools (CELASES) of Odisha, India (2017-2018)

    The OPEPA programme aimed to provide quality education to all children enrolled in the elementary education irrespective of their social background, caste and gender. To ensure the minimum learning achievement of the children at different grades and effective classroom transaction by the teachers in different classes, a holistic programme called Ujjwal was launched. IPE Global undertook concurrent evaluation of the Ujjwal programme to offer policy options to accelerate learning levels of students. The overall focus of this evaluation was to provide quality and process monitoring in elementary education in Odisha and to improve school processes to enhance learning achievements.

  • UNICEF II Knowledge, Attitudes and Practices (KAP) Study on Community Participation in School Decision-Making and Parents Demand for Early Childhood Care and Education (ECCE) Services in Uzbekistan (2018)

    The Government of Uzbekistan has been increasingly paying attention to improve Early Childhood Care and Education (ECCE) services in the country, to ensure universal enrolment at primary and secondary schools. Towards this end, UNICEF complemented the Government of Uzbekistan’s efforts by providing technical support in mapping preschool education policies and programmes and identified barriers to the participation of parents and community in ECCE.

    IPE Global undertook a comprehensive Knowledge, Attitudes and Practices (KAP) study in Uzbekistan to assess the demand for and participation of ECCE services in Uzbekistan. The study determined physical, psychological and cognitive needs of young children (aged 0-6 years) and assessed perceptions towards the nature, quality and affordability of services provided in the ECCE centres. As part of the study, we developed Behaviour Change Communication Strategies to enhance demand for ECCE services. In addition, based on the study, we developed baseline indicators and rationales for future investments aimed at improving equitable access and quality enhancement of ECCE programmes by the Government of Uzbekistan.

  • UNICEF || Development of a Sector-Wide, Multi-Year Action Plan to accompany the Education Sector Development Plan (2015/16-2019/20) for Ethiopia (2016)

    Education Sector Development Plan V is the fifth medium-term plan which serves as the central strategy document for educational development in Ethiopia from 2015/16 to 2019/20. The national sector-wide, multi-year action plan will inform the actions of the various players in the education sector over the next five years to ensure that the targets of the ESDP V are achieved in an effective and efficient manner, with all agents being accountable for their roles. The multi-year work plan will provide guidance in the preparation of regional, directorates under Ministry of Education, university, Technical and Vocational Education and Training (TVET), development partner and civic society plans, and will ensure alignment of budget with sector priorities. In addition, the multi-year action plan will guide implementation of ESDP V and will strengthen linkages between the strategic document and activities to be prioritised at all levels of the education system in Ethiopia and provide further breakdowns and details about the budget across five years. IPE Global assisted in the revision of the multi-year action plan document and conducted analysis against the ESDP V to ensure it is reflection of ESDP. The narrative report prepared under this assignment was used to support the multi-year action plan.

  • UNICEF || Education Management and Information System (EMIS) Analysis for the Right to Education (RTE), West Bengal, India - (2013 - 2014)

    Government of West Bengal, India, implemented the Right to Education (RTE) Act through various notifications, guidelines and capacity building. The implementation of the Act was hampered due to non-availability of comprehensive data and MIS system to monitor its compliance. IPE Global conducted a gap-analysis of MIS system for RTE; revised various input, output and outcome level indicators on RTE compliance aligning to child friendly school; maintained and updated the database accordingly; developed and maintained comprehensive database on schools, teachers based on Unified – District Information System for Education (U-DISE); monitored applications of school recognition; provided technical support in collection and maintenance of data at the district level not captured at U-DISE and any other database; generated monthly and quarterly reports.

