Frequently Asked Questions

If you’re thinking about working with us on a project or development plan you may have some basic questions you would like answering. Check out our FAQs here, or contact us directly and we’ll be delighted to answer any queries.

We aim to equip individuals within an education system with the knowledge and skills necessary to enable the whole system to develop autonomously. Generating sustainability across complex systems involves a highly participatory approach to change initiatives. We believe that the best way to enable large-scale changes across the system is to engage individuals in a series of dialogues that help them to understand fully and believe in the changes proposed, and take direct actions that are significantly different from what was happening before. This also involves our project managers understanding how the changes will impact on the individuals concerned across multiple roles within the education system. Ensuring that all relevant perspectives are taken into account during planning, implementation and evaluation of the proposed intervention is key to success.

We don’t have a single, specific set of beliefs. We do not believe in a ‘one size fits all’ approach. While we acknowledge that there are similarities across education systems, each individual organisation has its own structure, character, procedures and processes. We explore this in depth before and during needs analysis to ensure that we have a thorough understanding of the context within which we are working. This contextual approach ensures that changes proposed fit the education system and the individuals that constitute it. We are dedicated to developing innovative, contextually appropriate strategies for individual projects. We approach each new project in a spirit of exploration, and ready to remain flexible throughout. 
We deal regularly with institutions whose  goals imply a comprehensive reform of the teaching of English, including assessment, curriculum design and the use of learning technologies. For each project, we carefully select individuals from our extensive network of consultants who are specialists in a wide range of relevant areas. These highly qualified professionals have the skill sets required to equip change process participants with the knowledge and skills they need to achieve the desired change across the system. Once constituted, the project team is structured in different ways at different points in the project. Roles and responsibilities are clearly defined and we endeavour to ensure that there is detailed communication between team members so that everyone has a clear picture of how the project is progressing and what needs to be done to enable successful delivery.

We currently have a cohort of around 40 consultants from which to draw in putting project teams together. Consultants are selected for a project according to their relevant specialism and experience of the particular context. 

Yes – We have a number of complementary partner organisations that we work with on a regular basis. TransformELT focuses on in-country delivery. Face-to-face teacher training programmes in the UK and online teacher development programmes are delivered by our preferred partner NILE (Norwich Institute for Language Education), whilst more complex digital solutions are covered by our EdTech partner Consultants-E. 

Embedding monitoring and evaluation procedures into all stages of the project ensures that information is fed back to participants, consultants and project managers so that changes can be made to the project in order to achieve the desired outcomes. Ensuring that key baseline data is collected at the outset creates benchmarks from which we can measure success. Although these can often be concrete indicators that can be easily observed and counted, this is not always the case. More subtle changes can be uncovered with close observation and a more qualitative approach to data gathering and analysis. We use a ‘mixed methods’ approach at all stages to monitor the progress of the project and to evaluate outcome achievement levels.

Yes – We strongly believe in the importance of continuing support. This can be built into the project timeline at the proposal stage. It can be provided via an online platform, or through subsequent in-country visits and observations if required.   

UK-based courses for teachers, trainers and other education professionals are provided by our preferred provider NILE (Norwich Institute for Language Education).  NILE is a specialist teacher training institute providing top quality CPD programmes for teachers, trainers and other language education professionals worldwide. 

TransformELT works globally and as such we recognise that financial resources differ according to context. Project fees are thus negotiated on a case-by-case basis to ensure that solutions provided are realistic, affordable and sustainable in any given context.

TransformELT is involved with a wide range of projects, both in terms of scope and scale. An initial email contact outlining the broad nature of the project in mind is enough to begin a dialogue. Once needs analysis stage is reached, the client will be provided with an extensive Project Framework Questionnaire to complete. This will then lead to a first draft proposal for further negotiation.

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