Bodmando Consulting Group

    The field of consulting is one of technical aptitude and consultants are called upon by different organizations and clients to contribute towards problem solving.

    CategoriesConsultancy Education Youth

    Primary and Secondary Education

    Strengthening Primary and Secondary Education for Inclusive and Equitable Learning Primary and secondary education are far more than just formal stages of schooling, they are critical phases that shape a child’s lifelong learning, skills, and opportunities. Together, these levels form the essential building blocks for personal development, social inclusion, and economic participation. Primary education typically serves children aged 6 to 12 years, focusing on foundational literacy, numeracy, and social skills, while secondary education builds on these basics by deepening knowledge, critical thinking, and preparing youth for higher education or the workforce. These education phases are supported by a web of policies, institutions, and community engagement to ensure equitable access, quality instruction, and learning environments that nurture every child’s potential. Early Childhood Development Why Primary and Secondary Education Matter Primary and secondary education represent key windows of opportunity to shape individual trajectories and societal progress. Quality education equips learners with essential skills like reading, writing, mathematics as well as social and emotional competencies that enable them to thrive in an evolving world. According to UNESCO, education at these levels is a powerful driver for reducing poverty, promoting gender equality, and fostering sustainable development. The transition from primary to secondary education is especially critical. Successful progression ensures that young people gain competencies and confidence for lifelong learning and active citizenship. As the Global Education Monitoring Report highlights, “Ensuring quality education at these stages lays the groundwork for a more equitable and prosperous society.” Early Childhood Development Global Challenges and Opportunities in Primary and Secondary Education Despite the recognized importance of primary and secondary education, significant global challenges persist, especially in low- and middle-income countries (LMICs): Access and Completion Gaps: While many countries have made strides in enrolling children in primary school, dropout rates remain high at secondary level, with disparities linked to gender, disability, and socio-economic status. Learning Poverty: The World Bank estimates that over half of children in LMICs cannot read proficiently by age 10, underscoring persistent gaps in learning outcomes. Quality and Resources: Shortages of trained teachers, insufficient learning materials, overcrowded classrooms, and inadequate school infrastructure hamper education quality. Conflict and Crisis: Millions of children living in conflict-affected and humanitarian settings face disrupted schooling and limited educational services. Emerging Challenges: The COVID-19 pandemic and increasing digital divides threaten to widen education inequalities further. At the same time, technological advances, global partnerships, and inclusive education models present opportunities to innovate and scale effective solutions. Early Childhood Development Alignment with Sustainable Development Goals Primary and secondary education are central to the United Nations Sustainable Development Goal 4 (SDG 4), which aims to “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” Specifically, Targets 4.1 and 4.5 focus on completing free, quality primary and secondary education and eliminating gender and other disparities. This global mandate is reinforced by international human rights frameworks affirming every child’s right to education without discrimination. The Women empowerment agenda Challenges and Barriers Inequities in Access and Quality: Children from marginalized communities—such as rural, refugee, or disabled children—face greater obstacles in accessing and completing school. Teacher Shortages and Training Gaps: Insufficient numbers of qualified teachers and lack of ongoing professional development undermine effective learning. Funding Shortfalls: Many education systems are underfunded, limiting investments in infrastructure, materials, and support services. Socio-cultural Barriers: Gender norms, early marriage, child labor, and other social factors hinder especially girls’ continued education. Systemic Disruptions: Conflicts, pandemics, and climate emergencies continue to disrupt education provision and access. The Women empowerment agenda What Works: Recommendations from Global Education Frameworks Drawing from global evidence and frameworks such as UNESCO’s Education 2030 and the Global Partnership for Education, key actions to improve primary and secondary education include: Build resilient institutions that can plan, deliver, and monitor inclusive quality education. Expand teacher recruitment, improve training, and provide continuous professional development. Target interventions to reach the most marginalized learners and reduce disparities.  Improve school infrastructure, provide learning materials, and integrate digital technologies. Facilitate smooth progression between primary and secondary levels with guidance and support mechanisms. Foster partnerships with parents and communities to support learners’ education journeys. The Women empowerment agenda References UNESCO. (2023). Education for Sustainable Development Goals: Learning Objectives. https://unesdoc.unesco.org/ark:/48223/pf0000247444 World Bank. (2019). Ending Learning Poverty: What Will It Take? https://www.worldbank.org/en/topic/education/publication/ending-learning-poverty UNICEF. (2024). Equity in Education. https://www.unicef.org/education Global Education Monitoring Report. (2020). Inclusion and Education. https://unesdoc.unesco.org/ark:/48223/pf0000373718 UNESCO. (2021). Education in Emergencies: Challenges and Opportunities. https://unesdoc.unesco.org/ark:/48223/pf0000378716 Connect With Bodmando Contact Us

