IPP Program Journey: Early Childhood Education in Brazil

Guest blog written by Beatriz Abuchaim

This is a blog series written by the alumni of the Implementing Public Policy Executive Education Program at the Harvard Kennedy School. Participants successfully completed this 7-month blended learning course in December 2019. These are their learning journey stories.

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A big headache. It was what I felt in the introductory class at Kennedy School. It was not my first experience at Harvard. I had taken a course in 2018 at Center on the Developing Child, but it didn’t have the same pressure I was feeling as a Public Policy Implementation student. My company was paying for me to be there and Harvard gave me a partial scholarship. While I was listening to Matt introduce the course to us, my painful head did not stop with mixed thoughts: “I should give my best to show I deserve all this investment. I feel so special to represent my country in such a selected group of people. I am worried if I will be able to implement my project”.

When I am overwhelmed with so many feelings my body complains with a migraine. Then I have to stop. It is a way to tell myself: take it easy. Breathe. Calm down. After the first night in pain in Cambridge, I could slow things down. During the week, I felt motivated by the professors and engaged with colleagues. Always feeling exhausted with so many assignments and tasks, but fulfilled. I came back home feeling empowered and secure. And missing my PDIA folks already.

My problem in a few words

Early Childhood Education (ECE) in Brazil currently covers 34% of 0 to 3-year-old population and 93% of 4 to 6-year-old population. These percentages represent eight million children enrolled in ECE.  The public sector is responsible for 70% of enrollments. In the past 10 years,  we have had a significant increase in the number of enrollments, but with budget limitations, so the quality of services may vary quite substantially nationwide. The municipalities, which are responsible for implementing  ECE, are struggling to improve service quality.

Although Early Childhood Education in Brazil has many problems regarding the quality of services, we still do not have a national assessment that could provide data about children’s development and learning environment. Without data, policy managers struggle to plan, improve and make decisions about ECE.

My problem is “lack of systematized information about ECE quality”. Working with PDIA and presenting my fishbone to as many people as I possibly could ended up with 12 causes and 16 subcauses for the problem.

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Here I will present three that were my entry points during this year, in other words, the causes I selected to try to address first:

  1.  The education area has criticisms and resistances about ECE assessment, mainly because the teachers are afraid that the results are used in a negative way: to punish them or stigmatize the children with low results.
  2. Municipal ECE managers are not used to working with data. They do not have access to systematized data, so they did not develop the skills to analyze results and use those to inform policies.
  3. There are no instruments adapted for the Brazilian context. Until now the assessments implemented in the country used translated instruments, which were not totally suitable for ECE in Brazil.

Continue reading IPP Program Journey: Early Childhood Education in Brazil

PDIA Course Journey: Local Problems, Local Solutions to the Indonesian Education Sector

Guest blog written by George Adam Sukoco Sikatan, Lanny Octavia, Sarah Ayu, Wahyu Setioko

This is a team of development practitioners who work for INOVASI and DFAT in Indonesia. They successfully completed the 15-week Practice of PDIA online course that ended in May 2019. This is their story.

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It is at last the final week of the course, and we say this full of gratitude and relief. None of us had anticipated just how intense and demanding this course was going to be, from the essential (and optional) reading, individual and groups assignments, to reflection exercises and graded discussions; needless to say they were onerous! At the same time, the abundance of knowledge was exciting and overwhelming.

Working in the public/development sector, in a large, populous country such as Indonesia, the 4 of us often come across bewildering, deeply rooted problems that seem just impossible to resolve. The PDIA approach shines a positive light on this situation and more importantly, confidence to overcome them. We learned to deconstruct a problem into smaller pieces and find the root cause using a relatively simple, yet powerful, tool namely the 3A analysis (Authority, Acceptance and Ability).

Another key takeaway from our group is the importance of reflective process to help us look into failures, challenges and feedback as opportunity to grow and construct (or when necessary, deconstruct all over). This methodology taught us to become better listeners, to arrive in a situation with an open mind instead of a will to impose external practices. These reflections and adaptations to the local context, allow us to remain relevant both to the problem that we are trying to solve and towards our beneficiaries.

This course also reminded us of the importance of collaboration and coordination with a broad range of stakeholders. We understand now that multiple perspectives, incentives and even interests are actually useful in defining problems and formulating solutions. Sharing a common goal at the beginning of the work had founded a sense of belonging and motivation for all team members, even when the time is hard and problem becomes more challenging.

Continue reading PDIA Course Journey: Local Problems, Local Solutions to the Indonesian Education Sector

PDIA Course Journey: Solving the Wicked Hard Problem of Education Quality in Indonesia

Guest blog written by Rina Arlianti, Stephanie Carter, Murni Hoeng, Siti Ubaidah Idrus, Susanti Sufyadi, Aaron W Watson.

This is a team of six development practitioners working for Indonesia’s Ministry of Education and Culture, the Tanoto Foundation, the Australian supported INOVASI program, and Australian Embassy, Jakarta. They successfully completed the 15-week Practice of PDIA online course that ended in May 2019. This is their story.

