Policy Advocacy
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In government
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Achieved: Ministry of Youth and Sport engaged and committed to II approach. Ministry of Education indicates willingness to incorporate aspects of TOPs programme into curriculum planning of the next curriculum planning cycle.
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Achieved. Closer working relationships between Ministries of Sport and Education in relation to extra-curricular sport. Achieved. Inclusion of amended TOPS in Segundo Tempo and Mais Educação and new perspective on inclusive sport Achieved. The inclusion of sport in the UNICEF Municipal Seal and state lobbying raised profile in most municipalities and three states in NE Brazil. Not achieved. Ministry of Sport not committed to value of inclusive sport and TID/LTAD.
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Achieved. A growing commitment to school sport and PE was reinforced and consolidated by II, which also stimulated inter- departmental co-operation (eg MHRD and MYAS). Achieved. MYAS accepted the importance of inclusive sport-for-development and its centrality for PYKKA. Achieved. National sport-for-development advocacy plan produced. Achieved II brokered new relationship between Ministry of Youth and Sport and Ministry of Human Resource Development.
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Achieved: Promotion of sport in education system, ongoing review of potential of TOPs to contribute to PE curriculum development. Government commitment indicated by establishing of PE and Sport Office subsequent to II
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Partial - CPM located in Ministry before dismissal and Govt. funding allocated to II, but continuation uncertain
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In schools
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Achieved: TOPS methodology introduced new perspectives on delivering the curriculum as well as on social inclusion through and in sport. TOPs and D+T both raise profile of school and community based sport.
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Achieved. School partnerships achieved, although state support uneven. D&T embraced enthusiastically; TOPS methodology introduced new perspectives on inclusive extra-curricular sport.
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Achieved. II articulated with, supported and influenced the direction of the increasing emphasis on PE in schools. It also illustrated the value of inclusive PE and sport and its relationship to the new emphasis on student-centred learning.
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Achieved. School partnership achieved, although monitoring data unavailable. TOPS methodology introduced new perspectives on inclusive curriculum development and extra-curricular sport.
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achieved - expansion of Dreams and Teams structure and PE curriculum consultation
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In population
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Achieved: Sport festivals and initiatives using sport for social integration involving for example children and young people in state institutions demonstrate potential of sport as a vehicle for inclusive practices.
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Partial. II partners failed to agree a communications strategy. However, there was extensive coverage, especially of UNICEF activities. As always, it is not possible to measure coverage or impact. Achieved. UNICEF Municipal Seal activities and extensive publicity campaign will have raised profile in participating municipalities
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Partial. Extensive media campaign and coverage achieved, although exposure and impact is unknown.
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Partial: Development of links with disability organisation (Ngak Mak Tang) not developed. Links with sports federations strengthened with the development of camps. D+T / Young Leader led community festivals not fully established.
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Achieved: High media exposure by UNICEF and BC, although impact unknown
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Systemic Policy Change
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Sport policy
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Achieved: Development of a more community and participation centred approach in the construction and focus of the National Sport Development Strategy. This represents a cultural shift from previous elite-focused and centralised sport plans.
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Not achieved. Failure to accept the importance of inclusive sport and approaches to talent identification. Achieved The inclusion of sport in the UNICEF Municipal Seal raised the importance of sports policy and provision in many municipalities in NE Brazil
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Achieved. There has been an increased in commitment to, and understanding of, inclusive sport at national, state and local levels. Achieved. II strongly influenced the design and delivery of PYKKA, the national rural sports strategy.
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Partial: a review of the curriculum for PE and the contribution which TOPs approaches might make was underway. With the former CPM occupying a key post in the Ministry of Education centrally engaged in this review. Although not yet complete, sustainability beyond the project is promising. The recognition by the Ministry of Education of the significance of sport is evidenced in its support for training (in particular through TOPs) and its incorporation of inter-scholastic competition into the official educations calendar.
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Partial: Location of CPM in department for sport development
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Likely to be Achieved. TOPS viewed as relevant to PE curriculum, and there is evidence that this will be reflected in the next cycle of curriculum planning of the PE curriculum. The National Institute of Education has committed to the delivery of TOPs training reflecting the enthusiasm of leading education professionals for the TOPs approach.
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Partial. TOPS not viewed as relevant to PE curriculum, although amended version used for extra-curricular programmes.
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Achieved. D&T and PEC pedagogy articulated with and contributed to the development of new pupil-centred educational philosophy. Achieved. Contributed to revision and implementation of PE curriculum via the development and wide distribution of Physical Education Cards (PEC). Also included in teacher training curriculum.
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Achieved: The existence of II and associated activity clearly raised the profile and status of sports actors in the governmental system and more broadly in Palauan society. This is evidenced by the engagement of senior officials in the Ministry of Education in the construction of the II programme and in aspects of its delivery
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Partial: Major contribution to consultation and design of PE curriculum; incomplete due to factors external to II
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Sport Development Examples
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Achieved: Capacity building - NPC and Athletics Federation develop strategic planning and organisational development strategies respectively. Partial: Coach trainer and qualified coach numbers for able bodied and disability sport are partially met.
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Not achieved: Some training for strategic planning provided, but no implementation because lack of resources, low priority. And weak relationships between federal and regional governing bodies Partial: Strengthening of sports admin. Capacities - some municipalities involved in Municipal Seal developed new administrative structures, including sports councils. Not achieved. Development of structures and pathways for athlete progression. LTAD approach rejected, links between schools and sport clubs not established and only limited implementation of II scholarships.
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Not achieved: Professionalisation / modernisation of NF structures, and processes - although some strategic planning and development undertaken, implementation was limited because lack of resources and low priority. Partial. Developing science support / sports science. Expert advice obtained from UK administrators, plans and strategies produced, but implementation has been limited. Achieved. Some sports administrators attended PG courses in the UK and returned to India and obtained senior positions, including roles at Delhi 2010.