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    CategoriesConsultancy Health

    Global Health

    Bodmando is dedicated to improving health outcomes and realizing the advancement in global health through community engagement, innovative programs, and building of public health partnerships. We concentrate on addressing the world’s most urgent health challenges, such as reducing disease transmission, addressing the problems of non-communicable diseases, promoting vaccination programmes, improving Maternal New Born and Child Health, developing health policies and strategies amongst others. We aim to develop and execute successful health initiatives that bring about long-term change. Our people centered approach to Global Health is collaborative and sustainable and we work with communities and health professionals to identify the root causes of health problems and we co-create evidence-based initiatives that address their unique needs. Our Global Health team, comprises of experienced technical experts with specialties in health systems strengthening, epidemiology, vaccination programming, non-communicable diseases, nutrition and Adolescent Sexual and Reproductive Health. We provide technical assistance and support capacity strengthening for health systems and further empower local partners for maximum sustainability. In brief, our specialties in global health include the following;

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    CategoriesConsultancy Education Youth

    Primary and Secondary Education-

    Strengthening Primary and Secondary Education for Inclusive and Equitable Learning Primary and secondary education are far more than just formal stages of schooling, they are critical phases that shape a child’s lifelong learning, skills, and opportunities. Together, these levels form the essential building blocks for personal development, social inclusion, and economic participation. Primary education typically serves children aged 6 to 12 years, focusing on foundational literacy, numeracy, and social skills, while secondary education builds on these basics by deepening knowledge, critical thinking, and preparing youth for higher education or the workforce. These education phases are supported by a web of policies, institutions, and community engagement to ensure equitable access, quality instruction, and learning environments that nurture every child’s potential. Early Childhood Development Why Primary and Secondary Education Matter Primary and secondary education represent key windows of opportunity to shape individual trajectories and societal progress. Quality education equips learners with essential skills like reading, writing, mathematics as well as social and emotional competencies that enable them to thrive in an evolving world. According to UNESCO, education at these levels is a powerful driver for reducing poverty, promoting gender equality, and fostering sustainable development. The transition from primary to secondary education is especially critical. Successful progression ensures that young people gain competencies and confidence for lifelong learning and active citizenship. As the Global Education Monitoring Report highlights, “Ensuring quality education at these stages lays the groundwork for a more equitable and prosperous society.” Early Childhood Development Global Challenges and Opportunities in Primary and Secondary Education Despite the recognized importance of primary and secondary education, significant global challenges persist, especially in low- and middle-income countries (LMICs): Access and Completion Gaps: While many countries have made strides in enrolling children in primary school, dropout