usaid epic year six work plan · 1.2 coaching ... 14 2.5 effective education portfolio management...

USAID Office of Education

Education Performance Improvement, Communications and Knowledge (EPIC)

Year Six Work Plan October 1, 2020 to March 30, 2021

Final Submission: September 4, 2020

This publication was produced for review by the United States Agency for International Development. It was prepared by Training Resources Group, Inc. (TRG).

(This page is intentionally left blank)

- i -

Table of Contents Acronyms ...................................................................................................................................... iii

Background .................................................................................................................................... 1

Year 6 Work Plan Approach ........................................................................................................ 2

1. Organizational Effectiveness (OE) ....................................................................................... 3

1.1 Organizational Effectiveness Portfolio Management, Collaboration, and Close-Out ..................... 5

1.2 Coaching ........................................................................................................................................................... 6

1.3 Periodic Reflection .......................................................................................................................................... 6

1.4 Workshops and Retreats .............................................................................................................................. 7

1.5 Organizational Wellness................................................................................................................................ 7

1.6 Support to Center for Education ................................................................................................................ 8

1.7 Education Technical Assistance (EDTA) Support ................................................................................... 9

2. Professional Development (PD) ......................................................................................... 10

2.1 Professional Development Portfolio Management, Collaboration, and Close-Out ...................... 11

2.2 Professional Development Working Group ........................................................................................... 12

2.3 Multimedia Professional Development and Learning ........................................................................... 13

2.4 Education Overview Course ...................................................................................................................... 14

2.5 Effective Education Portfolio Management Course .............................................................................. 15

2.6 COVID-19 Related Webinars .................................................................................................................... 16

3. Knowledge Management ..................................................................................................... 17

3.1 Knowledge Management Portfolio Management, Collaboration, and Close-Out ......................... 18

3.2 Knowledge Product Planning and Development ................................................................................... 19

3.3 Dissemination and Engagement ................................................................................................................. 21

3.4 Web Development and Management ...................................................................................................... 22

3.5 Creation and Dissemination of COVID-19 Related Knowledge Products ..................................... 23

4. Engagement, Communications and Partnerships ............................................................ 25

4.1 Engagement, Communications and Partnerships Portfolio Management, Collaboration, and Close-Out ..................................................................................................................................................................... 26

- ii -

4.2 Center for Education Outreach Products .............................................................................................. 27

4.3 Engagement ..................................................................................................................................................... 27

5. Buy-Ins .................................................................................................................................. 29

5.1 Africa Bureau ................................................................................................................................................. 29

5.2 Office of Trade and Regulatory Reform .................................................................................................. 30

5.3 Office of U.S. Foreign Disaster Assistance (DCHA/OFDA) .............................................................. 32

6. Contract Learning and Management ................................................................................. 33

6.1 Contract Close-Out ..................................................................................................................................... 33

6.2 EPIC Legacy Products and Processes ....................................................................................................... 34

6.4 EPIC Evaluation .............................................................................................................................................. 35

6.5 Project Management and Quality Control .............................................................................................. 35

6.6 Financial Management .................................................................................................................................. 36

- iii -

Acronyms C3 Career Candidate Corps

CMM Conflict Management and Mitigation

COR Contracting Officer’s Representative

COVID-19 Coronavirus Disease 2019

DCHA Bureau for Democracy, Conflict and Humanitarian Assistance

DDI Bureau for Development, Democracy, and Innovation

DEEP Data and Evidence for Education Programs

E3 Bureau for Economic Growth, Education, and Environment

ED Office of Education

ECCN Education in Conflict and Crisis Network

ECP Engagement, Communications, and Partnerships

EDTA Education Technical Assistance

EEPM Effective Education Portfolio Management

EMT Executive Management Team

EOC Education Overview Course

EPIC Education Performance Improvement, Communication, and Knowledge

GEC Global Education Conference

GELS Global Education Learning Series

GRN Global Reading Network

GYEO Global Youth Economic Opportunities

HEYWFD Higher Education, Youth, Workforce Development

KM Knowledge Management

MCI Making Cents International

MEL Monitoring, Evaluation, and Learning

- iv -

OE Organizational Effectiveness

PD Professional Development

PDWG Professional Development Working Group

POP Period of Performance

SDD Session Design and Delivery

SDG Sustainable Development Goals

SEEP Small Enterprise, Education, and Promotion

SEL Social and Emotional Learning

SME Subject Matter Expert

SOW Scope of Work

SSI Social Solutions, International, Inc.

TCMST Transformation Change Management Support Team

TRG Training Resources Group, Inc.

TRR Office of Trade and Regulatory Reform

USAID U.S. Agency for International Development

USG U.S. Government

WORQ Workforce Outcomes Reporting Questionnaire

- 1 -

Background The Office of Education (ED), within the Bureau for Economic Growth, Education, and Environment (E3) is responsible for implementing the U.S. Government (USG) Education Strategy and the U.S. Agency for International Development’s (USAID) Education Policy. E3/ED fulfills this responsibility through a variety of technical, advisory and training support services to Missions and Bureaus on the design, implementation, monitoring, and evaluation of programs in the areas of early grade reading, basic education, higher education, youth and workforce development, and education in conflict and crisis environments.

To reinforce and improve upon the Office’s current efforts in support of the Education Policy, E3/ED conceived of and designed the Education Performance Improvement, Communications, and Knowledge (EPIC) project. EPIC is a five-year activity of support services designed to improve education sector programming, measurement, and management in the areas of performance improvement and organizational effectiveness; professional development and training; internal and external communications and outreach; and knowledge management for learning. EPIC’s mutually reinforcing objectives are:

• Objective 1 (Organizational Effectiveness): Strengthen E3/ED’s leadership, organizational culture, structure, systems and processes to maximize the potential and sustain the growth of ED staff and enable E3/ED to be more effective and efficient in provision of services.

• Objective 2 (Professional Development): Improve ED staff’s technical capability and skills required to achieve the Agency's education sector goals.

• Objective 3 (Knowledge Management): Create a sustained, global system of sector-wide learning and knowledge exchange that draws from and connects learning, evidence, and research across all stakeholders.

• Objective 4 (Engagement, Communication, and Partnerships): Communicate E3/ED’s work and support more effective engagement with USAID/Washington, Missions, other USG offices, global stakeholders, and partners.

The EPIC contract was awarded to Training Resources Group, Inc. (TRG), along with subcontractors ForumOne and Social Solutions International, Inc. (Social Solutions), on October 1, 2015. Making Cents International (MCI) was added as a subcontractor in Year 2. The project period of performance (POP) includes a one-year Base Period, followed by two, two-year Option Year periods for a total POP of five years (2015 – 2020). EPIC has completed the Based Period and the first two-year Option Period. In August 2018, USAID exercised the second two-year Option Period, extending EPIC’s period of performance through September 30, 2020. A six month no-cost extension was issued in February 2020. This work plan covers the contract’s final six months -- October 1, 2020 to March 30, 2021.

- 2 -

Year 6 Work Plan Approach Historically EPIC has adopted a fluid approach to work planning. Flexibility was built into yearly work plans to accommodate emerging needs, demand driven activities, and nascent activities that required further scoping. EPIC’s adaptive management, flexible structure, and deep bench of personnel resources has enabled the team to quickly pivot and respond to emerging priorities.

As we approach the contract’s last six months, budget and time constraints inhibit our ability to maintain this fluid and flexible approach. Instead, the Year 6 work plan includes prioritized, time bound, and specific activities that can be feasibly implemented within the remaining period of performance and budget. As such, the Year 6 work plan is guided by the following goals.

• Spend down EPIC’s obligated funding. This requires EPIC to be more predictable and stringent about activity implementation timelines. Spend by dates will be established for activities and E3/ED staff will have a set timeframe to finish their inputs to move an activity forward. If an activity has not started within the agreed timeframe, then the funds will be used for something else.

• Protect time for close out. EPIC is well placed to intentionally plan for a useful hand-over of systems, processes, materials, and other products. Documentation of institutional knowledge and implementing a well-planned hand off will help with future iterations of EPIC services. To that end, EPIC will wrap up most activity implementation by the end of the calendar year so that January through March can largely focus on technical and contractual close out. This will affect what the project agrees to take on and impacts the amount of time people have to finish their work/inputs. An integral part of close out will include transition planning. Each workstream will reserve time and resources for transitioning on-going support (e.g. EducationLinks, internal and external newsletters, etc.) to different parties or groups. Tied to this will be ensuring established processes are documented across workstreams and activity deliverables are archived appropriately.

