SALEX members presented this evidence during the “Harvesting the Power of Evidence for Schools” network-wide convening held in Barranquilla, Colombia, from March 19-22, 2024.

The event embraced a broad definition of evidence, showcasing various types of research methods and findings throughout this portfolio. The evidence is categorized into four main areas:

1. Practices, Pedagogies, and School Models: Evidence on improving social-emotional learning (SEL) and student well-being.
2. Teacher Professional Development and Training Programs: Evidence from initiatives aimed at enhancing teacher skills and knowledge.
3. Scaling Promising Innovations and Programs: Case studies and evidence on expanding successful educational innovations.
4. Large-Scale Data Collection: Evidence from extensive data collection efforts involving teachers, students, and caregivers to inform policy.

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He has been a professor in education at the University of Education Winneba, in various positions including Head of National Centre for Research into Basic Education, Director Externally Funded Research Projects, and teaching and supervising undergraduate and post graduate programs. In this role, he managed a series of research projects in the University of Education. Professor Ananga’s experience also includes developing and advising government on education policy and annual evaluation of performance contracts of the agencies of education in Ghana.

Professor Ananga currently serves as a member of the following boards:

• Member, National Council for Curriculum and Assessment
• Member, Ghana’s Basic and Secondary Education Research Group
• Founding Member and Secretary, Ghana Education Research Association.
• Member, World Education Research Association,
• Member, British Association of International Education, UK
• Member, Comparative International Education Society, USA
• Member, International Council on Education for Teaching, UK
• Member, African Leaders in Education Research
• Member, University Teachers Association of Ghana, Ghana

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Emma is a program manager at Results for Development (R4D), where she manages activities on the innovation and evaluation and adaptive learning (EAL) teams. She provides support to partners in the Frontier Technologies Hub seeking to pilot new innovations for social impact, working with teams to implement agile and adaptive learning methodologies and to embed evidence into the pilot process. She also conducts research on the impact of technology on international development and analyses trends and learnings from projects which have implemented digital, data, and technology innovations for social good.

Prior to joining R4D, Emma was a monitoring, evaluation and research (MER) supervisor at Education Development Center, Inc. She also spent a summer with the Organisation for Economic Co-operation and Development’s (OECD) Directorate for Education, supporting the Global Teaching Insights project and the Schools+ Network. Additionally, she worked with the OECD’s Programme for International Student Assessment (PISA) team on her capstone Policy Analysis Exercise at the Harvard Kennedy School, which focused on including students with disabilities and special education needs in the international assessment.

Emma holds a master’s degree in public policy (MPP) from the Harvard Kennedy School and bachelor of arts degrees in international affairs and economics from the George Washington University. She is a native English speaker and speaks fluent French.

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Wura is a program officer in the Market Shaping practice at Results for Development (R4D) where she draws insights from analyses and supports the development of high quality and actionable government, donor and partner-facing documents. She supports the design of market shaping solutions via a hypothesis-driven approach to develop recommendations for internal and external stakeholders, to drive sustainable impact on MMS and MCW projects.

Before joining R4D, Wura worked with an indigenous health consulting firm, Solina, from 2016 to 2021 to implement projects funded by The Bill & Melinda Gates Foundation (BMGF) and Aliko Dangote. She utilized her analytical and problem-solving skills, working with government ministries, departments and agencies and global partners such as BMGF, USAID, UNICEF and WHO to implement interventions and policies aimed at improving access to and coverage of health care services. After completing her master’s degree in 2022, she did a short stint at Gavi, the Vaccine Alliance before working with a digital health firm. She also served as a 2023 Youth Delegate at the World Bank Group.

Wura holds a master’s degree in public policy from the University of Oxford and a first class degree in B.Sc. economics from Obafemi Awolowo University, Nigeria.

She speaks Yoruba, English and a little bit of French.

Publications:

Considerations for integrating COVID-19 vaccination into immunization programmes and primary health care for 2022 and beyond

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Mr. Issabu is the monitoring, evaluation and adaptive learning manager at Results for Development (R4D), where he oversees in-country MEAL activities. He supports the design and implementation of various data collection processes including mapping and lean testing as well as routine monitoring of program evaluation activities. He provides in-country adaptive learning technical leadership and leads all desk review and analysis for various adaptive learning activities.

Throughout his career, Mr. Issabu has focused on building robust MEAL systems and processes for organizational and project results tracking and harvesting thus increasing organizational transparency and accountability.