rates remain high at secondary level, with disparities linked to gender, disability, and socio-economic status. Learning Poverty: The World Bank estimates that over half of children in LMICs cannot read proficiently by age 10, underscoring persistent gaps in learning outcomes. Quality and Resources: Shortages of trained teachers, insufficient learning materials, overcrowded classrooms, and inadequate school infrastructure hamper education quality. Conflict and Crisis: Millions of children living in conflict-affected and humanitarian settings face disrupted schooling and limited educational services. Emerging Challenges: The COVID-19 pandemic and increasing digital divides threaten to widen education inequalities further. At the same time, technological advances, global partnerships, and inclusive education models present opportunities to innovate and scale effective solutions. Early Childhood Development Alignment with Sustainable Development Goals Primary and secondary education are central to the United Nations Sustainable Development Goal 4 (SDG 4), which aims to “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” Specifically, Targets 4.1 and 4.5 focus on completing free, quality primary and secondary education and eliminating gender and other disparities. This global mandate is reinforced by international human rights frameworks affirming every child’s right to education without discrimination. The Women empowerment agenda Challenges and Barriers Inequities in Access and Quality: Children from marginalized communities—such as rural, refugee, or disabled children—face greater obstacles in accessing and completing school. Teacher Shortages and Training Gaps: Insufficient numbers of qualified teachers and lack of ongoing professional development undermine effective learning. Funding Shortfalls: Many education systems are underfunded, limiting investments in infrastructure, materials, and support services. Socio-cultural Barriers: Gender norms, early marriage, child labor, and other social factors hinder especially girls’ continued education. Systemic Disruptions: Conflicts, pandemics, and climate emergencies continue to disrupt education provision and access. The Women empowerment agenda What Works: Recommendations from Global Education Frameworks Drawing from global evidence and frameworks such as UNESCO’s Education 2030 and the Global Partnership for Education, key actions to improve primary and secondary education include: Build resilient institutions that can plan, deliver, and monitor inclusive quality education. Expand teacher recruitment, improve training, and provide continuous professional development. Target interventions to reach the most marginalized learners and reduce disparities.  Improve school infrastructure, provide learning materials, and integrate digital technologies. Facilitate smooth progression between primary and secondary levels with guidance and support mechanisms. Foster partnerships with parents and communities to support learners’ education journeys. The Women empowerment agenda References UNESCO. (2023). Education for Sustainable Development Goals: Learning Objectives. https://unesdoc.unesco.org/ark:/48223/pf0000247444 World Bank. (2019). Ending Learning Poverty: What Will It Take? https://www.worldbank.org/en/topic/education/publication/ending-learning-poverty UNICEF. (2024). Equity in Education. https://www.unicef.org/education Global Education Monitoring Report. (2020). Inclusion and Education. https://unesdoc.unesco.org/ark:/48223/pf0000373718 UNESCO. (2021). Education in Emergencies: Challenges and Opportunities. https://unesdoc.unesco.org/ark:/48223/pf0000378716 Connect With Bodmando Contact Us