The Harvard BSC’s PDIA course has been an exciting journey for all of us. We began the course full of excitement and hope – with most of group members having not met before. We were one of four groups participating from Indonesia, all focused on the issue of education qualityOver the course of 15 weeks, we navigated the twists and turns of the PDIA process, putting key concepts to the test in the field of basic education in Indonesia.

Early on, once we had settled into our group dynamic, we settled on our problem statement:

Learning outcome quality in Indonesian primary schools is still low (low scores in international standardised student tests)

As we progressed, we gained several key insights and takeaways about our problem and the course. Through group discussion and debate, drawing on perspectives from working both within and outside the government system, we settled on the following six key sub-causes for low learning outcome quality in Indonesian primary schools:

  1. Measures of learning are weak (including the use of formative assessment, due to low teacher knowledge)
  2. Teaching/learning process is ineffective (with teachers lacking inadequate skills and knowledge of how to use learning media, to increase student engagement)
  3. Parents are already satisfied with the status quo (there is often low demand for changes to the system, as parents do not know what good teaching looks like)
  4. Lack of learning books for children (due to cumbersome book supply processes at the national level)
  5. Many teachers don’t use digital technology in classrooms (creating missed opportunity for enhanced learning)
  6. Policies that address education quality are not implemented well (and instead focus on physical infrastructure, or if they do exist, are not socialised well in a decentralised system)

Continue reading PDIA Course Journey: Solving the Wicked Hard Problem of Education Quality in Indonesia

PDIA Course Journey: Lack of Student Engagement in Bastar District, India

Guest blog written by Nikhilesh Hari, Poona Verma, Sadashiv N., Vijay Siddharth Pillai

This is a team of four development practitioners working for the PMRDF in India and an M.Phil student in the UK. They successfully completed the 15-week Practice of PDIA online course that ended in May 2019. This is their story.

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We began the course with a feeling that the approach which we are going to learn is going to be unique. As we progressed through the initial weeks, we realized that it’s a common sensical approach to solve problems. However we realized that the common sensical approach is rarely followed. We also realized while operationalizing the approach that it is not easy at all and requires a lot of perseverance.

Some of the key takeaways from this course are: Continue reading PDIA Course Journey: Lack of Student Engagement in Bastar District, India

PDIA Journey: The Mozambique School Lunch Initiative

Guest blog written by Cara Myers

Cara Myers is the Co-founder and Executive Director of the Mozambique School Lunch Initiative (MSLI).  She learned about the PDIA approach by taking two courses at the Harvard Kennedy School as part of her Master’s in Public Administration in International Development (MPA/ID) program. She then began applying more of the concepts directly with the MSLI team. This is her PDIA story.

It was March of 2016 and the rains had completely failed for a second year in southern Mozambique. Farming families had no crops. Children were missing school to dig up river roots to eat. Teachers were sending students home because they were “too hungry to learn anything.” Even in normal years, child malnutrition and poor school participation are major issues in Mozambique. This is one of those big, complex problems that is caused by a myriad of interrelated causes and sub-causes that are difficult to disentangle and prioritize.

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So there we were, myself, Talvina Ualane and Roberto Mutisse, all of us former colleagues who had worked together for a disaster relief nongovernmental organization in Mozambique in the past and felt deeply motivated to do something to help people affected by this crisis. But, where did we even begin?

We started with what we could do. This is one of the key aspects of the triple-A framework used in PDIA, which stresses that the space for change must include three key factors: authority, acceptance, and ability. PDIA also emphasizes moving to action quickly rather than taking a long time to try and plan everything out before starting to work. By deconstructing the problem into small, manageable bits, it creates points of entry whereby you can start addressing one of the causes or sub-causes of the problem and build the capacity to do more from there.

Continue reading PDIA Journey: The Mozambique School Lunch Initiative

The problem with ‘best practice’: using PDIA to find solutions for Indonesian education

Guest blog by Mark Heyward

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Much is made these days of doing development differently, of adaptive programming, and thinking and working politically. Devpolicy Blog featured a series of articles on this topic in September 2018. But do these approaches work?

One program that has embraced adaptive programming is Innovation for Indonesia’s School Children (INOVASI). The program, which began in 2016, is a partnership between the Australian Department of Foreign Affairs and Trade (DFAT) and the Indonesian Ministry of Education and Culture. It is being implemented by Palladium. INOVASI has adopted the problem-driven iterative adaptation (PDIA) approach to help Indonesian government partners find out what works to improve learning outcomes.

Continue reading The problem with ‘best practice’: using PDIA to find solutions for Indonesian education

Developing Country Education Systems that Learn

written by Lant Pritchett

Change is hard.  It is hard for individuals.  It is extra hard for organizations.  Change is especially hard for organizations when they have been successful.  Organizations often develop strategies, norms, and practices that are tailored to produce success in a particular activity or context.  When those strategies are successful, organizations have an especially difficult time to create and manage change that is not simply “more of the same, better.”

This is true even of large, successful, well-managed private sector organizations facing (organizational) life or death consequences.

