Poder Para la GenteXALAPA 2017

PAL NETWORKPeople’s Action for Learning

PAL Network 5th Annual Meeting

PROGRAM

“We are convinced that this is true, and for this reason

we would like to give you the warmest welcome to

the 5th Annual PAL Network Meeting. It gives us great

pleasure to welcome you to Mexico so that we can

learn together and from each other, by including more

citizens, more communities, and more countries in our

network, thus achieving the PAL Network mission.

Together with the Secretariat, the MIA team have been preparing for this meeting for

months. We want to create more power for people. This means discussing and learning

about how we can empower communities so that they can be more actively involved in

education. We think it’s important to share our experience of citizen-led assessments to

better understand how people are making a difference when facing difficult and uncertain

environments, speaking out in order to create education that promotes justice, peace,

citizenship and equality, where each one of us can count, read and be free.

Power to the people is the reason that we are here today. We come from 20+ countries in

Asia, South America and Africa, speaking over 30 languages, with hundreds of thousands

of citizen volunteers and one single aim: to make learning a focal concern for our

communities, the government and civil society.

We hope that this meeting will be a success, and welcome to Mexico!

MIA Team

Medición Independiente de Aprendizaje [Independent Measurement of Learning]

Education is the most powerful weapon which you can use to change the world.

Nelson Mandela

Welcome message from MIA

5

Contents

Xalapa 2017 Task Force Committee6

10

8

17

32

7

12

28

9

22

36

Xalapa 2017 Conference Organizing Committee

Xalapa 2017 Keynote Speakers

2017 Theme: Power to the People

Tweeting the meeting!

Agenda

Conference sub-themes

Fieldwork summary

Sub-themes Group

Fieldwork Groups

Working Groups

76

Dr. Suman Bhattacharjea

Ana Morales

Hannah-May WilsonDr. Sara Ruto

Dr. Felipe HeviaChair, PAL Network Steering Committee

Director of Research, ASER Centre

Program Assistant, MIA

PAL Network 2016 Fellow

Program Manager, PAL Network SecretariatDirector, PAL Network Secretariat

Director, MIA

Dr. Felipe Hevia

Edith Méndez Olarte

Ricardo Picie

Brenda Ceballos

Dr. Samana Vergara-Lope

Carlos Guillermo Rossainzz

Eréndira García

Ana Morales

Director, MIA

Program Manager, MIA

Program Assistant, MIA

Program Assistant, MIA

Director, MIA

Interventions Manager, MIA

Program Assistant, MIA

Program Assistant, MIA

Xalapa 2017 Task Force Committee Xalapa 2017 Conference Organizing Committee

98

Dr. Rukmini Banerji

Dora Estela Jovel Galdámez

Advisor, PAL Network Steering Committee

CEO Pratham

Coordinator, Centre for Comprehensive

Development of Women (CEDIM)

Rukmini Banerji joined Pratham in 1996

where she led the organization’s research

and assessment efforts including the

internationally acknowledged Annual

Status of Education Report (ASER) since

2005. Rukmini served as the Director of the

ASER Centre for 10 years before assuming

the position of Pratham’s CEO in July

2015. Rukmini was a Rhodes Scholar at

Oxford University and completed her PhD

at the University of Chicago. She writes

frequently on education in India and enjoys

creating books and stories for children.

Dora works as the Coordinator of the

Center for Comprehensive Development

of Women (CEDIM). Her work is focused

on helping disadvantaged communities

through promoting gender equality and

improving community health. In 2016,

Dora joined MIA and became a fellow

for the XXth electoral district. Dora plays

an instrumental role in the development

and execution of MIA-CEDIM’s Summer

Learning Programs. Dora also works as

a facilitator at the Community Center for

Educational Assessment at Shihuapan, San

Andrés Tuxtla.

#PoderParaLaGente

The power of this movement lies in the

fact that it is led by citizens themselves.

Every year, more than 68,000 citizens

volunteer to traverse some of the most

difficult and remote terrain in their

countries, walking from house to house to

find out if children are learning. Citizen-

led assessments are “owned” by ordinary

people, local leaders, local NGOs and

other partner organizations at local and

national level.

