Project: Analytical Support for MCC Education Compacts

Limestone and its subcontractors, Social Development Direct and Causal Design, were awarded a contract to support MCC’s Social Analysis unit in the analysis of its Education Compacts. The support includes document review, data collection, stakeholder mapping, policy analysis, research, and the development of technical briefs, as well as other on-demand assistance as needed. Examples of support include:

• Côte d’Ivoire Skills for Employability and Productivity Project
  The objective of this technical directive was to provide guidance and support for implementing the national Gender and Education Policy, including the rollout of related regional action plans and the integration of GSI considerations into the development and implementation of TVET initiatives. For example, the team prepared a brief summarizing lessons learned from girls’ room models to help girls manage menstruation to inform MCC’s potential adoption of a similar approach.
• Analysis and Programming Recommendations on Inclusive Education in Belize
  The objectives of this technical directive were to develop descriptive profiles of the factors and policies influencing students’ ability to succeed in secondary school, assess models that support student retention and completion, and provide programming recommendations to address barriers to access, quality, and relevance in education. To inform the analysis, the team designed a novel survey tool, which was deployed across all secondary schools in Belize to identify school-level barriers. The results helped inform and target future programming efforts.
• Stakeholder and Education Investment Mapping in The Gambia
  The purpose of this technical directive was to support the effective integration of GSI into MCC’s compact development process in The Gambia through information gathering, analysis, and stakeholder consultations. The directive focused on three key objectives: (1) developing a stakeholder map to identify key education partners within and outside of government to advance equity; (2) mapping and assessing current and past education interventions, programs, policies, and governance structures related to girls’ education; and (3) providing targeted, on-demand technical support.
• Assessment of Girls’ Education and Women’s Leadership in Education
  The purpose of this technical directive was to provide technical assistance in the design of education and TVET programs so that they are responsive to supporting girls’ education and advancing women’s leadership in education. Output included a summary of best practices and existing girls’ education and women’s leadership in education programs and a situation report on girls’ education and women’s leadership in education in The Gambia. The work was informed by an analysis of secondary data and literature and targeted stakeholder consultations in The Gambia.
• Curriculum Review
  The purpose of this technical directive was to conduct a pre-implementation assessment of a proposed curriculum for The Gambia. The team developed a structured assessment tool, informed by existing frameworks and best practices, to evaluate the curriculum across five key pillars: problem identification, relevance, internal and external coherence, feasibility, and monitoring and evaluation. The assessment concluded with a set of recommendations identifying potential entry points for MCC to strengthen the curriculum.
• Supporting Compact Closure
  The purpose of this technical directive was to support the closure of the Côte d’Ivoire program through on-demand assistance, document review, and synthesis.