The Big Store recounts how Sears, a veritable American retailing behemoth—accounting in the early 1970s for one percent of all US GDP—fell into a crisis and how incredibly hard it was to turn the organization around.  Even when people could see the organizational crisis it was often the people who were the very best at doing what made the organization a success in the past who were in top management positions—and hence those least likely to be able to recognize the need for, plan out, and lead change.

Continue reading Developing Country Education Systems that Learn

PDIA Course Journey: Tackling the problem of basic education in remote areas of Indonesia

Guest blog written by Annisaa Rachmawati, Agusti Padmanisa, Yossy Rachmatillah, and Senza Arsendy.

This is a team of four development practitioners working for an education program in Indonesia, INOVASI, that aims to find out ‘what works’ (and conversely what does not work) to improve student learning outcomes in literacy and numeracy in basic education. They are a multidisciplinary team of officers working in communications, program implementation, monitoring and evaluation, and operations unit. They successfully completed the 15-week Practice of PDIA online course that ended in May 2019. This is their story.

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The term PDIA is something that our team is familiar with, in fact it’s a buzzword we hear everyday at work. Our project uses PDIA as its underlying approach, yet there seems to be different interpretations and debates around how it should be translated into program implementation. Having observed this notion for a while, we decided to enroll in PDIA Online Course to learn rigorously about the approach. We were convinced that this course will equip us with practical knowledge to actually do what we preach in our project.

There are four principles which encompasses PDIA. First, we need to ensure that our intervention is “problem driven” instead of solutions driven. Second, we need to engage relevant stakeholders and create environment which allows for “authorization of positive deviance”. Third, we need to foster experiential learning through “iteration and adaptation”. Last, we “scale through diffusion” successful interventions for reform to be sustainable.

The problem we are trying to tackle is “early grade students in remote areas in Indonesia have difficulties learning to read”, a persisting issue our country has been struggling for decades despite the many efforts collectively put by the government, donor programs, and education practitioners. Policies and best practices (either locally nominated or externally imported) seem to be successful in a short period of time, deceiving us into thinking that we might have solved this problem for good. Not long after specific project or intervention is completed, the same problem reoccurred – leading us right back into capability traps. (Isomorphic mimicry alert!)

Continue reading PDIA Course Journey: Tackling the problem of basic education in remote areas of Indonesia

PDIA Course Journey: Monitoring FONACIDE in Paraguay

Guest blog written by Daniel Canteros, David Riveros Garcia, Irene Clementina Esquivel Hermosilla, Sofía Belén Pozzo Centurión.

This is a team working a grassroots NGO called reAccion Paraguay which fights corruption in the education sector through promoting citizen participation and technology. They successfully completed the 15-week Practice of PDIA online course that ended in December 2018. This is their story.

In terms of education, Paraguay ranks among the worst in the world, only countries in civil war, continuous political conflicts or periodically affected by natural disasters have worse rankings. Hence, for a country that has lived in a relatively stable democracy for over 25 years, the education problem is a considerable challenge for the future of our nation. We applied to the PDIA course because we have been tackling a problem related to funds for infrastructure in the education sector that are not reaching the neediest schools.

Our team faced a particular challenge. None of our members are from the public sector. We are from a grassroots NGO called reAcción Paraguay, which fights corruption in the education sector through promoting citizen participation and technology. We train students to monitor a national fund for education infrastructure, so that public resources go to the neediest schools. During the course we worked hard to catalyze the 4 years of experience we have monitoring the National Public Investment Fund for Development (aka FONACIDE).

The processes of the FONACIDE law are unknown and not respected by government and non-governmental actors alike (i.e local governments, ministries, parent associations, students, directors, teachers). Our team has verified these irregularities and several others for over four years through the implementation of a monitoring mechanism. It consists of visiting the neediest schools to collect data about the infrastructure works for schools financed with FONACIDE. We then work with university students to match the collected data with open government data in order to expose irregularities.

Continue reading PDIA Course Journey: Monitoring FONACIDE in Paraguay

PDIA Course Journey: INOVASI’s experience with PDIA to solve the wicked hard problem of basic education in Indonesia

written by Mark Heyward

During the first half of 2018, a group of 21 development practitioners from the Innovation for Indonesia’s School Children (INOVASI) program and partners, formed cross-program groups and completed the intensive, 15-week online course conducted by the Building State Capability program at Harvard’s Centre for International Development, called Practice of PDIA; Building Capability by Delivering Results. In addition to INOVASI personnel, participants came from the Indonesian Ministry of Education and Culture (MOEC), the Australian Department of Foreign Affairs and Trade (DFAT), the DFAT-funded Technical Assistance for System Strengthening (TASS) and Research for Improving Systems of Education (RISE) programs, the Social Monitoring and Early Response Unit (SMERU) Research Institute, and the independent Kuark organization. They worked together in four small groups to address real-world problems related to INOVASI’s aims:

  • How to improve learning outcomes in Indonesian primary classrooms?
  • How to systematically improve learning outcomes in Indonesian districts and schools?
  • How to build an evidence base on what works to improve learning outcomes – to inform policy and practice?

Continue reading PDIA Course Journey: INOVASI’s experience with PDIA to solve the wicked hard problem of basic education in Indonesia