Before joining R4D, Mr. Issabu accumulated experience and knowledge working with local and international NGOs such as Pathfinder International, Population Service International, International Youth Foundation, Restless Development, Oxfam, Plan International, Legal Services Facility and Foundation for Civil Society to mention are few. In his role as MEAL personnel, he supported and led the design and implementation of MEAL systems and processes for smooth data collection.

Mr. Issabu holds a Master of Science degree in natural resource assessment and management (MSc. NARAM) from the University of Dar es Salaam, a Bachelor of Arts in archaeology from the University of Dar es Salaam and a Bachelor of Arts in Economics from the Open University of Tanzania (in progress). He is a native speaker of Kiswahili and speaks fluent English.

Publications

Paul, P., Kangalawe, R.Y.M. & Mboera, L.E.G. Land-use patterns and their implication on malaria transmission in Kilosa District, Tanzania. Trop Dis Travel Med Vaccines 4, 6 (2018).

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Ms. Adjei is a program officer at Results for Development (R4D) for the innovation portfolio where she provides technical leadership and program management for new and ongoing projects. Supporting ecosystem-strengthening and public sector scaling, she manages existing stakeholder relationships and cultivates new country and global partnerships.

Prior to R4D, Ms. Adjei was a technical advisor at GIZ, Ghana where she provided technical assistance for the design and programmatic support of innovation hubs across the country with a pan-African focus. In this work, she built relationships with cross-sectoral partners to promote innovations and entrepreneurship. Ms. Adjei was also a trainer at ActionAid, Ghana focusing on social entrepreneurship and advocacy training for women, youth, and community groups.

Ms. Adjei holds a master’s degree in economic policy management from the University of Ghana, a BSc in business administration (banking and finance) and certification in professional consulting from the Chartered Management Institute, UK. She speaks fluent English and her native language Twi.

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As a managing director at R4D, Dr. Jones provides strategic and operational leadership for roughly half of the organization’s portfolio of programs and serves on the R4D executive team. Dr. Jones work with R4D’s practice area leads to create and fund a robust pipeline of programs, oversee the design and execution of high-quality, cross-cutting programs and she also leads efforts to ensure systematic institutional learning at R4D.

Dr. Jones is a published academic author and has written a book manuscript and journal articles on community-based health care delivery, including a 200-page sociological study of community-based care in Ghana.

Prior to joining R4D, Dr. Jones served as the president and founder of Aya Global, a philanthropic consulting practice, for seven years. In this role, she advised foundations and non-profit organizations in the global health and education fields on institutional strategy, program development and fundraising. She helped develop new portfolios for her clients, including a digital health practice and an early childhood education practice, in sub-Saharan Africa and South Asia.

In previous roles, Dr. Jones led the Global Health portfolio at the Barr Foundation, and worked on programs that expanded access to primary health care at Pathfinder and Population Council. While working at Population Council, Dr. Jones was embedded within the Ghana Health Service/Ministry of Health to support the agency as it scaled-up the Community-Based Health and Planning Services (CHPS) model from a pilot project to robust initiatives in ten demonstration districts. Two decades later, CHPS is a global model for community-based service delivery and is at national scale in Ghana.

Dr. Jones holds a doctorate in sociology from the University of California, Berkeley, a master’s degree in public administration from Princeton University’s School of Public and International Affairs, and a bachelor’s degree from Brown University in American Studies and Africana Studies. In addition, she has held post-doctoral appointments at Dartmouth College and Harvard University. Dr. Jones serves on the Board of Directors of PRX, World Education and on the Advisory Board of Nurturing Minds.

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• How are parenting programs reorienting their services in response to COVID-19?
• How are parenting programs supporting their personnel to deliver these critical services?

This brief seeks to shed light on these questions. Developed by the Early Childhood Workforce Initiative (ECWI), a multi-stakeholder global initiative co-led by Results for Development (R4D) and the International Step by Step Association (ISSA) that works to support and empower those who work directly with young children, the brief highlights common approaches parenting programs are using to continue engaging with families, including transitioning to deliver services virtually and adapting to provide enhanced psychosocial support. We use the five priority actions to support the early childhood workforce outlined in ECWI’s COVID-19 Position Statement as a light guide and explore how some parenting programs are prioritizing the health, safety, and psychosocial well-being, expanding training and guidance, and recognizing the workforce delivering these critical services. Several short case studies provide context and detail to these programs’ efforts and the brief concludes with a set of reflections on the challenges and possibilities ahead.

Authors

Kavita Hatipoglu with support from Michelle Neuman and Denise Bonsu (R4D) and Konstantina Rentzou and Zorica Trikic (ISSA)

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