While this approach represents a departure from previous work planning processes, adaptive management will remain an integral part of work plan implementation. EPIC will continue to collaborate closely across workstreams and with Activity Managers so that adjustments can be made as needed to further the above goals.

- 3 -

1. Organizational Effectiveness (OE) Q1 Q2

Activity Title Oct Nov Dec Jan Feb Mar Coaching Periodic Reflection Workshops and Retreats Organizational Wellness Support to Center for Education Workstream Management, Collaboration, and Close-Out

The Organizational Effectiveness (OE) workstream is the foundation and enabler for the other three workstreams and, more broadly, for reaching education sector, Bureau for Development, Democracy, and Innovation (DDI), and U.S. Government (USG) goals. Improved OE and a healthy Office culture and climate are evidence-based approaches to increase productivity. The intentional process of continuously improving distributive leadership, management, teamwork, partnerships, decision-making, inclusion, and work processes adds value to everything the Office and sector does. Individual, team, cross-team, and overall Office activities, plans, synergies, strategies, internal relationships, external partnerships, and outcomes are enhanced within a healthy climate and culture, good leadership and management, and a supportive, effective organization.

In Year 5 (October 2019 – September 2020), the OE workstream:

• Designed and facilitated seven Executive Management Team (EMT) off-site meetings to provide space for the EMT to come together, build a past-present-future timeline to orient new members, reflect, discuss issues and roles, prioritize, delegate, and make decisions on pressing issues facing the Office. Synthesis reports were provided to the EMT after each session for follow-up and next steps. Beginning in May 2020, these sessions pivoted to a virtual setting and the EMT agreed to meet on the last Friday of every month.

• Designed and facilitated five All Hands meetings, which focused on the DDI transformation, matrix management, and plans to transition to the new Center for Education. EPIC worked closely with the EMT, Transformation Change Management Support Team (TCMST), DDI Coordinator for the E3 Bureau, and other key stakeholders to inform the development of each session’s agenda.

• Launched the Education Technical Assistance (EDTA) pilot with five Missions (Democratic Republic of Congo, Ethiopia, Mali, Rwanda, and Senegal). EPIC is currently developing the final report, which includes recommendations for handover and scaling up. In addition, EPIC will work with E3/ED to link this work with the DDI client services guidance.

• Designed and facilitated the January Off-Site/Mid-Year Review, which saw a key shift in format as the agenda was designed to focus heavily on 1) how to better coordinate contract mechanisms and 2) supervisor and team lead training—an intentional, data-driven response based on the staff survey results.

https://drive.google.com/open?id=1xaYNsq6jQ3zwRsvMyZhjX-diCXkwhtv8

- 4 -

• Administered the E3/ED Staff Survey 2.0. This tool is a shared mirror and x-ray of the Office to identify pain points, strengths, and good practices to build on. The leadership meetings and All-Hands Meetings enable the Office to identify priorities and agree upon the needed behavior change, work processes, structural, and organizational culture changes. EPIC utilized the survey findings to produce a synthesis report and shared it with the Office and leadership for follow-up and next steps.

• Administered the EMT pulse check survey in May 2020 to assess the impact of the Coronavirus Disease 2019 (COVID-19) pandemic on E3/ED staff and workflows. The survey elicited perspectives on teleworking, processes, work/life balance, and other priority areas for collective attention and action in the near term. EPIC developed the thematic summary report, which was socialized by the EMT during the Friday all-staff meeting.

• Designed and facilitated the Higher Education, Youth, Workforce Development (HEYWFD) Division Retreat and Program Team Off-Site—reinvigorating the respective groups by enabling new team members, new leadership, and existing team members to better engage with one another and with their portfolios.

EPIC’s Year 6 OE activities will continue to support shifts in organizational culture and efficiencies to further enhance individual, team, cross-team, Office-wide, sector-wide, and cross-sector effectiveness, collaboration, and cohesion. A key component of EPIC’s support will include assisting the Office as it transitions to the Center for Education. Some of the new elements include:

• Facilitating periodic virtual EMT strategy sessions so that leadership has the time and space to co-create an inclusive agenda and process with the entire Office, set in motion working groups as issues emerge, reflect on priorities, and make decisions to move the Office forward.

• Creating a google site to house key guidance documents, meeting reports, articles, and a suggestion/question box so that everyone can stay informed and engaged and has the same access to information in real time.

• Facilitating virtual team workshops and strategic planning sessions to ensure alignment with Office priority initiatives, enhance Office and team climate and culture, and support Center for Education divisions and teams as they transition to their new roles and functions.

• Provide thought partnership, technical insights, and support to the DDI guidance and E3/ED’s transition to the Center for Education.

Support to the Center for Education at various levels within the Office will be a common theme across OE activities. To delineate the various levels of support and minimize overlap, we have used the audience for each activity as the distinguishing factor. For example, under Activity 1.3, Periodic Reflection, the primary audience is all staff. In Activity 1.4, Workshops and Retreats, the primary audience is Center for Education functional teams. Activity 1.6, Support to Center for Education, provides support to EMT and DDI as they prepare for the move to the Center for Education. While the content of the sessions under these three activities may overlap, the activity participants is what distinguishes them.

https://drive.google.com/open?id=1xfjkll5VoJ4IAHHRhDZm9MiHn5jYmr_8

https://docs.google.com/document/d/1z3YQ5hBIgjxKFveVquv4Fw5N526vBF31DRnqoCLvgoo/edit

- 5 -

1.1 Organizational Effectiveness Portfolio Management, Collaboration, and Close-Out

This activity includes tasks that promote strategic and effective management and quality assurance across workstream activities; cross-workstream collaboration; and shared learning. In addition, as EPIC is in its final six months, this activity will also include tasks related to: developing EPIC hand-over documents such as leadership briefs, guidance documents, and achievements; implementing contractual close out tasks, including archiving workstream deliverables and products; contributing to the EPIC final reporting; and transitioning activities to any new mechanisms as appropriate. Specific examples of the types of activities included in this category are:

• Activity manager meetings to discuss workstream activity progress, outcomes, lessons learned, feedback and overall workstream strategic direction.

• Internal meetings with EPIC’s project director to obtain strategic input on current and planned workstream activities.

• Internal meetings with portfolio team members to discuss current and planned workstream activities, map out short-, medium- and long-term priorities, and plan resources.

• Meetings with other EPIC workstreams to both identify and act on opportunities for cross-workstream collaboration.

• Development of EPIC OE legacy products and processes. • Organization and archiving of OE workstream final deliverables and products. • Transition and documentation of OE processes and activities as appropriate. • Contribute to EPIC end of project reporting.

Activity Timeline Q1 Q2 Tasks Oct Nov Dec Jan Feb Mar Activity manager meetings Internal meetings with project director Internal meetings with portfolio team members Meetings with other EPIC workstreams OE legacy products and processes Deliverables • GANTT chart updates • OE legacy products and processes • OE deliverables organized and archived • OE processes documented • OE activities transitioned Outcomes • Continued cross-workstream collaboration • Tracking of and reporting on OE activity progress updates • Analysis and use of evidence to support shared learning • OE activities appropriately documented, archived, and transitioned as appropriate

- 6 -

1.2 Coaching EPIC’s executive coaches help coachees identify their growth areas, share relevant resources, and provide the support and accountability needed to enhance competencies, confidence, awareness of self and others, and performance. The coaching program has been budgeted to continue through March 2021.

During Year 6, EPIC will provide the following types of coaching services:

• Coaching for team leads and EMT members, and • Coaching for up to six total sessions per E3/ED staff upon approval by the COR.

Surveys will be administered to coaching participants to assess the quality and effectiveness of the coaching program. In addition, coaches will meet virtually on a periodic basis to gather lessons learned and adapt to changing contexts and circumstances.

