Transforming employability for social change in east Africa (TESCEA)

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dc.contributor.authorDooley, Gary
dc.contributor.authorLuswata, Albert
dc.contributor.authorMalagala, Aloysius
dc.contributor.authorMilanzi, Mursali
dc.contributor.authorNgowi, Edwin
dc.contributor.authorNzegwu, Femi
dc.contributor.authorOtieno, Arnold Printer
dc.date.accessioned2022-08-13T17:20:08Z
dc.date.available2022-08-13T17:20:08Z
dc.date.issued2021
dc.descriptionFull text available at https://www.inasp.info/sites/default/files/2021-07/TESCEA%20evaluation%20report%202021-06-08.pdfen_US
dc.description.abstractExecutive Summary Transforming Employability for Social Change in East Africa (TESCEA) is a Foreign, Commonwealth and Development Office (FCDO) funded initiative, part of FCDO’s Strategic Partnerships for Higher Education Innovation and Reform (SPHEIR) programme. With partners in Tanzania, Uganda and Kenya, TESCEA is designed to support universities to create a learner-centred experience for students. This improved learning experience has at its core critical thinking, problem-solving and gender-responsiveness pedagogy; and allows for practical learning beyond the classroom to improve a graduate’s employability. TESCEA’s purpose is to: • Facilitate new approaches to learning – strengthening the ability and motivation of academics to deliver learner-focused teaching that helps students learn how to think, not what to think, and which is focused on developing critical thinking, problem solving, and gender-responsive skills. • Strengthen connections between universities, local employers and communities – fostering relationships between universities, employers and local communities to enable the design of relevant curricula and practical internships. • Develop approaches and tools to enable scale up – expansion of the approach within and external to the TESCEA institutions and the institutionalisation /sustainability of these approaches are at the heart of TESCEA. • Embed mechanisms to learn and refine the approach in the short and longer term. The project is delivered though three outcomes and six outputs. TESCEA’s three outcomes are: • Outcome 1: Multi-sectoral engagement in support of graduate employment, entrepreneurship and gender equity enabled; • Outcome 2: A transformative teaching & learning environment which is critical thinking, problem solving and gender responsive created for faculty and students; • Outcome 3: An iterative and adaptive approach to project learning and development embedded. Its six outputs are • Output 1.1 A Joint consultative private, public, community and HE sector forum on graduate employment & entrepreneurship created & operational • Output 1.2 Business and community mechanisms which equitably promote industry-specific learning and social enterprise created • Output 2.1 East Africa-specific gender-equitable pedagogical & CPD model defined and implemented • Output 2.2 Mechanisms to supExecutive Summary Transforming Employability for Social Change in East Africa (TESCEA) is a Foreign, Commonwealth and Development Office (FCDO) funded initiative, part of FCDO’s Strategic Partnerships for Higher Education Innovation and Reform (SPHEIR) programme. With partners in Tanzania, Uganda and Kenya, TESCEA is designed to support universities to create a learner-centred experience for students. This improved learning experience has at its core critical thinking, problem-solving and gender-responsiveness pedagogy; and allows for practical learning beyond the classroom to improve a graduate’s employability. TESCEA’s purpose is to: • Facilitate new approaches to learning – strengthening the ability and motivation of academics to deliver learner-focused teaching that helps students learn how to think, not what to think, and which is focused on developing critical thinking, problem solving, and gender-responsive skills. • Strengthen connections between universities, local employers and communities – fostering relationships between universities, employers and local communities to enable the design of relevant curricula and practical internships. • Develop approaches and tools to enable scale up – expansion of the approach within and external to the TESCEA institutions and the institutionalisation /sustainability of these approaches are at the heart of TESCEA. • Embed mechanisms to learn and refine the approach in the short and longer term. The project is delivered though three outcomes and six outputs. TESCEA’s three outcomes are: • Outcome 1: Multi-sectoral engagement in support of graduate employment, entrepreneurship and gender equity enabled; • Outcome 2: A transformative teaching & learning environment which is critical thinking, problem solving and gender responsive created for faculty and students; • Outcome 3: An iterative and adaptive approach to project learning and development embedded. Its six outputs are • Output 1.1 A Joint consultative private, public, community and HE sector forum on graduate employment & entrepreneurship created & operational • Output 1.2 Business and community mechanisms which equitably promote industry-specific learning and social enterprise created • Output 2.1 East Africa-specific gender-equitable pedagogical & CPD model defined and implemented • Output 2.2 Mechanisms to support scale up and sustainability established • Output 3.1: A landscape of intra and inter project learning enabled nationally and regionally • Output 3.2: Adaptive MEL systems embedded within & across partner institutions. Between March 2020 and January 2021, an evaluation of TESCEA was conducted. The overall purpose of this evaluation was to assess the state and quality of the outcomes that TESCEA was designed to achieve and the value of the approach. This was explored by reviewing evidence and providing learning about its effectiveness, sustainability, equity, value for money, learning and adaptation. The evaluation was fully participatory, utilisation-focused, co-designed and co-implemented with the primary users (Mzumbe, UDOM, Gulu, UMU, AFELT, Ashoka East Africa, INASP). A core evaluation team comprised of these key stakeholders was engaged from the start in a collaborative process and oversaw the design and implementation of the evaluation. An external evaluation/data analyst oversaw the analysis of theExecutive Summary Transforming Employability for Social Change in East Africa (TESCEA) is a Foreign, Commonwealth and Development Office (FCDO) funded initiative, part of FCDO’s Strategic Partnerships for Higher Education Innovation and Reform (SPHEIR) programme. With partners in Tanzania, Uganda and Kenya, TESCEA