The PAL Network philosophy is

simple. You cannot begin to find a

solution without first understanding

the problem. Finding solutions is not

just the responsibility of policymakers,

government leaders, head teachers and

others, but includes parents and local

citizens. The citizen-led assessment

model allows hundreds of thousands of

citizens to experience and understand

the problem first hand in their own

communities. During the assessment,

conversations begin to happen in

households, villages and towns all over

the country. The growing size of the PAL

Network means that increasingly, these

conversations are happening globally.

Although citizen-led assessments are

internationally renowned for their unique

and inclusive approach to assessment

that is specifically relevant to the contexts

of the global South, the engine that

really drives the movement – citizens

themselves – is a key component of

citizen-led assessments that is yet to be

explored in detail.

The power of this movement lies in the fact that it is led by citizens themselves.

Xalapa 2017 Keynote Speakers 2017 Theme: Power to the People

1110

We would like to encourage you to Tweet

the meeting. The official conference

hashtag is:

The theme for our 5th Annual Meeting is

‘Power to the People’ which in Spanish

translates to ‘Poder para la gente’. By

using #PoderParaLaGente, others who

don’t follow PAL Network members

can still follow the conference using the

Twitter search.

#PoderParaLaGente

Please be consistent in using #PoderParaLaGente for every tweet

and Facebook post related to the meeting.

IMPORTANT:

Using the conference sub-theme

hashtags will allow people to follow not

just the whole conference stream but

Opportunities and challenges of volunteer

engagement: what have we learned?

Exploring the use of citizen-generated

data to monitor progress towards

achieving SDGs

specific sessions they are interested in.

Below is a list of hastags for each of the

four sub-themes:

#PALvolunteers

SUB-THEME 1

SUB-THEME 2

#CitizenData

Photo posts get 35% more engagement than standard

tweets. Photos take up more space on your Twitter feed

and naturally attract attention. Don’t be shy about posting

lots of photos at the conference!

Tweets that contain data or numbers get 18% more re-

tweets compared to posts that don’t. Where possible,

during conference sessions, remember to live tweet data,

statistics and case studies!

Please tag @PALNetworkHQ in your tweets so we can

keep a record of twitter activity during the conference

Involving citizen volunteers

beyond the assessments: learning

interventions and communication

Strengthening citizen participation for

greater accountability

1

2

3

#CitizenAction

SUB-THEME 3

SUB-THEME 4

#CitizenVoices

Tweeting the meeting!

Sub-theme hashtags

3 Quick Tips for Effective Tweeting

1312

Dr. Samana Vergara-Lope

MC

Opening Welcome Address:

1. MIA leadership

2. CIESAS Director

3. University of Veracruz Rector

Breakfast

Meeting Introduction Story

Panel Discussion:

Sub-theme chairs introduce parallel

sessions

Keynote Address

Parallel Sessions 1-4

On conference sub-themes

Keynote Address

Lunch Break

Tea Break

Dr. Felipe Hevia

Dr. Felipe Hevia

Dr. John Mugo

Dr. Modupe

Adefeso-Olateju

Dr. Rukmini Banerji

Baela Raza Jamil

Dr. Wilima Wadhwa

Prof. Abdou Salam Fall

Armando Ali

Dora Estela Jovel

Galdámez

13 MARCH

MONDAY

8:00 - 8:45

9:20 - 09:45

11:15 - 12:00

9:45 - 10:15

12:00 - 1:30

10:15 - 10:45

1:30 - 2:30

Morning

10:45 - 11:15

9:00 - 9:20

Plenary Discussion

Exploration of most popular ideas from

parallel sessions

Reflection on key insights from parallel

sessions

Connection between Day 1 and field

visits

Field visits: instructions

Presentation of Draft Xalapa

Declaration:

Discussion on potential audiences

Gallery Walk (Key ideas from parallel

sessions)