Activity Timeline Q1 Q2 Tasks Oct Nov Dec Jan Feb Mar Team leads and EMT member coaching E3/ED staff coaching Deliverables • Monthly Coaching Summary Reports • Coaching Evaluation Reports Outcomes • Enhanced individual, team, and Office culture and morale • Greater team and Office effectiveness and individual performance • Strengthened leadership and management across E3/ED • Smoother transition to the Center for Education and increased support tailored to individual needs

1.3 Periodic Reflection Successful organizations and institutions find ways to systematically and periodically create spaces to have the kinds of conversations, reflections, and collective learning needed to govern, manage, support, and create a shared, healthy, and supportive culture and environment. Often, the day-to-day and week-to-week work are affected by stress, deadlines, demands, taskers, and the busyness of expected and unexpected work.

Strategic pauses are particularly important now given impactful contextual factors such as remote work and the transition to the Center for Education. By committing to routinized periodic reflection, leadership and staff can be thoughtful and proactive in planning for and navigating these contextual factors.

EPIC will organize and facilitate virtual Office-wide periodic reflection sessions as follows:

• Monthly All-Hands Meetings • Bi-Annual Off-Site Reflective Sessions (2 half-day meetings in January 2021)

- 7 -

• Monthly EMT Offsite Sessions

Activity Timeline Q1 Q2 Tasks Oct Nov Dec Jan Feb Mar All Hands Meetings Off-Site Reflective Sessions EMT Offsite Sessions Deliverables • Session reports • Session evaluation reports Outcomes • Better morale and greater cohesion among staff • Greater transparency and inclusiveness on key issues • Enhanced collaboration/cooperation, shared vision, and strategy • Recommendations identified to “move the needle” on new priorities • Increased follow-up and guidance from EMT

1.4 Workshops and Retreats In previous years, EPIC has supported interested E3/ED teams in refining their work plans, conducting strategic planning, and enhancing the climate and culture of teams. This support will continue into Year 6. Additionally, once the Center for Education is established, EPIC will support follow up activities such as retreats with the divisions and teams of the new Center. These workshops and retreats will include Center for Education functional and matrix team workshops, work planning sessions, and meetings. EPIC can support up to two, 2-3-hour virtual workshops for each of the 10 teams.

Activity Timeline Q1 Q2 Tasks Oct Nov Dec Jan Feb Mar Center for Education functional and matrix team retreats/workshops

Deliverables • Retreat/workshop designs • Retreat/workshop reports Outcomes • Work plans that provide a management, planning, monitoring, evaluation, and learning

tool/function and includes plans for cross-team fertilization • Center for Education functional and matrix teams have a clearer understanding of their roles

and responsibilities within the new matrix management structure • Greater team cohesion, minimized stove piping, and better leveraging of individual strengths

1.5 Organizational Wellness EPIC will administer two additional organizational wellness instruments, develop the associated organizational wellness dashboard, and facilitate conversations so that the Office can address the issues raised by the results, decide on the priority strengths to build on, and improvements to be made. Additional support will be provided as needed. The new survey questions will emerge from staff and leadership dialogues regarding what is important so that we have a baseline/starting point for the new

- 8 -

Center for Education, can measure progress over time, and detect strengths to build on and pain points to address.

Activity Timeline Q1 Q2 Tasks Oct Nov Dec Jan Feb Mar Administer organizational wellness survey Provide additional support as needed Deliverables • Survey reports including action items • Survey dashboards Outcomes • Demonstrable and measurable progress and/or achievements across the benchmarks of the

updated instrument.

1.6 Support to Center for Education E3/ED’s transition to the Center for Education involves significant restructuring and requires careful planning, communication, and change management. EPIC has been working closely with the EMT to ensure that the transformation is well thought out and communicated frequently and transparently with the Office.

Under this activity, EPIC will provide ongoing support to the EMT and DDI through March 2021, as needed. This includes:

• Planning and facilitating EMT Offsite Sessions focused on and reinforcing DDI guidance, processing staff inputs, promoting transparency and decision-making, improving staff morale and inclusivity, and ensuring follow-up as related to the new Center.

• Designing and delivering other periodic meetings such as virtual All-Hands and Off-Sites that serve as a space for E3/ED staff to engage in a discourse on the Center and matrix management structure.

• Continued coordination with the TCMST, DDI Coordinator for the E3 Bureau, and other key stakeholders to ensure alignment with the latest Agency guidance.

• Working with EMT to refine roles and responsibilities, competencies, a change management plan, and other processes, as needed.

Activity Timeline Q1 Q2 Tasks Oct Nov Dec Jan Feb Mar Facilitate EMT Strategy Sessions Facilitate All-Hands and Off-Sites Coordination with TCMST and other stakeholders Developing/refining/informing key deliverables Deliverables • Roles and responsibilities • Associated list of competences • Change management plan • Process for determining office priorities

- 9 -

• Meeting notes related to matrix management/the new Center Outcomes • Increased transparency, communication, and staff morale • Greater cross-team and cross-agency knowledge exchange • Strengthened collaboration and alignment across teams, the Office, and Bureau • Promoting unity, agility, and alignment to higher-level goals/priorities rather than teams and

sub-teams • Expanded opportunities for professional development and leadership at all levels • Better leveraging of individual strengths and skills to achieve better outcomes

1.7 Education Technical Assistance (EDTA) Support In Year 5 EPIC, through a strategy consultant, supported the Mission Support Working Group by piloting a process for systematically conducting field-based intake, coordinating response teams in Washington, and evaluating the quality of support. Findings from the pilot, which included five African countries, were documented and presented to the EMT. In Year 6, an internal group within E3/ED will assume the coordinating role to continue this support. EPIC’s strategy consultant will be available to provide strategic advice as needed. Efforts will be made to link this, as relevant, to the DDI work and client services guidance.

- 10 -

2. Professional Development (PD)

Q1 Q2 Activity Oct Nov Dec Jan Feb Mar Professional Development Working Group

Multimedia Learning

Education Overview Course

Effective Education Portfolio Management Course

COVID-19 Related Webinars Workstream management, collaboration, and close out

The purpose of the Professional Development Strategy and Work Plan - co-created by the Professional Development (PD) team, E3/ED, and USAID education sector - is to prepare USAID education staff in the field and headquarters to more effectively build capacity, influence policy design, and support systems in host countries to achieve USG, USAID, and partner country educational goals. The learning approach and focus areas need to be directly aligned with the development needs of children and youth - and their local and national education systems - in the various USAID Mission countries around the world. It will only be successful if its PD work equips education officers with the relevant knowledge, skills, attitudes and tools they need to help countries improve learning outcomes, achieve the Sustainable Development Goals (SDG), strengthen effective systems, and partner in ways that build and advance the journey to self-reliance. The ultimate measure of this success is education officers who are well equipped to collaborate with partner country stakeholders, implementing partners, and others in the education sector in such a way that country education systems enable children and youth to acquire the education and skills needed to be productive members of society.

In Year 5 (October 2019 – September 2020), the PD workstream:

• Developed twenty online learning modules in collaboration with E3/ED Subject Matter Experts (SME). Seven of the technical modules serve as evergreen resources and are available to the entire sector via EducationLinks. The remaining nine foundational modules and four soft skills modules were developed as part of the new online Education Overview Course (EOC).

• Reinvigorated the Professional Development Working Group (PDWG). In April 2020, EPIC supported the new PD Activity Manager in reconvening the PDWG. The working group has since been meeting monthly.

• Completed the design and delivery of the new online EOC in September 2020. The course provided just-in-time onboarding support to 25-30 new education officers.

• Began the re-design of a hybrid Effective Education Portfolio Management (EEPM) course. The face-to-face course was originally scheduled for June 8-12, 2020 in Washington, DC, but due to COVID-19, will now be offered virtually from November 9-20, 2020.

• Supported various technical teams and the COVID-19 task force in the design and delivery of six COVID-19 related webinars.

- 11 -

• Co-led the Session Design and Delivery (SDD) Committee for the Global Education Conference (GEC). Facilitated over 10 SDD committee meetings, designed processes, facilitated learning opportunities, developed 26 knowledge products (e.g. toolkits, graphics, agendas, scoring rubric, webinar recordings, and PowerPoint presentations, etc.), and designed and structured the final program. In Spring 2020, E3/ED leadership made the decision to cancel the GEC due to COVID-19 and pivot to a fully virtual Global Education Learning Series (GELS).

