INOVASI’s approach to improving learning outcomes in early grades is through a strategy known as problem-driven iterative adaptation (PDIA). Development strategies begin with understanding local challenges, and designing, implementing, and testing contextually relevant intervention pilots to improve learning and teaching. Working with local communities of practice, the teachers’ working group, is a key strategy. The continuing professional development (CPD) of teachers, principals and supervisors is the common approach to achieve change.
This study explores whether INOVASI’s approach works – and why – with a focus on the CPD of early-grade teachers through short courses in literacy, numeracy and supporting issues. The study further considers the sustainability and scale-out of benefits to local stakeholders. INOVASI’s approach to CPD, sustainability, and scale-out is consistent with the findings of studies published in the international and local literature. Used as a benchmark, these studies indicate no shortcomings in either INOVASI’s design or implementation of change. This outcome is reflected in the success of the work being undertaken in districts and schools.
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