Tea Break

Dinner

Dr. Goretti Nakabugo

Dr. Felipe Hevia

Dr. Felipe Hevia

Dr. Sara Ruto

Kwamboka

Nyachieo-Ngumba

Winny Cherotich

3:00 - 4:00

4:30 - 5:00

5:00 - 5:30

2:30 - 3:00

Afternoon

4:00 - 4:30

8:00 - 10:00

Agenda

1514

To be confirmed by MIA

MC

Return to Gamma hotel in Xalapa

Depart for fieldwork

(Breakfast in the field)

Plenary Session:

Discussion of the Xalapa Declaration

Lunch Break

Group presentations (5 minutes each)

linking fieldwork and citizen involve-

ment and plenary discussion

Wrap up and Instructions for Day 3

Dinner

Group leaders

Dr. Felipe Hevia

Dr. Felipe Hevia

Dr. Felipe Hevia

Dr. Sara Ruto

Syeed Ahamed

14 MARCH

TUESDAY

7:00

4:00 - 5:00

1:00 - 3:00

3:00 - 4:00

Afternoon

Morning

5:00 - 5:15

8:00 - 10:00

12:00

Claudia Santizo

MC

(Guest Researcher, MIA)

Depart for Academic Seminar Venue

Return to Gamma Hotel Xalapa

Breakfast

Academic Seminar organized by MIA

Dinner

Goodbyes to external participants

Dr. Felipe Hevia

Dr. Felipe Hevia

15 MARCH

WEDNESDAY

7:00 - 8:00

8:30 - 6:00

8:00 - 10:00

Afternoon&Morning

8:00

6:30

1716

Dr. Suman Bhattacharjea

MC

PAL Network Internal Business Meeting

Breakfast

Plenary Session: WGs share Annual

Workplan and submit to Secretariat

Presentation of Xalapa Declaration,

signing and group photo

Working Group Parallel Sessions

Working Group Parallel Sessions

Closing ceremony

Lunch Break

Tea Break

Dinner

Tea Break

Dr. Suman

Bhattacharjea

Working Group Chairs

Dr. Felipe Hevia

Dr. Sara Ruto

Working Group Chairs

Working Group Chairs

Dr. Felipe Hevia

Dr. Samana Vergara-

Lope

16 MARCH

THURSDAY

8:00 - 8:45

4:00 - 5:00

5:00 - 5:30

11:30 - 1:30

2:30 - 3:30

5:30 - 6:00

1:30 - 2:30

3:30 - 4:00

8:00 - 10:00

Morning

11:00 - 11:30

9:00 -11:00

Poder para la Gente

#PALvolunteers

#CitizenAction

#CitizenData

#CitizenVoices

Afternoon

Opportunities and challenges of

volunteer engagement: what have we

learned?

Involving citizen volunteers beyond the

assessments: learning interventions and

communication

Exploring the use of citizen-generated

data to monitor progress towards

achieving sdgs

Strengthening citizen participation for

greater accountability

SUB-THEME 1

SUB-THEME 3

SUB-THEME 2

SUB-THEME 4

Conference sub-themes

Opportunities and challenges of

volunteer engagement: what have

we learned?

#PALvolunteers

The PAL Network is a global move-

ment of citizens volunteering their

time to understand the status of

learning in their communities and

collecting data to produce a nation-

al picture of learning in their coun-

try. This sub-theme will explore

the opportunities and challenges

that involving volunteer citizens in

conducting assessments brings.

This sub-theme will probe deep-

er into what we know about our

volunteers, what their motivations

are, and further explore how we in-

spire others to become part of this

movement. Lastly, this sub-theme

will explore what we can do better

in terms of recruiting and retaining

volunteers, better understanding

them, promoting them, profiling

them and celebrating them across

the network.

Exploring the use of citizen-

generated data to monitor progress

towards achieving the SDGs

#CitizenData

The Sustainable Development

Goals (SDGs) set ambitious targets

to provide opportunities for all

people to empower them to reach

their potential and strengthen

societies. To achieve this ambition,

measurement and monitoring are

vital to inform policies to make a

real and positive impact on peo-

ple’s lives. The Agenda for Sustain-

able Development has two central

policy pillars for education. The first

is a strong focus on monitoring and

improving learning outcomes. The

second pillar focuses on those who

are left behind—and often remain

hidden. Citizen-generated data

on learning outcomes can help to

ensure that everyone is counted so

that their needs can be addressed.

