Background of the Problem
To monitor is to observe, check, test or record an event in order to determine the extent to which the event complies with a predetermined plan. It is an important device that produces data for evaluation.

In the education sector, monitoring is an important evaluation instrument. It aids policymakers and other education stakeholders to ensure that education programs are implemented according to the predetermined objectives. It also helps to ensure that programs conceived at the top level and is still on-going are executed according  to specifications. Based on the above, purposes for conducting monitoring in Education. The purpose which the data that will be generated will serve will determine the type of monitoring that will be carried out. For instance, a monitoring may be conducted in order to determine the particular new educational programme that well be introduced. One can also monitor to determine how well an on-going programme is being carried out; or one still monitor to determine how successful or effective a completed educational programme was implemented. Therefore the purpose for which the use of the data from monitoring will be put determines the type of monitoring that will be carried out in education.

But the obvious fact is that irrespective of the purpose for monitoring in education, it is an important education tool for ensuring that education programs are successful. Indeed, without monitoring, it will be difficult to determine whether education standard is maintained. Secondly, without monitoring evaluation in education cannot be carried out. Moreso, if the people who are charged with the task of executing education programms are not monitored, implementation will be haphazard, since each person will implement the same program according to how he/she wishes, after all there is no one to check whatever he/she has done.

Therefore, given the above stated obvious reasons for monitoring in education, one can state categorically that for any educational programme to succeed, the policy makers must make provision for periodic monitoring of the programme. This is to enable them make any necessary adjustment in education program implementation as the need may arise. This will help to correct any lapse that may be observed in the course of the implementation. Without a planned and well organized monitoring exercise that will be systematic and sequential, funds committed into the implementation of educational programs can hardly bear any result. This is the reason why this proposal on a 3-day monitoring of cluster level train of SBTD is being packaged in order to enable the Board monitor the cluster level training of teachers by the master trainers who had earlier been trained at the various local Government levels in the three cash grant scheme (CGS) L.G.As in Ebonyi State.

Statement of the Problem
Recently UNICEF and Ebonyi State universal Basic Education Board conducted the training of master trainers on school based teacher development (SBTD) in the three cash Grant local governments in of Izzi, Ikwo and Afikpo South Ebonyi State. The trained master trainers were drawn from different clusters in their local governments, the master trainers were charged to train teachers in the schools within the cluster where they were drawn from. The  reasons for introducing the school based teacher development program is the absence of a cordinated teacher training program in Ebonyi State UBE program implementation. The existing teacher training programs are weak, atomistic and not continuous worst still, there is no provision for evaluating the efficiency of the training program. Moreover, there is no provision in the existing program to ensure that the few benefited teachers apply the knowledge and skills acquired from the training in the classroom and to further improve themselves. The training also does not reach all the teachers, rather those who benefited are the few privileged teachers whose friends or relative recommend to the organizers of the training. This therefore creates a lot of gaps which hinder effects made in ensuring delivery of quality education in the state.

To address those lapses in the implementation of Basic Education, UNICEF introduced the SBTD program. The SbTD is school based and encouraged teachers to seek through self and colleagues ways of remedying their capacity gaps. It encouraged co-operative learning and seeking of alternative means of professional development.

Although much efforts and funds were committed into the training of the master trainer, the worry is that there is no guarantee that if these master trainers are left without close monitoring that they will actually train the teachers of the schools in their clusters. Furthermore, it is also not guaranteed that, these master trainers will conduct the training according to guidelines.
            These are the major reasons why this monitoring is being proposed. It will ensure that the fund and other efforts committed into the program will bear the desired fruits. This monitoring visit is a follow-up to the initial SbTD master trainers’ training and helps to keep faith with activities contained in the proposal.

Planned Results
-           Teachers in the three CGS LGAs acquire the SBTD techniques in accordance with the program objectives.
-           Improved teacher capacity development in the three CGS which will be continuous and systematic.
-           Improved quality instructional delivery in place
-           Institutionalizing continuous and systematic teacher capacity development which is wholistic in the system.

Target Audience
The target audience for this monitoring are the teachers and the master trainers. They will be monitored to ensure that they are conducting the cluster training in line with the guidelines specified in the  program blue print.

The participants in the monitoring and Evaluation of UBEB and two other senior  monitoring officers in the Board.

The monitoring visit will involve the monitors visiting the clusters to supervise the master trainers conduct the training in the clusters.

The monitors at the end will hold meetings with the master trainers, during which the master trainers, during which they will advice them on things to do, to improve the training skills for the purpose of making the SbTD to succeed.

-           Lapses in the conducted of the cluster training will be identified and corrected.
-           Obstacles impeding the cluster training will be identified for possible solution.
-           Meetings will be held with education secretaries and other major Education stakeholders in the LGAs for their maximum co-operation in implementing the program.
-           The visit will motivate the master trainers to put in their best efforts since they will know that they are being monitored.

Follow-up Plan
After this crucial cluster training monitoring, the next thing will be to monitor the teachers in their various schools to ensure that they practice what they will learn from the training activity. Moreover, the Local government and cluster meetings by the cluster leaders and L.G.A leaders will be strictly supervised to ensure that problems identified at the school levels are tackled and solutions proffered. That if done is the only way to ensure the success of the program.

Sustainability:  The monitoring of the next level will be sustained as it will be built into the monitoring plan of the Board. Moreso, the state planning commission will be eager to support the monitoring, if UNICEF expresses interest in the need for SPC to support the monitoring.

People involved in the monitoring
-           Desk officers of SUBEB and SMOE
-           SPC Monitoring officers
-           HOD M & E SUBEB
-           HOD SSM – SUBEB
-           Support Staff.

Duration       -           Nine (9) days
Date               -           2nd week of December 2014

Evaluation Instrument:
The training manual will guide the monitors to evaluate the quality of training the master trainers are impacting to the teachers.
-           Budget            -           see attached
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