• Designed, facilitated, and coordinated thirteen learning opportunities as part of the GELS. EPIC helped offer a greater diversity of learning modalities and knowledge products to fit different and emerging professional needs, preferences, learning styles, and the shift to more virtual learning opportunities in light of the coronavirus pandemic. In Year 5, this culminated in six panel discussion webinars, seven ignite talks, and three Tea with a SME events.

Some of the ways in which PD will continue to advance and enhance its work in Year 6 across all its activities is through:

• Ongoing support to the PDWG

• Continued support to the GELS

• Follow-up engagement for the EOC

• Design and delivery of the updated, hybrid (synchronous and asynchronous) EEPM course

• Production support for on-demand COVID-19 related webinars

• Supporting the transition to new procurement mechanisms as relevant, assuring the sustainability and continuity of agreed upon good principles and practices

2.1 Professional Development Portfolio Management, Collaboration, and Close-Out

This activity includes tasks that promote strategic and effective management and quality assurance across workstream activities; cross-workstream collaboration; and shared learning. In addition, as EPIC is in its final six months, this activity will also include tasks related to: developing EPIC hand-over documents such as leadership briefs, guidance documents, and achievements; implementing contractual close out tasks, including archiving workstream deliverables and products; contributing to the EPIC final’s reporting; and transitioning activities to any new mechanisms as appropriate. Specific examples of the types of activities included in this category are:




- 12 -


• Development of EPIC PD legacy products and processes. • Organization and archiving of PD workstream final deliverables and products. • Transition and documentation of PD processes and activities as appropriate. • Contribute to EPIC end of project reporting.

Activity Timeline Q1 Q2 Tasks Oct Nov Dec Jan Feb Mar Activity manager meetings Internal meetings with project director Internal meetings with portfolio team members Meetings with other EPIC workstreams PD legacy products and processes Deliverables • GANTT chart updates • PD legacy products and processes • PD deliverables organized and archived • PD processes documented • PD activities transitioned Outcomes • Continued cross-workstream collaboration • Tracking of and reporting on PD activity progress updates • Analysis and use of evidence to support shared learning • PD activities appropriately documented, archived, and transitioned as appropriate

2.2 Professional Development Working Group This activity involves continued support for and collaboration with the PDWG. This includes:

• Co-organizing and co-facilitating PDWG meetings

• Managing communication on updates and action items that come out of working group meetings

• Fostering collaboration, awareness, and intentional synergies across E3/ED and Regional Bureaus

• Supporting the development of the FY21 calendar of professional development activities, PD strategic plan, and education sector course catalog

Aspects of this activity that involve development and implementation of the PD strategy will require collaboration with the OE workstream to ensure alignment with other Office priorities, learning agendas, and staff capacity - and other stakeholders inside and outside E3/ED and the education sector.

- 13 -

Activity Timeline Q1 Q2 Tasks Oct Nov Dec Jan Feb Mar Facilitate PDWG meetings

Provide periodic progress reports

Deliverables • Periodic progress reports • Meeting notes Outcomes • Greater alignment of PD activities with Mission needs • More cohesive strategic thinking across the E3/ED and Regional Bureaus • Greater communication and transparency around PD activities offered to Mission staff with a clear calendar

2.3 Multimedia Professional Development and Learning EPIC supported E3/ED in making a substantial re-design and pivot from the in-person GEC to a fully remote GELS, which involved designing and developing educational multimedia content including both synchronous (panel discussion webinars and Teas with a SME) and asynchronous (online modules and ignite talks) learning opportunities. This activity will continue into Year 6 and involves:

• Continued support for scheduled events in the GELS, in addition to any follow up activities as needed post-series.

• Designing and developing two additional technical online learning modules (Numeracy and Gender), which are scheduled to be released as part of the post-GELS package.

The PD Workstream also developed seven technical online learning modules under this activity. In Year 6, the online modules will:

• Contribute to the education sector’s central repository of resources

• Serve as evergreen resources to orient and socialize new education officers and those new to the education sector in general to the principles and priority technical areas in the Education Policy and will be available on EducationLinks

• Serve as the content building blocks for future iterations of the EOC

In terms of distinguishing what on-line learning opportunities are housed under the Multimedia Professional Development and Learning Activity as compared to the EOC, the online learning modules that are made available to the public through EducationLinks are included in this activity description and budget. On-line learning modules that are internal-facing and only available on USAID University are housed and budgeted under the EOC activity.

In Year 6, the multimedia PD and Learning activity will also include delivering three synchronous virtual brown bags. These sessions will create a space to foster networking and address Career Candidate Corps (C3) questions and concerns as they prepare for post.

- 14 -

Aspects of this activity that involve organizing and presenting the modules and GELS events on EducationLinks, in addition to extracting knowledge pieces from the brown bags, will require collaboration with the KM and Communications workstreams.

Activity Timeline Q1 Q2 Tasks Oct Nov Dec Jan Feb Mar Support to the GELS

Develop online learning modules

Deliver brown bag sessions Deliverables • GELS evaluation reports • GELS final report • Recorded GELS events housed on EducationLinks • Technical online learning modules (housed on EducationLinks) • Technical online modules evaluation reports • Brown bag recordings Outcomes • An engaging and participatory global education learning series that socializes USAID programming and

priority technical areas in the Education Policy to hundreds of education practitioners globally • A more robust education sector central repository aligned with the 2018 USAID Education Policy • Better understanding of the quality and long-term relevance of each module’s content • Relevant and real-time support to current C3s

2.4 Education Overview Course This activity involved a substantial re-design and updated delivery (from in-person to online) of the EOC to align with the 2018 Education Policy - its principles, priorities, and technical focus areas. The online EOC, comprised of 20 foundational, technical, and soft skills modules, was packaged and submitted to USAID University in September 2020.

Year 6 EOC support includes these follow-on activities:

• Assessing the level of EPIC support provided to SMEs who were involved in the 20 online modules by administering an evaluation form.

• Evaluating participants at Kirkpatrick’s levels 1 and 2 as part of the course’s learning assessment and evaluation and writing a report that synthesizes the data.

• Facilitating asynchronous online discussions.

• Forming and managing a design team made up of technical SMEs, online course developers, and other key stakeholders to develop the remaining two technical modules (Numeracy and Gender):

o Determine course and module objectives o Draft the course interactivity and learning assessment o Design and build each module, each with its own library of resources

- 15 -

Some of the initial design stages of the aforementioned activity will be a continuation of the online learning modules created as part of the Multimedia and PD Learning activity, which includes the creation of two online learning modules focused on technical areas prioritized in the 2018 Education Policy. These will become the building blocks on which future EOCs will be based.

Aspects of this activity that involve promoting and socializing the course in the internal newsletter and on EducationLinks (for the technical modules) will require collaboration with the knowledge management workstream.

Activity Timeline Q1 Q2 Tasks Oct Nov Dec Jan Feb Mar Develop remaining two technical modules

Write evaluation report of initial crop of learners

Facilitate asynchronous online discussions Deliverables • Technical online learning modules • EOC participant evaluation report • EOC SME evaluation report Outcomes • Better understanding of the quality and long-term relevance of each module’s content • Majority of participants find course to be useful and relevant to their needs • A stronger foundation for future EOCs whether online or in-person • A more robust education sector central repository aligned with the 2018 USAID Education Policy • Ongoing engagement with education officers through asynchronous modalities

2.5 Effective Education Portfolio Management Course Given the current pandemic, this activity includes updating and delivering a 2-week, hybrid EEPM course in November 2020. This involves:

• Updating facilitator guides to accommodate the shift from the typical 5-day, in-person course to a 2-week online course. The updated facilitator guides will also reflect the shift in course delivery modality from a face-to-face course to a virtual instructor-led training (vILT).

• Delivering the course through a combination of synchronous live sessions on AdobeConnect and asynchronous learning through pre-recorded presentations and online forum discussions.

• Coordinating with technical SMEs who contributed to previous iterations of the course.

• Evaluating participants at Kirkpatrick’s levels 1 and 2 throughout the course delivery and writing a report that synthesizes the data.

• Evaluating course participants at Kirkpatrick’s level 3 of learning, through surveys or one on one interviews, 1 week and 3 months after the course has ended.

- 16 -

Aspects of this activity that involve promoting and socializing the course in the internal newsletter will require collaboration with the knowledge management workstream.