This sub-theme will explore how

PAL Network might leverage

citizen–generated data to provide

up-to-date, reliable and accurate

information on progress towards

achieving these global commit-

ments. This sub-theme will probe

deeper into how PAL Network can

engage more formally as a global

civil society representative, gaining

a more permanent “seat at the

table” in global discussions and

decision-making.

Sub-Theme 1 Sub-Theme 2

Involving citizen volunteers

beyond the assessments: learning

interventions and communication

#CitizenAction

Over the past eleven years, PAL

Network member countries have

collectively recruited and trained

more than half a million citizen

volunteers to conduct learning

assessments. PAL Network is now

on the brink of exploring current

and future opportunities for citizen

engagement beyond the assess-

ment. This sub-theme will explore

the current and potential future

roles of citizen volunteers across

the member countries in oppor-

tunities beyond conducting the

assessment (like communicating re-

sults or getting involved in learning

intervention programs like summer

camps or after-school activities).

Lastly, this sub-theme will explore

what we can do better in terms of

promoting and facilitating the spirit

of volunteerism from involvement

in the assessment to taking action

across the network.

Strengthening citizen participation

for greater accountability

#CitizenVoices

Strengthening the ability of citizens

to hold governments accountable

is a tall order. Citizens typically

have few avenues to communi-

cate directly and effectively with

authorities. Government authorities

and citizens respond to different

incentives and operate on different

timelines, and even basic infor-

mation is often difficult to obtain

and understand. When informa-

tion is available, citizens may not

know how to use it as the basis for

effective engagement with public

sector decision makers. This sub-

theme will explore the link between

citizens’ participation in data collec-

tion and discussing the findings to

strengthening the ability of citizens

to amplify their collective voice

to call on government to deliver

better quality education. This

sub-theme will probe further into

how we have collectively explained

and documented these links and

how we could do better in terms of

documenting our experience in un-

derstanding how citizens’ commu-

nicate and engage with authorities

to improve learning outcomes.

Sub-Theme 3 Sub-Theme 4

2322

The Naolinco Intervention Pilot

Programs are a project of MIA. MIA

work in partnership with a civil society

Groups 1, 2, 4, 6 and 7 will be visiting Naolinco Municipality

(approximately 30km from Xalapa) to visit one of the Learning

Intervention Pilot Programs in five different locations.

organization called Salud y Género

(SyG). SyG was founded in 1992 and

aims to catalyse innovative social

participation in the field of health and

gender, through programs in sexual

and reproductive health and mental

health. Prior to working with MIA in

piloting learning intervention programs,

SyG scaled intervention programs in

health and empowerment issues in high

schools at National level. MIA have

three full-time members of staff who

work on coordinating and running these

pilot interventions.

The pilot was conducted in summer

2016 in the capital of Naolinco and

has spread to different locations within

the Municipality. The participating

schools are purposively selected

based on existing links through MIA

with permission from the government

to work in these schools. The criteria

for selection includes at least one

school in each of the main villages in

the Municipality. The target group is

children between 5 and 16 years old

who attend the selected schools in

Naolinco Municipality.

During school hours, children

participate in activities to improve their

literacy and numeracy skills. In each

school there is an external participant

called a ‘reading promoter’. The

reading promotor is a volunteer from

the same village who are trained by MIA

and supported through a small grant

(USD 75 per month) to develop and

oversee the activities. Other volunteers

are also involved in supporting the

learning program, some of whom were

MIA assessment volunteers. The reading

activities focus on the development

of oral reading skills, increasing self-

confidence and producing short written

compositions. The maths activities

follow a constructivist approach and

include games with coloured cubes.

Children participating in the program

are assessed using the MIA tools as a

baseline and endline measurement.