is designed to support universities to create a learner-centred experience for students. This improved learning experience has at its core critical thinking, problem-solving and gender-responsiveness pedagogy; and allows for practical learning beyond the classroom to improve a graduate’s employability. TESCEA’s purpose is to: • Facilitate new approaches to learning – strengthening the ability and motivation of academics to deliver learner-focused teaching that helps students learn how to think, not what to think, and which is focused on developing critical thinking, problem solving, and gender-responsive skills. • Strengthen connections between universities, local employers and communities – fostering relationships between universities, employers and local communities to enable the design of relevant curricula and practical internships. • Develop approaches and tools to enable scale up – expansion of the approach within and external to the TESCEA institutions and the institutionalisation /sustainability of these approaches are at the heart of TESCEA. • Embed mechanisms to learn and refine the approach in the short and longer term. The project is delivered though three outcomes and six outputs. TESCEA’s three outcomes are: • Outcome 1: Multi-sectoral engagement in support of graduate employment, entrepreneurship and gender equity enabled; • Outcome 2: A transformative teaching & learning environment which is critical thinking, problem solving and gender responsive created for faculty and students; • Outcome 3: An iterative and adaptive approach to project learning and development embedded. Its six outputs are • Output 1.1 A Joint consultative private, public, community and HE sector forum on graduate employment & entrepreneurship created & operational • Output 1.2 Business and community mechanisms which equitably promote industry-specific learning and social enterprise created • Output 2.1 East Africa-specific gender-equitable pedagogical & CPD model defined and implemented • Output 2.2 Mechanisms to support scale up and sustainability established • Output 3.1: A landscape of intra and inter project learning enabled nationally and regionally • Output 3.2: Adaptive MEL systems embedded within & across partner institutions. Between March 2020 and January 2021, an evaluation of TESCEA was conducted. The overall purpose of this evaluation was to assess the state and quality of the outcomes that TESCEA was designed to achieve and the value of the approach. This was explored by reviewing evidence and providing learning about its effectiveness, sustainability, equity, value for money, learning and adaptation. The evaluation was fully participatory, utilisation-focused, co-designed and co-implemented with the primary users (Mzumbe, UDOM, Gulu, UMU, AFELT, Ashoka East Africa, INASP). A core evaluation team comprised of these key stakeholders was engaged from the start in a collaborative process and oversaw the design and implementation of the evaluation. An external evaluation/data analyst oversaw the analysis of the data and the interpretation of the findings. The evaluation used a multi-method approach, drawing on a variety of sources for its data, including: • Document review • Qualitative feedback from teachers, students, senior management and Joint Advisory Group (JAG) members • Baseline and follow-up surveys of teachers and students The evaluation findings suggest that overall TESCEA has been successful in achieving its outcomes and outputs and has delivered its activities economically and efficiently and has thereby contributed to transforming the way universities teach and learn through a focus on critical thinking, problem-solving and gender-responsive pedagogy. data and the interpretation of the findings. The evaluation used a multi-method approach, drawing on a variety of sources for its data, including: • Document review • Qualitative feedback from teachers, students, senior management and Joint Advisory Group (JAG) members • Baseline and follow-up surveys of teachers and students The evaluation findings suggest that overall TESCEA has been successful in achieving its outcomes and outputs and has delivered its activities economically and efficiently and has thereby contributed to transforming the way universities teach and learn through a focus on critical thinking, problem-solving and gender-responsive pedagogy. port scale up and sustainability established • Output 3.1: A landscape of intra and inter project learning enabled nationally and regionally • Output 3.2: Adaptive MEL systems embedded within & across partner institutions. Between March 2020 and January 2021, an evaluation of TESCEA was conducted. The overall purpose of this evaluation was to assess the state and quality of the outcomes that TESCEA was designed to achieve and the value of the approach. This was explored by reviewing evidence and providing learning about its effectiveness, sustainability, equity, value for money, learning and adaptation. The evaluation was fully participatory, utilisation-focused, co-designed and co-implemented with the primary users (Mzumbe, UDOM, Gulu, UMU, AFELT, Ashoka East Africa, INASP). A core evaluation team comprised of these key stakeholders was engaged from the start in a collaborative process and oversaw the design and implementation of the evaluation. An external evaluation/data analyst oversaw the analysis of the data and the interpretation of the findings. The evaluation used a multi-method approach, drawing on a variety of sources for its data, including: • Document review • Qualitative feedback from teachers, students, senior management and Joint Advisory Group (JAG) members • Baseline and follow-up surveys of teachers and students The evaluation findings suggest that overall TESCEA has been successful in achieving its outcomes and outputs and has delivered its activities economically and efficiently and has thereby contributed to transforming the way universities teach and learn through a focus on critical thinking, problem-solving and gender-responsive pedagogy.en_US
dc.description.sponsorshipINASPen_US
dc.identifier.urihttp://www.suaire.sua.ac.tz/handle/123456789/4405
dc.language.isoenen_US
dc.publisherINSAPen_US
dc.subjectTransforming Employabilityen_US
dc.subjectSocial Changeen_US
dc.subjectEast Africaen_US
dc.subjectLuganda teaching methodsen_US
dc.subjectTESCEA evaluationen_US
dc.titleTransforming employability for social change in east Africa (TESCEA)en_US
dc.typeArticleen_US
dc.urlhttps://www.inasp.info/sites/default/files/2021-07/TESCEA%20evaluation%20report%202021-06-08.pdfen_US

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