Activity Timeline Q1 Q2 Tasks Oct Nov Dec Jan Feb Mar Update facilitator guides and participant workbooks

Deliver course

Write final report Evaluation follow up Deliverables • Updated facilitator guides and participant workbooks • Course recordings • Evaluation summary • Final report Outcomes • Stronger foundation for future EEPMs that is aligned with Education Policy technical priority areas. • Majority of participants find course to be useful and relevant to their needs • Ongoing engagement with education officers through asynchronous modalities

2.6 COVID-19 Related Webinars In Year 6, this activity includes providing support for up to three on-demand COVID-19 related webinars. This involves:

• Coordinating with the technical SMEs to develop the webinar process and timeline,

• Pre-recording the webinar presentations, and

• Producing the live webinars.

Activity Timeline Q1 Q2 Tasks Oct Nov Dec Jan Feb Mar Determine webinar process and timeline

Pre-record webinar presentation

Produce live webinars Deliverables • Process, timeline, and guidance documents • Webinar recordings Outcomes • Ongoing engagement with and support for education practitioners around technical topics related to

the COVID-19 pandemic

- 17 -

3. Knowledge Management

Q1 Q2 Activity Oct Nov Dec Jan Feb Mar Knowledge Product Development

Dissemination/Engagement

Web Development/Management

Workstream Management, Collaboration, and Close-out

Sustained transformation on a meaningful scale requires the continuous generation and flow of knowledge, evidence, good practices, and insights across USAID, the education sector, and other fields of development. The result is a sustained system that effectively shares knowledge, promotes learning, and ultimately supports education staff to reach their full potential. The KM workstream aims to broaden the reach and impact of all education staff through the development of collaborative and engaging knowledge management systems, content, and processes.

In Year 5 (October 2019 – September 2020), the KM workstream carried out the following support:

• The maintenance of a dynamic EducationLinks learning platform through robust content development and dissemination. Site metrics show EducationLinks’ site visit and engagement metrics nearly doubled in October 2019 compared to previous months and have been trending positively except for a dip in March and April likely caused by the COVID-19 pandemic.

• The exploration of new media to incorporate into knowledge product packages such as the timeline created for the higher education package, the event materials compiled in Articulate Rise for the GEC, and the flow chart currently being created for the Workforce Outcomes Reporting Questionnaire (WORQ) package.

• The creation of E3/ED Outreach Guidance to coordinate the Office’s public affairs and technical outreach.

• A survey of education practitioners to gather input on the creation of EducationLinks-branded outreach channels.

• The migration and launch of the Global Reading Network (GRN) on the EducationLinks platform.

• Support for the Education in Crisis and Conflict Network (ECCN) and GRN content managers including management of their websites and newsletters.

• Creation of a Knowledge Management and Learning plan for the GEC.

• Support for the posting, promotion, and knowledge capture of all GELS events.

• Continued work to adapt the design of the internal newsletter to effectively deliver information to USAID staff, maintaining an average open rate of over 50% and an average click rate of 13%.

https://docs.google.com/document/d/1qJq4bjhe0ZHrW1RLMdFkC_YuTKzOOiAN7gZpXKfjyGA/edit#heading=h.2c77pe77d4xf

- 18 -

• The launch of nine automated email lists in October 2019 that now have a total of 110 unique subscribers, an open rate of 16.7% and a click rate of 20.5%.

• The execution of the Mobiles for Education Alliance Symposium, which brought together 334 attendees, the highest attendance since its inception in 2011.

In Year 6, EPIC will continue this support while also preparing to close out the project and transition responsibilities as appropriate. Year 6 support will include:

• Training, oversight, and support of the new ECCN and GRN content managers to manage their spokes.

• Continued support to develop and disseminate knowledge product packages including:

o COVID-19 related content

o posting, promotion, and knowledge capture of GELS events

o collaboration with the Data and Evidence for Education Programs (DEEP) contract to provide more evidence and data-related learning opportunities

o support to the prioritized list of knowledge products listed below

• Adding a content submission button to EducationLinks to support the site goal to “Source content that resonates with education practitioners.”

• Supporting E3/ED to continue EPIC’s work beyond the life of the project. This support might include:

o the development of materials (e.g. achievements, thought leadership briefs) to share EPIC’s learnings

o the preparation of handover materials to help them take over activities

• Project close out tasks such as deliverable archiving and project close out events.

3.1 Knowledge Management Portfolio Management, Collaboration, and Close-Out



https://docs.google.com/document/d/1DjLZrPUCdBrBIvPjSrlKwRCWJOXbeBkDeKR6z5HH6OE/edit?usp=sharing

- 19 -




• Development of EPIC KM legacy products and processes. • Organization and archiving of KM workstream final deliverables and products. • Transition and documentation of KM processes and activities as appropriate. • Contribute to EPIC end of project reporting.

Activity Timeline Q1 Q2 Tasks Oct Nov Dec Jan Feb Mar Activity manager meetings Internal meetings with project director Internal meetings with portfolio team members Meetings with other EPIC workstreams KM legacy products and processes Deliverables • GANTT chart updates • KM legacy products and processes • KM deliverables organized and archived • KM processes documented • KM activities transitioned Outcomes • Continued cross-workstream collaboration • Tracking of and reporting on KM activity progress updates • Analysis and use of evidence to support shared learning • KM activities appropriately documented, archived, and transitioned as appropriate

3.2 Knowledge Product Planning and Development EPIC’s KM team will work with the PD and Engagement, Communications, and Partnerships (ECP) workstreams and E3/ED partners to manage the process to prioritize and coordinate the development of E3/ED knowledge and learning materials. This includes the coordination of cross-workstream planning meetings, content creation calendar management, and evaluation and reporting of the awareness of and engagement with EPIC-supported knowledge products and product packages.

Through this process, EPIC’s KM team will develop and help package a range of education sector knowledge and learning products. Budget estimates for this support will fall into 1 of 3 tiers of support:

Tier 1: EPIC provides the same support as Tier 2 plus at least one of the following types of support:

• Facilitation • Web Development • Technical Writing • Knowledge Capture Planning and Implementation

- 20 -

• Video Production • Podcast Production

Tier 2: EPIC provides project management support (project planning, regular meetings, progress tracking) to manage the

• editing and design of technical knowledge products, • development of companion products, • and dissemination planning and implementation for the package of products.

This support does not include the conceptualization or development of technical knowledge products. Companion products might include briefs, EducationLinks toolkit/special collections page, blog series, newsletter announcements, social media posts, promotional toolkit, and graphics/animations.

Tier 3: EPIC provides support to develop and/or post a specific product(s) including:

• Development of an EducationLinks Toolkit or Special Collections page • Development of a blog/series of blogs • Posting/curating content created by others to EducationLinks • Development of a graphic/infographic • Development of a brief/fact sheet • Videos • Graphics

In year 6, EPIC will support the development of the products in the below table that can be completed by December 2020. Note that other knowledge products related to COVID-19 can be found under Activity 3.5.

Knowledge Product Description Tier Target Start Date

Target End Date

Learning Agenda Special Collections

Create collections of resources related to each of the learning agendas created by E3/ED.

3 Oct 1 Dec 1

WORQ Toolkit Organize/create new toolkit EducationLinks page and create dissemination and engagement plan

3 Nov/Dec Nov/Dec

Collaboration with Catalyze on education finance content management

3 TBD

Pre-Primary content package

Could require a slimmed down version of Social Emotional Learning (SEL) working group support – expert consultations to shape some products and then disseminate them

1 TBD

- 21 -

Knowledge Product Description Tier Target Start Date

Target End Date

Education learning synthesis product support

Create data visualization and related products to showcase findings of DEEP analysis of education programs

1 Dec 1 Dec 31

Activity Timeline Q1 Q2 Tasks Oct Nov Dec Jan Feb Mar Coordinate content alignment meetings

Identify KM product needs

Maintain EPIC Content Creation Calendar

Provide knowledge capture, content development, content packaging, editing, layout and graphic design for KM products, and monitor and evaluate their reach and use

Deliverables • Strategic, engaging, and practical/applicable KM products or packaging of products • Up-to-date Content Creation Calendar • Monthly content alignment meetings • 6-month knowledge product reach reports Outcomes • E3/ED creates and disseminates more strategic knowledge and learning products • E3/ED workload decreases from better prioritization of content needs • E3/ED and EPIC KM, Engagement, and PD workstreams collaborate more seamlessly • E3/ED more aware of the use of their knowledge products and can make decisions using this information

3.3 Dissemination and Engagement In Year 6, EPIC will continue to follow the guidance and best practices defined in EPIC’s Year 4 Engagement Strategy and Year 5 Outreach Guidance to provide full dissemination and engagement support to help E3/ED share content that helps Missions and implementing partners design and manage more effective education programs.