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    CategoriesConsultancy Monitoring and Evaluation

    Evaluations in the Global South

    Evaluations in the Global South Evaluations in the Global South The context of Program Evaluation in the Global South Developing nations are providing increasing evidence that underscores the necessity for improved evaluation frameworks to ensure the long-term sustainability of South-South cooperation. Nations in the global South stress the importance of creating, testing, and consistently applying monitoring and evaluation approaches specifically designed for the principles and practices of South-South and triangular cooperation. Presently, there exists a significant gap in this area, indicating potential shortcomings in the design, delivery, management, and monitoring and evaluation (M&E) of these initiatives. It is crucial to note that the observed challenges do not suggest inherent issues with this form of cooperation but rather indicate possible deficiencies in various aspects (United Nations Office for South South Cooperation, 2018). To fully realize the developmental benefits of South-South and triangular cooperation, especially in reaching excluded and marginalized populations, greater attention must be given to addressing these challenges. As interest in these cooperation modalities grows, stakeholders are calling for discussions on methodologies to assess the impact of these initiatives. However, numerous technical challenges hinder the evaluation process, such as the absence of a universal definition for South-South and triangular cooperation, the diverse nature of activities and actors involved, and varying perspectives on measuring contributions. Various frameworks have been proposed by stakeholders to tackle these challenges. Examples include the framework detailed by China Agricultural University based on China-United Republic of Tanzania collaboration, the NeST Africa chapter’s framework drawn from extensive multi-stakeholder engagement, and the South-South Technical Cooperation Management Manual published by the Brazilian Cooperation Agency (ABC). Additionally, AMEXCID (Mexico) has outlined a strategy for the institutionalization of an evaluation policy, including pilots to assess management processes, service quality, and project relevance and results. While India lacks an overarching assessment system, the Research and Information System for Developing Countries (RIS) think tank has conducted limited case studies to develop a methodological toolkit and analytical framework for assessing the impact of South-South cooperation. In contemporary times, there is widespread acknowledgment that program evaluation initiatives have surged in the Global South. However, the primary focus in the evaluation discourse revolves around narrower aspects such as monitoring and auditing, often driven by the requirements of donors or funders. Moreover, the emphasis on evaluating “impact” often leaves program implementers with insufficient information to enhance program performance or comprehend the underlying mechanisms of program success or failure. This paper explores the gaps and challenges associated with evaluation in the Global South and proposes recommendations to embrace contemporary evaluation approaches that recognize the complexity and context specificity of international development sectors. It also advocates for intentional efforts by researchers, policymakers, and practitioners to build local capacity for designing and conducting evaluations. Program evaluation, the process of generating and interpreting information to assess the value and effectiveness of public programs, is a crucial tool for understanding the success and shortcomings of public health, education, and various social programs. In the Global South’s international development sector, evaluation plays a vital role in discerning what works and why. When appropriately implemented, program and policy evaluation assists policymakers and program planners in identifying development gaps, planning interventions, and evaluating the efficacy of programs and policies. Evaluation also serves as a valuable tool for understanding the distributional impact of development initiatives, providing insights into how programs operate and for whom (Satlaj & Trupti, 2019). Evaluations in the Global South Methodological Bias Currently, impact evaluations employing experimental design methods are considered the gold standard in the international development sector. However, there is a growing recognition among evaluation scholars and practitioners of the limitations of “impact measurement” itself. Some argue that a program may not be suitable for a randomized control trial (RCT) and might benefit more from program improvement techniques like formative evaluation. Scholars emphasize the need to reconsider “impact measurement” as the sole criterion for evaluating program success. The discourse has also shifted towards acknowledging the complexity of causality, advocating for evaluators to be context-aware and literate in various ways of thinking about causality. Despite this, the dominance of methods like RCTs often hinders the use of complexity approaches, even when they may be more suitable. Evaluations in the Global South Human-Centered Design and Development evaluation Developmental Evaluation (DE) is a form of program evaluation that informs and refines innovation, including program development (Patton, 2011). Formative and summative evaluations tend to assume a linear trajectory for programs or changes in knowledge, behavior, and outcomes. In contrast, developmental evaluation responds to the nature of change that is often seen in complex social systems. DE is currently in use in a number of fields where nonprofits play important roles, from agriculture to human services, international development to arts, and education to health. Another technique that has gained salience around addressing complexity and innovation is human-centered design (HCD) –it shares many parallels with developmental evaluation and attends specifically to the user-experiences throughout the program design process. More generally, it involves a cyclical process of observation, prototyping, and testing (Bason, 2017). Although human-centered design is seemingly focused upon initiation (or program design) and evaluation on assessment after the fact, human-centered design and developmental evaluation share a number of commonalities. Both support rapid-cycle learning among program staff and leadership to bolster learning and innovative program development (Patton,2010; Patton, McKegg & Wehipeihana, 2015). Evaluations in the Global South Theory-Driven Evaluation In recent years, theory-driven evaluations have gained traction among evaluators who believe that the purpose of evaluation extends beyond determining whether an intervention works or not. This approach posits that evaluation should seek to understand how and why an intervention is effective. Theory-driven evaluations rely on a conceptual framework called program theory, which consists of explicit or implicit assumptions about the necessary actions to address a social, educational, or health problem and why those actions will be effective. This approach enhances the evaluation’s ability to explain the change caused by a program, distinguishing between implementation failure and theory failure. Unlike impact evaluations using experimental methods, theory-driven evaluations provide

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    CategoriesConsultancy Consulting Models