The mothers and fathers from each

of the schools play an active role in

supporting the intervention, based

on their involvement with the Social

Participation in Education Councils

and on the Parents Association. In

each school, the intervention program

is presented through a Parents

Assembly and the reading activities are

distributed weekly to be carried out

with the children at home.

Fieldwork summary

Naolinco Learning Intervention Program Pilot (5 locations)1

2524

AUGE is an acronym short for Desarrollo

Autogestionario A.C. AUGE is a civil

society organization and a district-partner

organization of MIA, working in the state

of Veracruz, Mexico.

AUGE works to strengthen the capacity

of women living in rural communities to

identify and assert their rights (specifically

focused on education, sexual and

reproductive health, and livelihoods)

to improve their living conditions; and

promote participatory local engagement

in decision-making processes, finding

solutions to local challenges.

In 2014 and 2016, AUGE worked closely

with MIA to undertake the citizen-

led assessment in Veracruz state. This

involved recruiting and training MIA

volunteers as well as organizing and

overseeing data collection. Now, AUGE

are working closely with MIA as an

intervention partner in Teocelo. The

learning intervention program is called

‘LEHMA’, which is an acronym which

Group 3 will be visiting an area called Teocelo (approximately 20km

from Xalapa) to visit the AUGE-Teocelo Intervention.

means ‘lectura, escritura, historia y

matemáticas’ in Spanish, or ‘Reading,

Writing, History and Maths’ in English.

The pilot started in August 2016 in

partnership with another civil society

organization called Bunko Papalote AC.

Through the local women involved in

AUGE, children from the local area are

selected to participate in the after school

learning program. Children are grouped

together and they meet twice a week

after school for between two and three

hours to work on their reading, writing

and maths, with a thematic focus on

historical events.

Each session is about one historic event

(like the Mexican Revolution, or Mexican

Independence). Children read about

the event, write short compositions

and complete some maths exercises.

The LEHMA intervention program uses

the MIA tests as baseline and endline

estimates of improvements in learning

outcomes for the participating children.

‘LEHMA’ After School Learning Program Pilot – Teocelo2

2726

Group 5 will be visiting an area called

Chiconquiaco (approximately 25km

from Xalapa) to visit the Chiconquiaco

Chess Intervention Program. The Chess

Intervention Program is facilitated by the

Veracruz Teachers Association School

Chess Secretariat (Adrez Escolar Secretaría

de Educación del Estado de Veracruz) and

uses MIA tools as a baseline and endline

evaluation of learning improvements.

This project is the winning project of

a ‘teaching innovation’ competition

Group 5 will be visiting an area called Chiconquiaco

(approximately 25km from Xalapa) to visit the Chiconquiaco Chess

Intervention Program.

organized by MIA in late 2016. There

were two main objectives of this

competition. The first was to find and

fund innovative new ideas to improve

reading and maths competencies that

were designed and developed by

teachers. The second objective was to

share MIA findings and tools amongst

teachers in the state of Veracruz and

encourage them to incorporate simple

assessments in their interventions. The

competition identified 10 innovations

from different parts of Veracruz that

MIA fund and support through sharing

information, tools and findings.

The Chess Intervention Program is

facilitated by teachers in schools across

Veracruz state. These teachers are keen

to include Chess as a regular activity

in schools, as evidence suggests that

chess promotes academic performance

through the development of visual

memory, improves spatial reasoning skills

and logic, develops capacity to predict

and anticipate consequences to actions,

teaches children to evaluate alternative

decision through testing, increases

problem-solving and critical thinking

skills, as well as increasing concentration.

This is part of a wider international

movement lead by Kasparov Chess

Association to develop and improve

‘Educative Chess’.

The two main goals of the intervention

are: to teach the game of chess and,

through chess, to strengthen basic

reading and maths competencies. The

intervention started in September 2016.

The Chess Intervention Program will

use ‘higher level’ MIA tests that have

been developed (called ‘MIA +’ or ‘MIA

Plus’). These tests go ‘beyond basics’

to assess motivation and self-efficacy

(through psychological questionnaires)

as well as measuring improvements in

learning outcomes. Through a quasi-

experimental methodology, MIA will be

involved in evaluating the outcome of this

intervention program. This evaluation is

currently underway.