This includes:

• The development and implementation of dissemination and engagement plans for the knowledge products and packages defined above.

• The development and sharing of the monthly internal newsletter.

• Maintenance of the existing EducationLinks automated emails.

• Maintenance of EducationLinks promotional materials.

• The management of the EducationLinks website and its spoke sites, including: o Maintaining the EducationLinks Governance Plan and Content Management Plan o Updating/maintaining all EducationLinks content o Training, oversight, and support to spoke website content managers

https://docs.google.com/document/d/1xmURPmzIQ7KLQEw9AyYUJSJl2iQH_sDWzrdBWD5ecwo/edit?usp=sharing

https://docs.google.com/document/d/1qJq4bjhe0ZHrW1RLMdFkC_YuTKzOOiAN7gZpXKfjyGA/edit?usp=sharing

- 22 -

o Representing EducationLinks at various events and meetings, including in any site maintenance or development conversations

• The evaluation and reporting on the reach and engagement of outreach platforms and channels including EducationLinks and the internal newsletter.

• Maintaining the content of ProgramNet, MyUSAID and the E3/ED KM operations page.

Activity Timeline Q1 Q2

Tasks Oct Nov Dec Jan Feb Mar Develop and implement dissemination and engagement plans and related materials

Management and dissemination of internal newsletters

Maintenance of EducationLinks automated emails

Maintenance of EducationLinks promotional materials

Management of EducationLinks website Evaluation and reporting on channel reach and engagement Maintain and implement an EducationLinks content management plan Maintain and implement ProgramNet content management plan Maintain the content on E3/ED's MyUSAID page Maintain the content of E3/ED's KM operations page Deliverables • Dissemination and engagement plans, as necessary • Monthly Learning Newsletter • Monthly Analytics Report • Bi-annual Executive Summary Analytics Report • Bi-weekly content pull emails Outcomes • Education sector stakeholders access and engage with the knowledge products • Education sector stakeholders are more aware of resources available on EducationLinks and how to contribute • E3/ED is aware of the reach and engagement of their outreach platforms and channels and can make decisions with this information

3.4 Web Development and Management EPIC, through Forum One, will continue to provide web development and maintenance support for EducationLinks in Year 6.

Web maintenance and development tasks: • EducationLinks hosting, security updates, broken link checks, administrative and technical

support. In Year 6, this support will include an update from Drupal 8 to Drupal 9, a relatively minor backend update that will not affect site administrators or users.

• EducationLinks website functionality fixes and improvements. Specific enhancements to EducationLinks will include:

o the addition of the government shutdown banner to the spoke sites and spoke site templates

o the creation of static content submission buttons on EducationLinks

Activity Timeline Q1 Q2 Tasks Oct Nov Dec Jan Feb Mar Site maintenance (security updates, hosting, etc.)

- 23 -

Ongoing site enhancements and fixes

Deliverables • Government shutdown banner • Static content submission buttons Outcomes • Well-functioning and secure website

3.5 Creation and Dissemination of COVID-19 Related Knowledge Products

As an extension of our knowledge product development and dissemination support happening under activities 3.2 and 3.3, EPIC will also provide similar support to the Office and their COVID-19 response activities. Specifically, we will support the activities listed below.

Knowledge Product Description Tier Target

Start Date Target End

Date

Return to Learning Support the design, editing, and packaging of a second release of the toolkit. Continue to implement the dissemination and engagement plan.

2 Oct 1, 2020 Oct 21, 2020

Distance Learning Support the design, editing, packaging of a distance learning toolkit. Create and implement a dissemination and engagement plan.

2 Oct 1, 2020 Nov 2020

Higher Ed Landscape Review and Case Study Package

Continue to edit, design, and package the Review and Case Studies. Complete up to 5 blogs related to the content package.

3 Oct 1, 2020 Nov 2020

COVID Content Curation

This ongoing support to create and maintain the COVID Resources page will continue in Year 6. 3 Oct 1, 2020 Feb 2020

SEL Guidance Package

Plan and host a validation workshop for early grade reading guidance.

Update EduLinks SEL content.

Create and implement a dissemination and engagement plan.

1 Oct 1, 2020 Feb 2020

Activity Timeline Q1 Q2 Tasks Oct Nov Dec Jan Feb Mar Provide knowledge capture, content development, content packaging, editing, layout and graphic design for COVID-19 related knowledge products, and monitor and evaluate their reach and use

- 24 -

Develop and implement dissemination and engagement plans and related materials

Evaluation and reporting on channel reach and engagement

Deliverables • Strategic, engaging, and practical/applicable COVID-19 related knowledge products or packaging of products • 6-month knowledge product reach reports • Dissemination and engagement plans, as necessary • Monthly Analytics Report • Bi-annual Executive Summary Analytics Report Outcomes • Strategic, engaging, and practical/applicable COVID-19 related knowledge products or packaging of products • 6-month knowledge product reach reports • Dissemination and engagement plans, as necessary • Monthly Analytics Report • Bi-annual Executive Summary Analytics Report

- 25 -

4. Engagement, Communications and Partnerships

Q1 Q2 Activity Oct Nov Dec Jan Feb Mar Center for Education Outreach Products Engagement Workstream Management, Collaboration, and Close-Out

The ECP workstream seeks to communicate E3/ED’s work across the Office, Agency, Missions, and external stakeholders. The priority is to establish a shared understanding of the importance of education programming, types of education programming being implemented, and the progress being made. This communication will equip education officers with the information they need to be effective “ambassadors” and proponents for education and will situate education as a critical sector within the Agency. Additionally, ECP activities help create and maintain strategic partnerships, alliances and communication platforms with external stakeholders and donors. In turn, this will create greater impact and investments in USAID education sector goals and special initiatives.

In Year 5 (October 2019 – September 2020), the ECP workstream supported the following tasks:

• Worked with the KM and PD workstreams as well as E3/ED’s GEC Core Team and Committees to coordinate, and then cancel, the Global Education Conference.

• Worked with the PD workstream to revise their Policy Communications EEPM session for inclusion in an Education Policy Communications Training Facilitator’s Guide.

• Supported the design of an Education video and brochure as part of Year 4’s Creative Brief.

• Coordinated E3/ED email and social media outreach to support the release of KM products, PD events and webinars, and ECP relevant international days and Agency-level campaigns.

• Supported E3/ED to build and manage constant contact mailing lists; including a donor partner, VIP, EducationLinks/GELS, and USG partner lists; for present and future use.

In Year 6, EPIC will continue to support ECP’s product design and engagement tasks while also preparing to close out the project and transition responsibilities to a new mechanism. Year 6 support will include:

• Continued support to promote the GELS to ensure a shared understanding, harmonized approach, and effective and efficient implementation of both the USG Education Strategy and the USAID Education Policy across the USG.

- 26 -

• Support for the creation and/or update of outreach materials and platforms to reflect the Office’s transition to the Center of Education.

• Continued support for E3/ED’s dissemination and engagement including the creation and implementation of priority communications campaigns.

• Support to E3/ED to continue EPIC’s work beyond the life of the project. This support might include:

o development of materials (e.g. achievements, thought leadership briefs) to share EPIC’s learnings

o preparation of handover materials to help them take over activities

• Project close out tasks such as deliverable archiving and project close out events.

4.1 Engagement, Communications and Partnerships Portfolio Management, Collaboration, and Close-Out






• Development of EPIC ECP legacy products and processes. • Organization and archiving of ECP workstream final deliverables and products. • Transition and documentation of ECP processes and activities as appropriate. • Contribute to EPIC end of project reporting.