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Partial: the Track and Field Athletics Federation developed capacity for strategic planning. Volleyball had not begun the process but advocacy was still taking place with the new Board of the federation. Workshop on strategic planning devised and run within II / NOC resources which suggests capacity for sustainability. Partial: The adoption of the OSEP framework for training, the development of key personnel as OSEP trainers, and the preparation for training of NF personnel was in process and there is good evidence that this will be sustained beyond II. Not achieved: The training of two élite sport coaches originally programmed.
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Not Achieved: develop structures and pathways for progression of athletes and sport personnel (UK Sport strand) Partial: Increase capacity in communities and sport federations and Paralympic Sport through training of sports leaders, coaches, and sports administrators in UK Sport strand (some increase during initial phase)
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Development through Sport Examples
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Partial. 22 Safe Play Spaces serving disadvantaged target groups developed (against an initial target of 50). 20 Child Friendly Schools, 14 IDP schools, 20 youth clubs and 3 state children's institutions are reported as having been supplied with equipment. 727 teachers, coaches and community resource persons, 229 young leaders trained (target of 1125 PE teachers and young leaders and 450 coaches and IDP teachers). Some success with integration through sport of young disabled and young people in range of state institutions.
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Achieved. UNICEF trained approximately 8,000 community sports mobilisers in 11 states in NE Brazil and more than 300 teachers/PE students and government officials. Achieved. Segundo Tempo and Mais Educação volunteers/coaches trained. Partial. UNICEF municipal survey was useful consciousness-raising exercise, although concerns about the validity of data.
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Achieved. II has strongly delivered and influenced the content and delivery of leadership training for large numbers of community coaches and sports leaders delivering inclusive sport. Achieved. Special Olympics Bharat greatly improved coach capacity and the development of PECability has substantially extended its capabilities and reach.
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Partial: the attempts to use sport as a vehicle for social integration of disabled people, and through TOPs training to use sport in a reflexive manner to engage with wider issues affecting young people was evident. EASCs as a vehicle for promoting Palauan values and health messages proved more challenging.
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Partial: safe play spaces created but slower progress than planned Partial: 4 NGOs deliver peer leader training.
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Sport and Education Examples
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Partial: While the training of staff delivering TOPs in schools is evident, and the training of TOPS trainers also (with cascading of training also taken on by National Education Institute), difficulties with establishing the exact nature of multipliers being used mean that calculation of achievement of targets is not always transparent.
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Achieved. TOPS adapted and IEE using methodology.
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Achieved. Greatly increased capacity of schools and communities for inclusive sport via work with PYKKA, PEC and PEC-ability cards.
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Achieved: The training of TOPS tutors means pupils in all schools will in principle have access to a TOPs trained teacher. Demand post-training for TOPs materials was high. Partial: Training of young leaders who contributed to the promotion of physical activity and sport (though the cycle of training of young leaders was disrupted by demands of hosting Micronesian Games).
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Achieved: Increase capacity in schools through training of PE teachers (BC strand)
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Sustainability
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Sport Development
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Likely to be achieved. The formal adoption of the National Sport Development Strategy as the basis for sport development over the planning period augurs well for sustainability. The CPM however was central to the development of a new approach to planning and it therefore remains to be seen whether this new approach will be sustained. Coaching initiatives also may remain limited unless championed beyond the II programme.
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Not achieved. Weak governing bodies and failure to adopt LTAD.
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Not achieved. UK Sport strand terminated, with limited developmental work.
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Likely Achievements: Engagement of the NOC and thus the NFs with the OSEP qualifications system including the training of key local leaders as OSEP trainers offers a good prospect for the development of further capacity in community coaching and administration of NFs.
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Not Achieved - UK Sport strand terminated
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Sport and Education
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Achieved. Institute of Education using TOPS methodology in training programmes. Proposed incorporation of TOPs approach in the next curriculum planning cycle (from 2012). There is enthusiasm on the part of D+T partner schools but it remains to be seen whether expansion of this programme can be resourced.
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Achieved. MOU with Institute of Sports Education using TOPS methodology in training programmes Partial. Future of D&T is not clear without state support
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Achieved. PEC established as part of educational policy and teacher training and curriculum and articulates with new educational philosophies.
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Partially achieved: Engagement of education and sport stakeholders in curriculum planning exercise around the introduction of TOPs materials / philosophy.
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Achieved – curriculum impact (if adopted) and establishment of Dreams and Teams hub structure
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Development through Sport
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Partially achieved: Development of relatively small scale initiatives, but with important demonstration effects, in the use of sport to integrate disabled children or from state institutions (orphanages, correctional institutions, facilities for disabled people) into interaction with other children. Resources for progressive teaching / coaching approaches provided by Right to Play (and to a lesser degree by Reliable Futures) but sustainability threatened by withdrawal of RtP form Azerbaijan.
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Achieved MOU with Institute of Sports Education to use TOPS methodology in training programmes. Amended TOPS in Segundo Tempo and Mais Educação. Achieved Inclusion of sport in UNICEF's Municipal Seal should lead to expansion Achieved. Inclusion of II in successful Rio 2016 Olympic bid.
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Achieved. The PYKKA strategy and the PYKKA Resource Centre at the National Institute of Physical Education are firmly established, although implementation will remain uneven for some time.
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Achieved: Integration of (small numbers of) disabled children into sporting / physical education activity in High School and in some elementary schools. Partial / not achieved: delivery of health education and Palauan values through EASC programmes.
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Achieved: In relation to use and management of safe play spaces with for example parent forums; the embedding of peer leadership training in key NGOs.
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