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Scaling needs to be adopted right from the start of the project implementation to avoid struggling with looking for numbers towards the end of the project like it is currently.

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Quality implementation and continuous support

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Quality implementation and continuous support

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Continuous support to implementation matters equally to the training contents

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Teachers are at the heart of PM's impact and are the drivers of change. Continuously investing in teachers contributes to the improved outcomes we aim to see for children.

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We're seeing impact in child outcomes, teacher outcomes, and also systemic, transformational change in education quality and teacher support. It's important to unpack the drivers at each level. For children, I think empowered teachers, reasonable class sizes, and supportive school leaders are really important. For teachers, I think the focus on well-being and on practical, daily guidance, plus school-based CPD that is delivered regularly, is a driver. And for systems, being able to demonstrate evidence, bring down costs, and integrate into policy has been important.

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A seasoned, well experienced and competent PMs team!

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When teachers, communities and systems take ownership of the project, LtP becomes embedded beyond the project's life cycle.

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Sustainability and handover processes are more effective when introduced early in implementation rather than toward project closure.

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PM approach of letting the system actors and community leaders participate direvtly in project implementation gives hope of a better sustainability of the project. Right nows, system actors are training about PM even in the absence of any PM staff.

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In PM 3.0, if we really want our approaches to be scaled within government systems, we need to work with government to figure out what is most important to scale while maintaining impact - what's essential - and how to deliver that at a cost that the government can sustain. Everything should focus on this because we can't scale something that the government isn't able to pick up and sustain.

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Communities and systems are always expectant of continued funding however PMs cohort cycle approach makes it possible for the communities to appreciate and continue receiving minimal support since the project is still in existence.

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Capacity sharing in line with the transition, handover and sustainability plays critical role in meeting the bigger goal as a project

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Scaling can be achieved in different ways because of a defined core-package. Anchoring scale approaches on our core package will ultimately lead to our desired scale.

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Ownership of the project by system actors and community leaders.

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Active involvement of parents, caregivers, PTA/SMC structures, and community actors strengthens ownership, reinforces learning beyond school, and contributes to sustainability of interventions.

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sustainability works best when governments, teacher training institutions, and communities are involved from the beginning.

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Strengthen the accountability and feedback mechanisms to ensure that the project partners are adopting and implementing the PM model as it is intended to be executed.

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Co-creation of Learning through Play materials and continuous collaboration increased ownership and made handover into national systems more realistic and sustainable

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Remember this is a nexus project and center resilient systems

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Remember this is a nexus project and center resilient systems

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PM 3.0 represents something important: Simultaneously delving more into the humanitarian side (EiE enhancements, crisis modifier) and the development side (systems strengthening and scale). To find the convergence between these two, we need to think about how to support governments to respond to acute crisis, and build resilient education systems. This is a nexus project so we should always go back to those nexus learnings as a guide.

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We should position PM 3.0 as building on 2.0's implementation impact, evidence and learning of what works in LtP and not as a ''new'' project apart from SSD.

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We should be deliberate in building in our scale activities as the expectations we had of partners being excited to scale our approach is not progressing as expected. Funding constraints have limited scale but also most organisations are also hoping to scale their own approaches hence a need to emphasise CoPs to share experiences.

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Cross checking system readiness at practical point for the project implementation benefits a seamless transition to scaling

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Scaling should strongly be related to engaging and gaining government ownership especially in light of the changing funding environment

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Have more structured peer exchange and learning forums between schools, teachers or even districts (where possible). This could help spread effective practices and locally developed solutions.

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Scaling is the buzz word these days everywhere. We will need to put in more effort to get LtP scaled as everyone is trying to scale something. Our collaborations with EiE enhancements is a great example of how we can continue to scale and collaborate.

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There is need to continuously synthesize project related data from all angles or sources so as to learn and use the learning to inform day-today improvement or adaptation steps and processes

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Transition, hand over and sustainability need to be well thought, planned in a participatory manner, integrated into project roll-out and implementation early enough and followed throughout the project implementation cycle

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Build a lightweight adaptive-learning and evidence loop at country level.
Most programs collect data, but few convert it into fast operational decisions.

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The project has set strong grounds for sustainability for example through e-learning courses.

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Adopt the good practice of data management that has been strong through PM2.0 like using CommCare. However, more effort should be put in utilising the collected data to inform project performance and to guide corrective actions.