Activity Timeline Q1 Q2 Tasks Oct Nov Dec Jan Feb Mar Activity manager meetings Internal meetings with project director Internal meetings with portfolio team members Meetings with other EPIC workstreams

- 27 -

ECP legacy products and processes Deliverables • GANTT chart updates • ECP legacy products and processes • ECP deliverables organized and archived • ECP processes documented • ECP activities transitioned Outcomes • Continued cross-workstream collaboration • Tracking of and reporting on OE activity progress updates • Analysis and use of evidence to support shared learning • ECP activities appropriately documented, archived, and transitioned as appropriate

4.2 Center for Education Outreach Products In Year 6, EPIC will support E3/ED in creating or updating outreach materials to reflect the Office’s transition to the Center for Education. These products will be developed collaboratively and will incorporate design and data visualization best practices.

A review of existing outreach materials finds the substance of many of the materials (e.g. the pop up banners and the Education Today Opportunity Tomorrow video) will remain accurate and relevant as they refer to USAID Education and/or USAID’s work in education and not to any particular office. Two items that will likely need to be updated include:

• Education Office fact sheets (contact info at the bottom of each sheet) • Education Brochure (contact info on the last page)

Activity Timeline Q1 Q2 Tasks Oct Nov Dec Jan Feb Mar

Update outreach material

Deliverables • Updated or new outreach material Outcomes • High quality materials are developed that elevate the Center for Education’s work

4.3 Engagement Since taking over E3/ED’s social media and external newsletter in Year 3, EPIC has helped the Office to create consistent quality outreach for its key audiences. In Year 6, EPIC will continue to elevate the Education Office’s social media and newsletter outreach, following the guidance provided by E3/ED in the Social Media Strategy. EPIC’s support for E3/ED’s engagement activities in Year 6 includes:

• Management of E3/ED Facebook and Twitter accounts.

• Creation of or contribution to engagement plans/campaigns as requested (e.g. GELS, COVID-19, International Day of the Girl, etc.).

• Tracking of education sector success stories.

• Coordination and distribution of the E3/ED external newsletter.

https://docs.google.com/document/d/1KgF8cp-lfXZZtdZh03TPqjzyazk-32u23a2AVxOkgQ8/edit?usp=sharing

https://docs.google.com/spreadsheets/d/1xZeKU4YdPWZm-_diK0uhCcq1p0VE-HvVC7DuhrS9qp0/edit#gid=294213723

- 28 -

• Maintenance of the contact lists in Constant Contact.

• Updates to our outreach platforms to align them with the Office’s transition to DDI.

• Coordination with other contracts to implement their dissemination plans.

• Execution of engagement plans developed for the KM workstream.

Activity Timeline Q1 Q2

Tasks Oct Nov Dec Jan Feb Mar Manage and evaluate E3/ED Facebook

Manage and evaluate E3/ED Twitter Manage and evaluate E3/ED external newsletter Participate in monthly calls with education sector partners Carry out strategic communications plans Deliverables • Weekly social media posts • Quarterly external newsletter • Monthly metrics Outcomes • Mission staff and implementing partners gain a better understanding of the USAID Education Policy • Stronger E3/ED communications strategy, messages, products, and processes

- 29 -

5. Buy-Ins The EPIC contract includes a buy-in component that allows other USAID offices, Bureaus, and operating units to access EPIC services across all four workstreams. To date, EPIC has received $2,296,870.02 in buy-in funding to support ten different USAID operating units as detailed in the table below.

Bureau/Mission Funding Status

USAID/Peru $13,000.00 Complete

USAID/Haiti $16,042.00 Complete

Africa Bureau $323,999 In process Bureau for Democracy, Conflict and Humanitarian Assistance (DCHA)/ Conflict Management and Mitigation (CMM)

$367,000 Complete

Office of Trade and Regulatory Reform (TRR) $1,471,592 In process Bureau for Democracy, Conflict and Humanitarian Assistance (DCHA)/Office of Foreign Disaster Assistance (OFDA)

$71,737.02 In process

Bureau for Democracy, Conflict and Humanitarian Assistance (DCHA)/ Food for Peace (FFP)

$10,000.00 Complete

Global Development Lab (LAB)/Higher Education Solutions Network (HESN)

$3,500.00 Complete

Office of Gender Equality and Women’s Empowerment (GEWE) $10,000.00 Complete Bureau for Food Security (BFS) $10,000.00 Complete USAID/Morocco $10,586.20 In process1

TOTAL: $2,307,456.22

1 - USAID/Morocco activity will be complete before the start of Year 6.

5.1 Africa Bureau USAID’s Africa Education and Youth Division requested EPIC’s support in providing a series of activities to support visioning, transition planning, and team building. With respect to team building, the Office would like to improve engagement in meetings, clarify core business, roles, and priorities, learn from, and increase collaboration with one another, and share good practices in Mission support.

In Year 6, EPIC will continue to provide:

• Individual coaching to Division members

• Thought partnership and facilitation support to the Division on key topics such as vision, strategy, and team building

- 30 -

• Thought partnership and facilitation support to the Young African leaders Initiative (YALI) coordinator and team on strategic planning and implementation, staffing, and team building

Activity Timeline Q1 Q2 Tasks Oct Nov Dec Jan Feb Mar Continue coaching program Design and deliver workshops/retreats Deliverables • Coaching evaluation summary report • Session designs, handouts, and reference materials • Workshop/retreat summary reports Outcomes • Articulated Division vision and strategy • Clarity on roles and responsibilities • Increased collaboration among staff • Greater team effectiveness and enhanced individual performance

5.2 Office of Trade and Regulatory Reform In Year 4, the Office of Trade and Regulatory Reform (TRR) requested that EPIC provide maintenance support for the ongoing operation and maintenance of Marketlinks, a knowledge-sharing platform that helps promote good practices, knowledge, and evidence on economic growth and private sector engagement activities worldwide. This support includes curation of website content, editing and issuing a monthly newsletter to approximately 20,000 subscribers from USAID, USG, implementing partners and the general public, facilitating and producing seminars and webinars offered in flexible, blended formats, and other knowledge management activities.

To inform and support the activities listed above, EPIC worked with TRR in Year 4 to carry out a Marketlinks Roadshow to collect strategic input from key stakeholders including site users, USAID operating units, and other USG agencies. EPIC used the input from these meetings to develop a Marketlinks editorial calendar and knowledge management strategy.

In Year 5, EPIC worked with the Roadshow partners to encourage their collaboration on Marketlinks and used the editorial calendar and knowledge management strategy to prioritize and coordinate Marketlinks tasks.

Also, in Year 5, EPIC launched the refresh process of the Marketlinks website on Drupal 8, preparing the site for Drupal’s future planned updates and making the site more user friendly. To start the refresh process, EPIC carried out audience research, including usability testing and card sorting, to understand how users interact with the site and inform where we might make improvements. From there, EPIC worked with TRR to develop site designs that are being used to build the site. In parallel, EPIC has also been supporting the migration of all the existing site content to the new website. EPIC will launch the new site on Oct 15, 2020.

https://www.marketlinks.org/

- 31 -

In Year 6, EPIC will build on the support provided in previous years. Our specific areas of support are outlined below.

Knowledge Management

EPIC will continue to support TRR and its partners to create and post new Marketlinks blogs, resources, announcements, trainings, and archived project pages (collections). Additionally, EPIC will continue to coordinate and facilitate regular virtual webinars and in-person seminars as pandemic guidance allows. Specifically, in Year 6, EPIC expects to support:

• edits to 3-4 videos for USAID training materials

• one webinar per month

• the development and launch of a new women’s economic empowerment “GenDev” wiki on Marketlinks

• the addition of a “Mobilizing Finance for Development” online training to Marketlinks

Dissemination and Engagement

EPIC will continue to provide full dissemination and engagement support to help TRR share Marketlinks content with relevant audiences. This includes:

• Coordinating and sending the monthly Marketlinks Connections newsletter.

• Managing Twitter, LinkedIn, and Facebook social media accounts.

• Serving as a media partner for market systems conferences organized by partner organizations such as the virtual Small Enterprise, Education, and Promotion (SEEP) Annual Conference and virtual Global Youth Economic Opportunities (GYEO) conferences.

• Experimenting with social media paid promotions to target key audiences.

• Evaluation and reporting of our reach and engagement on Marketlinks and its related outreach channels.

Maintenance, Enhancements and Website Refresh

EPIC will work with Forum One to continue the website redesign and maintenance of Marketlinks including hosting, security updates, administrative, and technical support.