  • National Skills Development Cooperation Limited (NSDC), Ministry of Skill Development and Entrepreneurship (MSDE), Government of India II Developing an Impact Evaluation Framework and Conducting Impact Evaluation of Pradhan Mantri Kaushal Vikas Yojana (PMKVY 2.0), New Delhi, India (2018)

    flagship scheme of Ministry of Skill Development and Entrepreneurship (MSDE), Government of India (GoI), Pradhan Mantri Kaushal Vikas Yojana (PMKVY) was a short-term training cum skill certification scheme implemented by National Skill Development Corporation (NSDC). PMKVY enabled large number of Indian youth to take up industry-relevant skill training and certification which eventually helped them in securing a better and sustainable livelihood. Under PMKVY, special focus was given to Recognition of Prior Learning (RPL) by recognising prior competencies of the assessed candidates and providing a certificate and monetary reward on successful completion of assessments. We developed an impact evaluation framework and toolkit to facilitate future impact evaluation studies with a clear operational guide on methodology for evaluation, indicators to be evaluated and choice of research tools, underlying Theory of Change (ToC) and Logical Framework for PMKVY 1.0 & 2.0. Also, we conducted an impact evaluation of the interventions of PMKVY 2.0 - short-term training and RPL.

  • EdCIL (India) Limited/ Government of Meghalaya (GoM) II Review and Research of Education Sector, Government of Meghalaya, India (2017)

    The Government of Meghalaya recognised the need to undertake a holistic assessment of the education reform process and measures needed to improve the education sector in the state. The project aimed to undertake review and research of education sector, covering both school and higher education, to provide quality education and better learning outcomes. IPE Global was involved in the system-level re-structuring process by undertaking comprehensive review and research of education sector covering both school and higher education. This included development of State Education Policy and review of curriculum based on SDGs and skills for 21st Century; development of Service Rules of Aided Schools and Aided Colleges; amendment of Service Rules of Government Schools and Colleges; development of policy for opening of private universities in the State and development of fee regulation policy for colleges.

  • USAID || Ethiopia-India Exposure Visit for the American Institutes for Research (AIRs) READ M&E Project in Ethiopia (2017)

    Reading for Ethiopia’s Achievement Developed Monitoring and Evaluation’ (READ M&E) is a 5-year project to track progress and measure the performance and impact of key interventions supported by USAID through a) regular monitoring of READ projects and b) evaluating READ projects at defined intervals to gauge the results. IPE Global organised a study tour for Ethiopian Education Leaders and Administrators to India. The aim of the study tour was to offer insights and strategies to foster quality of education in Ethiopian context. A comprehensive interaction session between Indian education leaders with Ethiopian counterparts was organised on various key policies and interventions undertaken by the Government of India and state governments. The core aspects of the study tour included - regional and federal level process of curriculum development for elementary level; understanding early reading and numeracy programmes; use of mother-tongue and transition to regional language; effective continuous professional development (CPD). Further, interactions were also held to inform Ethiopian delegates regarding various key strategies adopted by Government of India to promote learning levels, managing large scale programmes like Mid-day Meal, SSA and RMSA, teacher training and continuous professional development. Interactions were held with experts from Ministry of Human Resource Development, Pratham, USAID India, Kaivalya Education Foundation, IGNOU and NCERT. 

  • DFID II Capacity Building Support to Government of India’s Rashtriya Madhyamik Shiksha Abhiyan (RMSA), India (2013-2016)

    With an objective to strengthen national level learning assessment & education management systems and implementation capacity within the mostneedy states, Government of India launched RMSA in the year 2009 for universalising secondary education (14-16 years) across all social groups. As part of programme delivery, IPE Global, as a consortium partner, supported the RMSA partners: Ministry of Human Resource Development (MoHRD), Government of India; State Governments; National Apex Institutions (NCERT and NUEPA) and; Donor Partners (DFID, The World Bank and European Union) in strengthening and accelerating the delivery of the programme. The scope included providing support in need-based education planning and budgeting, learning levels assessment, teacher management and development, financial management and procurement and data management and use. Technical assistance was also provided to national level apex institutions to strengthen UDISE (national data management system) and conduct National Achievement Surveys (NAS).