Chiconquiaco Chess Intervention Program3

Opportunities and challenges of volunteer engagement: what have we learned?

Internal Facilitators

Pal Network Participants

External Participants External Participants

Discussant

Rapporteurs Rapporteurs

Baela Raza Jamil

Ranajit Bhattacharyya

Richard Bennett Roy Carr-Hill

Adjei Kadiri

Nora Galvan

Emmanuel Manyasa

Kizito Fondzenyuy

Olimpia Garcia

Zaida Mgalla

Berenice Hernández

Sinaba MassamanEdith Méndez Olarte Fatima Montoya

Ana Morales

Ricardo Picie

Ricardo Sabates

Pakistan

India

External External

Ghana

Mexico

Kenya

Cameroon

Mexico

Tanzania

Mexico

MaliMexico Mexico

Mexico

Mexico

External

Exploring the use of citizen-generated data to monitor progress towards achieving SDGs

Internal Facilitators

Pal Network Participants

Discussant

Wilima Wadhwa

James Ciera Sakar Pudasaini

Silvia SosaRokhaya Cisse John Mugo

Nidia King

Samana Vergara-Lopes

Noam Angrist

David Miankenda Syeed Ahamed

Sara Ruto

Erendira Garcia

Ian Attfield Albert Motivans

India

Kenya Nepal

MexicoSenegal Kenya

Mexico

Mexico

Botswana

Mali Bangladesh

PAL Secretariat

Mexico

External External

Matilde de Melo

Anupama Tadanki Ursula Schwantner

Mozambique

External External

Winny Cherotich Muhammad Usman

PAL Secretariat PAL Secretariat

1 2

Sub-theme Groups DAY 1 Sub-theme Groups DAY 1

Involving citizen volunteers beyond the assessments: learning interventions and communication

Internal Facilitators

Pal Network Participants

Discussant

Abdou Salam Fall

Goretti Nakabugo Edgar Méndez

Rukmini Banerji Herman Van de Velde Gregorio Huesca

Sahar Saeed Dora Estela Jovel

GaldámezHarlen Tzuc

Richard Temu Carlos Guillermo

Rossainzz

Kadiatou Kante Yaridel Guzmán

Penelope Bender

Senegal

Uganda Mexico

India Nicaragua Mexico

PakistanMexico

Mexico

TanzaniaMexico

Mali Mexico

External

Strengthening citizen participation for greater accountability

Internal Facilitators

Pal Network Participants

Discussant

Armando Ali

Suman Bhattacharjea

Sharon Lumbanraja Claudia Santizo

Aidan Eyakuze Aida Mencia

Adrian Figueroa

David Mugurusi

Marcos Villa

Mo Adefeso-Olateju

Olivia Aguilar Brenda Ceballos

Felipe Hevia

Elisa María Saldaña

Ben Alcott

Mozambique

India

Kenya Mexico

Tanzania Dominican Republic

Mexico

Uganda

Mexico

Nigeria

Mexico Mexico

Mexico

Mexico

External

Fatou Sarr

Senegal

External Participants External ParticipantsRapporteurs Rapporteurs

David Sasaki Pat Scheid

External External

Anum Sheikh Radhika Gorur

External External

Kwamboka

Nyachieo-NgumbaHannah-May Wilson

PAL SecretariatPAL Secretariat

3 4

Sub-theme Groups DAY 1 Sub-theme Groups DAY 1

3332

Sub-Theme 1

Group 1 Group 2

Participants Participants

Naolinco: Municipal Capital of

Naolinco

Naolinco:

Las Haldas

Ranajit Bhattacharyya Baela Raza Jamil

Richard Bennett Anupama Tadanki

Ian Attfield

Albert Motivans

Ricardo Sabates

Zaida Mgalla Emmanuel Manyasa

Kizito Fondzenyuy

Adjei Kadiri

Sara RutoWinny Cherotich

Sinaba Massaman

India Pakistan

External External

External

External

External

Tanzania Kenya

Cameroon

Ghana

SecretariatSecretariat

Mali

Sub-Theme 2

Group 3

Participants

LEHMA-Teocelo Learning

Intervention

Wilima Wadhwa

Ursula Schwantner

James Ciera

David Miankenda

Muhammad UsmanRokhaya Cisse

India

External

Kenya

Mali

SecretariatSenegal

Matilde de Melo

Mozambique

Fieldwork Groups*MIA TEAM to be allocated in Xalapa

DAY 2

*MIA TEAM to be allocated in Xalapa

Fieldwork Groups DAY 2

3534

Sub-Theme 3

Group 4 Group 5

Participants Participants

Naolinco: El EspinalChiconquiaco Chess

Intervention

Abdou Salam Fall Goretti Nakabugo

David Sasaki

Anum Sheikh

Roy Carr-Hill

Rukmini Banerji Sahar Saeed

Kwamboka Nyachieo-Ngumba

Penelope Bender

Herman Van de Velde

Kadiatou Kante Richard Temu

Senegal Uganda

External

External

External

India Pakistan

Secretariat

External

Nicaragua

Mali Tanzania

Sub-Theme 3

Group 6 Group 7

Participants Participants

Naolinco: El Zacatal Naolinco: San Pablo Coapán

Armando Ali Mo Adefeso-Olateju

Pat Scheid Ben Alcott Radhika Gorur

Sakar Pudasaini Noam Angrist

Suman Bhattacharjea Aidan Eyakuze

Hannah-May Wilson Aida Mencia

John Mugo Syeed Ahamed

Sharon Lumbanraja David Mugurusi

Mozambique Nigeria

External External External

Nepal Botswana

India Tanzania

Secretariat Dominican Republic

Kenya Bangladesh

Indonesia Uganda

Fatou Sarr

Senegal

Fieldwork Groups*MIA TEAM to be allocated in Xalapa

DAY 2 Fieldwork Groups*MIA TEAM to be allocated in Xalapa

DAY 2

3736

Fundraising and

Partnerships

Data and Design

Chairs

Chairs

Core Members

Core Members

Consulting Members

Consulting Members

Secretariat Liaison

Secretariat Liaison

Mo-Adefeso-Olateju

Sakar Pudasaini

Suman Bhattacharjea

Wilima Wadhwa

Aidan Eyakuze

David Mugurusi

James Ciera

Baela Raza Jamil

Emmanuel Manyasa

Kizito Fondzenyuy

David Miankenda

Rokhaya Cisse

Sara Ruto

Muhammad Usman

Nigeria

Nepal

India

India

Tanzania

Uganda

Kenya

Pakistan

Kenya

Cameroon

Mali

Senegal

Research

Communications

and Advocacy

Chairs

Chairs

Core Members

Core Members

Consulting Members

Consulting Members

Secretariat Liaison

Secretariat Liaison

Kadiatou Kante

Richard Temu

Felipe Hevia

Ranajit Bhattacharyya

Noam Angrist

Adjei Kadiri

Samana Vergara-Lope

Armando Ali

Abdou Salam Fall

John Mugo

Sharon Lumbanraja

Zaida Mgalla

Syeed Ahamed

Hannah-May Wilson

Boka Nyachieo-

Ngumba

Mali

Tanzania

Mexico

India

Botswana

Ghana

Mexico

Mozambique

Senegal

Kenya

Indonesia

Tanzania

Bangladesh

Working Group DAY 4 Working Group DAY 4

38

Assessment to

Action

Chairs

Core Members

Consulting Members

Secretariat Liaison

Rukmini Banerji

Sahar Saeed

Herman Van de Velde

Fatou Sarr

Sinaba Massaman

Goretti Nakabugo

REAL Centre

Matilde de Melo

Winny Cherotich

India

Pakistan

Nicaragua

Senegal

Mali

Uganda

University of Cambridge

Mozambique

Working Group DAY 4

Poder Para la GenteXALAPA 2017

PAL NETWORKPeople’s Action for Learning