The new site expected to launch on Oct 15, 2020 and will feature the following improvements:

• Updated Topics page to highlight prominent resources and related events or Wikis

• Improved search functionality

• Cleaned up backend code and unwanted functionality

• Updates to outdated language and graphics (i.e. references to Agrilinks)

• Removal of broken links and images

Activity Timeline Q1 Q2 Tasks Oct Nov Dec Jan Feb Mar Refresh Marketlinks Site

- 32 -

Host Marketlinks webinars Share content and social media posts Send newsletter Develop knowledge products as requested Maintain site and fix bugs Develop GenDev Wiki Deliverables • Newsletters, welcome email, and event invitations • Webinars and seminars • Marketlinks content including themed months, partner engagement, publish blogs, resources,

events and opportunities on the website • Monthly analytics reports • TRR video editing support • Website updates recommendations (based on Audience Research and Analysis) Outcomes • Increased engagement with the site and content submissions from users • Marketlinks better responds to users’ needs and interests • TRR leadership is better informed of website impact

5.3 Office of U.S. Foreign Disaster Assistance (DCHA/OFDA) In Year 4, the Office of U.S. Foreign Disaster Assistance (ODFA) requested that the EPIC contract provide webinar support through the Marketlinks platform. This includes scoping, planning, and hosting virtual learning events in collaboration with OFDA research and implementing partners.

EPIC will continue to support OFDA in Year 6 by hosting webinars and potentially in-person seminars if possible. Additionally, EPIC may support OFDA through creating knowledge products, such as informational videos, factsheets, facilitation, and so forth.

- 33 -

6. Contract Learning and Management Q1 Q2 Activity Oct Nov Dec Jan Feb Mar Weekly COR meetings Monthly GANTT chart updates Activity manager meetings Bi-annual reports Accrual reports Close out plan Final Project Report Final Evaluation Report EPIC Legacy Products and Processes

The EPIC operations and management structure tracks progress and budget utilization of each activity under EPIC’s four workstreams, totaling 20+ activities. Throughout implementation, EPIC has maintained a flexible structure to enable the team to respond to emerging priorities as necessary, within the confines of time and resources. In Year 5, EPIC’s work planning approach pivoted to a more defined scoping of activities as the contract was approaching its final year and a half. The Year 6 six-month work planning process has involved a further prioritization of activities to arrive at a core set of activities within each workstream that can be feasibly implemented within budget and time constraints while allowing sufficient time for contract close-out.

6.1 Contract Close-Out The EPIC team will approach contract close out holistically to ensure a process that is contractually compliant, transitions information and knowledge, archives contract deliverables and products, and documents learning and results. To accomplish this, close-out activities will be grouped in two main categories: technical close-out and contractual close-out.

Technical close-out activities will ensure that the robust work of all four workstreams is documented and archived. This includes the production and dissemination of lessons learned, achievements, guidance documents, processes, and other products that facilitate the continuation of EPIC services after the project ends. Technical close-out will be accomplished through the production of workstream specific and cross-cutting legacy products and processes (detailed in 6.2).

Contractual close-out activities will include a number of unique, and interconnected, functions, including reviewing project goals, objectives, and deliverables; accounting for all project monies; making plans for project staff, assets, and contracts; and ensuring the contract is compliant with USAID close out requirements.

EPIC will begin creating templates and planning for the close out process in Q1. Key components of the close out process include:

• Submit a close out plan and schedule for approval

- 34 -

• Prepare inventory disposition report

• Ensure all relevant project deliverables are uploaded to Development Experience Clearing House (DEC)

• Organize and archive all project deliverables and products

• Close out activity budgets

• Close out all contracts, consulting agreements, and subcontracts

• Cancel or transition software or platform subscriptions as appropriate

Both technical and contractual close out activities will require planning and dedicated time. As such, the Year 6 Work Plan has intentionally minimized the number of activities that will be implemented beyond December to reserve January through March 2021 for technical and contractual close-out.

6.2 EPIC Legacy Products and Processes EPIC has amassed lessons learned, achievements, and processes that can be shared with E3/ED as references and tools. Reflection sessions with EPIC team members, brainstorming with Activity Managers, and findings from the EPIC Evaluation contributed to a list of EPIC knowledge products to be developed as part of technical close-out and handover to E3/ED. These products can be grouped into the following categories and goals:

• Thought Leadership Briefs: The goal of these briefs is to capture big lessons learned to transfer learning and recommendations.

• Handover Guidance: These guidance documents, in the form of checklists, processes, tips and tools will transfer practical knowledge to E3/ED in order for the Office to continue current EPIC-supported activities.

• EPIC Achievements: The goal of these write ups is to profile the importance of EPIC’s support showcasing specific examples or outcomes.

To organize this work, EPIC will develop draft a plan for EPIC Legacy Product and Process development including suggested dissemination platforms and audiences. The plan will also integrate ideas for end of project events to showcase these products to different audiences. The plan will be shared with EPIC’s COR and Activity Managers for comment before finalizing by the end of October.

To ensure product utility and uptake, efforts will be made to ensure that products are user-friendly, visually engaging, and use a hybrid of print and digital dissemination platforms. Each workstream has dedicated time within their workplan to contribute to the development of these products.

- 35 -

6.4 EPIC Evaluation In Year 5, EPIC began a summative evaluation to complement and deepen EPIC’s ongoing qualitative and quantitative data collection and analysis over the life of the project. The evaluation has two overarching objectives:

1. To document program achievements against the EPIC theory of change as well as expected results against objectives of the Strategic Results Framework; and,

2. To identify best practices and lessons learned from the EPIC project.

Key informant interviews were conducted virtually and confidentially with 24 /E3/ED staff and 8 EPIC project staff for approximately one hour each. Additionally, virtual focus group discussions were held with the Africa Bureau, TRR, and DCHA CMM/CVP. A preliminary brief of key themes that emerged was provided to the COR in July. EPIC expects to conclude the data analysis and follow up survey (if required) by October. A draft report will be circulated in November along with an evaluation findings presentation to E3/ED leadership and other key stakeholders. The evaluation report will be finalized by December. The findings and lessons learned surfaced through the summative evaluation will be integrated into the EPIC Legacy Product and Processes development and dissemination plan. While the summative evaluation will result in a full evaluation report, EPIC will identify different ways to package and disseminate the findings in ways that are can be shared with different audiences.

6.5 Project Management and Quality Control An enabler of EPIC’s partnership with E3/ED has been its ability to adaptively manage the EPIC contract to address shifting contexts and priorities within the Office. This adaptive management approach will continue in Year 6 so that EPIC is showing up in the most useful and relevant ways for the Office.

Financial tracking will be especially important as the contract seeks to spend down its obligation by March 2021. EPIC will closely monitor activity implementation and budget utilization so that shifts can be made if an activity does not progress as expected.

The following adaptive management and quality assurance tools will be utilized in Year 6.

Activity Tracker: EPIC will continue to update the Gantt chart tracker to update and report on the status of activities under each workstream. The activity tracker will be posted monthly on the EPIC Google drive so that activity managers can access it.

Regular COR Meetings: Regular weekly meetings with the COR, as well as ad hoc meetings as issues arose, are an important component of EPIC’s management and quality control practice and will continue into Year 6.

- 36 -

Activity Manager Meetings: An Activity Manager meeting will be planned for November/December 2020 to assess activity progress across workstreams as well as budget utilization. This meeting will be helpful in determining if any funding shifts need to be made. Subsequent meetings in 2021 will assess activity and budget utilization and discuss the development and roll out of EPIC Legacy Products and Processes.

6.6 Financial Management The EPIC contract budget is comprised of approximately 20+ activity budgets that aggregate into a Year 6 summary budget across workstreams. This level of tracking and reporting has enabled EPIC to closely monitor budget expenditures at the activity, workstream, and aggregate levels. Close financial management and reporting will be critical to ensuring EPIC spends down its obligated funding by March 2021. To facilitate this, monthly internal workstream portfolio reviews will be held to discuss workplan activities and review costs incurred against budgeted costs. These meetings will signal which activities are likely to be underspent or overspent. Information from these meetings will be shared with the COR so that funding reallocation decisions can be made based on activity progress, budget utilization, and emerging priorities.

usaid epic year six work plan · 1.2 coaching ... 14 2.5 effective education portfolio management...

Documents