  • DFID || Direct Technical Assistance (DTA) to Ministry of Tribal Affairs (MoTA), Government of India for restructuring and Implementation of the Umbrella Scheme for Education of Scheduled Tribe Students, (2013-2016)

    IPE Global provided strategic and technical assistance to the MoTA, Government of India for re-engineering the existing education related schemes with an objective of upliftment of educational status of Scheduled Tribes. The revised scheme (Umbrella Scheme for Education of ST Children) provided opportunity to revisit the balance of investment needed for education of ST Students. While designing the new Umbrella Scheme, IPE Global’s team focused on: (i) optimising the funds available for education (ii) rationalisation of schemes to streamline management, monitoring and evaluation (iii) reducing administrative effort and costs (iv)) bringing fluidity in inter-component funds flow (v) institutionalisation of systems for financial control and discipline. The core implementation focus of the support was to: (i) review and amend teacher training focusing STs (ii) develop various norms for opening new residential schools and hostels (iii) increase demand of vocational and technical education in ST dominated areas (iv) development of national scholarship portal (for transparent scholarship transfer) and (v) implementation of National Repository of Open Educational Resources (NROER) developed by the NCERT.

  • DFID || Odisha Girls Incentive Programme (OGIP) - Delivery of a Conditional Secondary School Incentive Programme for Disadvantaged Girls in Odisha, India (2012-2016)

    Odisha Girls Incentive Programme (OGIP) focused on improving secondary school enrolment, attendance and completion rates of Schedule Caste and Schedule Tribe students in Odisha through a system of direct transfer of scholarship, organising learning hubs and safe transport. Supporting DFID in achieving the project goals, IPE Global designed and managed, a cash transfer system to ensure a secure transfer of the scholarships on a monthly basis directly to the bank accounts of beneficiaries. As part of the project, we undertook development of a single database across 30 districts of Odisha; design of IT based cash transfer mechanism; development of robust system for accountability and transparency; creation of learning hubs and teacher communities of 102 schools; development of E-learning Platform “SAMBHAV” with digital e-content for interactive education; robust monitoring, evaluation and dissemination process and documentation of key learning from the programme for wider dissemination among key stakeholders at National and International level. Pilot initiatives for improving attendance also include the setting up of ‘Learning Hubs’ for remedial education, and ‘Safe Transport’ facilities.

  • Government of Ethiopia II Development of a Sector- Wide, Multi-Year Action Plan to Accompany the Education Sector Development Plan (ESDP) 2015/16-2019/20, Ethiopia (2016)

    The National Multi-Year Action Plan was aimed to inform the actions of the various players in the education sector over five years to ensure that the targets of the ESDP V are achieved in an effective and efficient manner, with all agents being accountable for their roles. The ESDP V Multi-Year Action Plan (MYAP) provided guidance in the preparation of regional directorates under Ministry of Education, university, TVET, development partner and civic society plans ensuring alignment of budgets with sector priorities.

    IPE Global supported the preparation of MYAP ESDP V by facilitating the systematic translation of ESDP V’s strategic objectives into an implementation plan, with a focus on the budget of each of the activities and the MYAP as a whole. The MYAP aimed to guide implementation of ESDP V and strengthen linkages between the strategic document and activities to be prioritised at all levels of the education system in Ethiopia.

  • Save the Children || End-Line Evaluation-International Best Practice Exchange Leading to Innovation in Sarva Shiksha Abhiyan (SSA), India (2013 - 2015)

    The project aimed to provide support in achieving the quality targets of the Sarva Shiksha Abhiyan (SSA) through a project, “Exchange of International Best Practices,” by conducting various interventions such as capacity building of national and state level institutions, cadre management and performance of teachers, school management and leadership, improving school environment by building capacities of local education structures and many more. IPE Global undertook an end-line evaluation to ascertain the effectiveness of a project implemented by Save the Children in the selected States over a period of three years (2010-2013). As part of the project, we strengthened the capacities of national and state level institutions and education departments in India, by identifying and revising international models of best practice in the areas of teacher cadre performance, school management and leadership, with a particular emphasis on inclusive education in a decentralised context (with a focus on marginalised groups – scheduled castes, scheduled tribes, girls, first generation learners, specially-abled) through the development of 450 model schools with inclusive learning environments, based on a decentralised and participatory planning process. 

To view complete project list, click here.