    Consulting Models

    Consulting Models Women Empowerment A look at Consulting models: What model should I choose? The field of consulting is one of technical aptitude and consultants are called upon by different organizations and clients to contribute towards problem solving. However questions remain on the approaches taken by consultants including their significance in promoting an effective collaboration that leads to client satisfaction. A number of consulting models have been developed to shape the process of engagement and yet they are faced by various pros and cons. So the question is what works and what does not work. Bodmando Consulting group reflects on this in much more detail as indicated below. Four primary models of business consulting have been theorized and they include; Expert, Doctor, Process Consultation and Emergent models. These have been reckoned to be a vein through which technical expertise is channeled to create impact. When purchasing consulting advice, it is recommended that organization leaders articulate the implication of a consultant’s principle model of workmanship. The implication of this is that it enables informed decision making on the engagement principles and how likely that they will lead to the intended objectives in a coherent and desirable operational framework (Thunderbird School of Global Management, 2018) Women Empowerment Three Models of Business Consulting The four primary models utilized by consulting firms are the: Expert, Doctor-Patient, Process Consultation and Emergent models. Each one of these has a set of overarching principles and can be relevant under certain conditions. Consultants can adapt each model to suit the context of the assignment and there is no one size fits all approach in the execution consulting engagements. However, it is noted that many consultants have used the expert or doctor-patient role. We describe each one of them in the following narrative. Expert Model: Here, the client mostly defines the problem and the consultant impends the solution. The consultant offers a service that the client is both requesting and unable to provide for him/herself. The level of interaction between the client and consultant is medium. There are important assumptions in this model. Has the client accurately identified their own needs? Have they considered the consequences of expert data collection and recommendation on organizational change? This model puts great power into the hands of the consultant. This model is appropriate only when clients can determine their needs and consultant capabilities correctly, can communicate their needs to the consultant, and can support (or can pay to support) the outcomes once the initial consultancy is over(Carnegie Mellon University, n.d.). Doctor-Patient Model: The consultant is hired to diagnose a problem and administer remedial treatment. In other words, the client presents symptoms of the problem, but the doctor must also gain a deeper understanding of the problem. Fundamentally, this model assumes that an outsider can diagnose a problem, and issue an effective remedy. This model places even more power and dependence into a consultant’s hands. The level of interaction between the client and consultant is high. It is appropriate only when the client is experiencing clear symptoms, knows where the sick areas are, is willing to allow the consultant to intervene and is willing to become dependent on the consultant for both diagnosis and implementation. Process Consultation model:  Process consultation is defined as a series of steps facilitated by the consultant that help the client to perceive, understand, and act upon the issues that occur in the client’s environment(s) in order to improve the situation as defined by the client.” (Edgar H. Schein, 1987). The consultant endeavors to increase the client’s capacity to learn and to fix problems, today, tomorrow and in the future. The client sometimes presents symptoms of the problem, but more often presents a possible solution from which the underlying problem must be investigated and the consultant works with the client to arrive at a mutually understood solution. This model is appropriate when the client is motivated to work on improvements on an ongoing basis and wants to develop greater capacity for change within their own organization. The Emergent Approach: A critical distinction between the ‘process approach’ and an ‘emergent approach’ is that the former is generally focused on ‘solving a problem’, as well as focused to the past-to-future state. Whereas, an ‘emergent model’ is focused on an open, evolving process of unfolding discovery and shaping that discovery on an ongoing basis in present real-time.  Emergent change has two elements worth noting; chaos theory and complex adaptive systems. Chaos theory studies the behavior of dynamic systems highly sensitive to initial conditions, which is popularly referred to as the butterfly effect. Small differences in initial conditions are said to yield widely diverging outcomes for chaotic systems, rendering long-term prediction impossible in general. This happens even though these systems are deterministic. Complex Adaptive Systemsstate that out of complexity, emerges simplicity from form. They are thought of as ever adapting networks influenced by internal and external factors systemically and constantly evolving in dynamic, chaotic and interlaced environments (Trottier, 2012). Women Empowerment What model should I choose? The above are the four models of consulting. What is important to note is that each model has a different degree of influence to create ownership, readiness and effective engagement. Only process consultation is noted to hold high capability for future self-development, as it is highly networked, and more ownership and accountability oriented. As an organizational leader, it is necessary to ask consultants on their principles of engagement to ensure value for your organization. Women Empowerment References Carnegie Mellon University. (n.d.). ASSUMPTIONS/PREMISES UNDERLYING DIFFERENT MODELS OF CONSULTING. Thunderbird School of Global Management. (2018). Which Model of Business Consulting is Best Suited for Your Organization? https://thunderbird.asu.edu/thought-leadership/insights/which-model-business-consulting-best-suited-your-organization Trottier, P. A. (2012, June 14). The Four Basic Approaches to Consultation – Working With People and Organizations. The Institute Of Emergent Organizational Development and Emergent Change®. https://emergentchange.net/2012/06/13/approaches-to-consultation-the-four-basic-models/ Connect With Bodmando Contact Us

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