Standard 7: Evaluation

Systematic and impartial evaluations improve education response activities and enhance accountability.

الخطوات الرئيسية

1. Evaluation of education response activities: Conduct regular evaluations of education response activities to produce credible and transparent data to guide future education activities.

أنظر للملاحظات الارشادية:

2. Participation in evaluation: Involve all stakeholders, including representatives of the community affected and education authorities, in evaluation activities.

أنظر للملاحظات الارشادية:

3. Evaluation findings and lessons learned: Share lessons learned and good practices widely among all relevant stakeholders and partners so that they can shape future advocacy, programs, and policies.

أنظر للملاحظات الارشادية:

الملاحظات الإرشادية
1
Evaluations of education response activities

Evaluation measures program outcomes and determines whether the expected results have been achieved. External or independent evaluators usually conduct evaluations in the middle or at the end of a program or project cycle. Evaluations can also help determine whether activities were relevant to the project’s stated priorities, policies, and legal instruments, and if the programs were implemented efficiently. Evaluation is separate from monitoring, but the two processes are related and both are key to achieving the goals and objectives of education programs. Monitoring results should guide evaluation.

Those who evaluate education response activities and EiE programs should use approaches and methods that promptly produce credible evidence of program outcomes and identify impacts that can guide future action. “Impact” refers to the measurable change a program has made in people’s lives. In a crisis, a rigorous evaluation may not be possible or practical. A quicker and simpler approach, such as remote data collection, may be needed to determine how a program is impacting the lives of affected people. Both qualitative and quantitative data are important, and they should be disaggregated at a minimum by sex, age, and disability status. Where feasible, it also is important to look at trends across different groups of learners. Quantitative data is about things that can be counted, such as enrollment, attendance, and dropout rates, and achievement measures. Qualitative data is about things that cannot be measured numerically. It can provide insights into the lived experiences of learners and teachers, information on what happens in schools or other learning environments, and why learners enroll, attend school, or drop out. Stakeholders can collect qualitative data from several sources, including focus group discussions, interviews, and classroom observations.

العودة للاعلى
2
Participation in evaluation

Any evaluation budget should include capacity sharing workshops with stakeholders, such as education authorities, community representatives, and learners. The workshops should include all learners, including girls and young women and those with disabilities. The workshops should introduce and explain the concept of evaluation. They also are a place to develop evaluation plans in a participatory and transparent way, and where participants can review and interpret findings together. Learners and teachers and other education personnel should participate in the evaluation process to make data collection more accurate. This will also help make the evaluation recommendations more realistic. For example, teachers and other education personnel can share their views on the practical issues that should be considered when implementing recommended actions.

العودة للاعلى
3
Evaluation findings and lessons learned

It is important to share key findings in evaluation reports, particularly recommendations and lessons learned, in a way that is understandable and accessible to all stakeholders, including community members and persons with disabilities. These findings should shape future work. The stakeholders in charge of managing data must handle sensitive data ethically and responsibly to avoid contributing to the emergency or conflict, or putting at risk any participants who contributed sensitive information. When sharing information, they should adhere to national or regional data protection policies and ISPs.

العودة للاعلى

Supporting Resources

مصادر داعمة
1 فبراير 2020 دليل / كتيب / دليل Accelerated Education Working Group (AEWG)

مجموعة أدوات الرصد والتقييم لبرنامج التعليم المتسارع

تهدف مجموعة الأدوات هذه إلى دعم تصميم أطرعمل الرصد والتقييم، وتنفيذها لبرامج تعليم المتسارع محددة من أجل دعم التعلّم والمساءلة .

1 يناير 2021 Manual/Handbook/Guide US Agency for International Development (USAID)

A Roadmap for Measuring Distance Learning

The purpose of this review is to support education practitioners, donors, implementers, non-governmental organizations (NGOs), civil society organizations, and other stakeholders in applying best practices to monitor and evaluate distance learning initiatives designed for diverse learners and implemented both within and outside of learning institutions.

1 مايو 2021 دليل / كتيب / دليل
EdTech Hub
UK Girls' Education Challenge

تصميم ومراقبة تدّخلات التعليم والتعلّم عن بعد: دليل للمشاريع والمنفذين

تم تصميم هذا الدليل لدعم المشاريع والمنفذين للنظر في كيفية تصميم وتنفيذ ومراقبة تدخلات التعليم والتعلّم عن بعد (DTL)، في وقت تكون فيه المرونة وتكييف التدّخلات ضرورية للحفاظ على تعلّم الأطفال.

3 مارس 2021 إطار عمل الشبكة المشتركة لوكالات التعليم في حالات الطوارئ

إطار مؤشرات المعايير الدنيا للتعليم في حالات الطوارىء من الآيني (INEE)

يُقدم إطار العمل هذا طريقة للجهات المعنية بالتعليم في حالات الطوارئ (EiE)؛ لكي تُبدي تحيزها وسيرها نحو الحد الأدنى لمعايير الشبكة المشتركة لوكالات التعليم في حالات الطوارئ (INEE).

19 نوفمبر 2020 دليل / كتيب / دليل الشبكة المشتركة لوكالات التعليم في حالات الطوارئ

من الشبكة المشتركة لوكالات التعليم في حالات الطوارئ حول إجراءات التعليم خلال جائحة كوفيد١٩

تهدف المذكرة الفنية للشبكة المشتركة لوكالات التعليم في حالات الطوارئ حول المعايير إلى تكملة النموذج الأول من المذكرة الفنية  للشبكة المشتركة لوكالات التعليم في حالات الطوارئ حول التعليم خلال كوفيد-19، و التي تركز على برامج التعليم عن بعد في ظل الجائحة.

المؤشرات

Untitled Spreadsheet
INEE Domain INEE Standard Indicator/Program Requirements Clarification Numerator Denominator Target Disaggregation Source of Indicator Source of Data Available Tool Crisis Phase
Foundational Standards Community Participation Participation (FDN/Community Participation Std 1)

Community members participate actively, transparently, and without discrimination in analysis, planning, design, implementation, monitoring, and evaluation of education responses.
1.1 Percentage of parents actively participating in the conception and implementation of education in emergencies services Number of parents consulted Number of parents To be defined by program Gender Based on OCHA Indicator Registry Program documentation No tool required; INEE MS and indicator definitions sufficient All stages
1.2 Percentage of parents satisfied with the quality and appropriateness of response at the end of the project Number of parents satisfied with the quality and appropriateness of response at the end of the project Number of parents 100% NA Based on OCHA Indicator Registry Program documentation Tool required All stages
Resources (FDN/Community Participation Std 2)

Community resources are identified, mobilized and used to implement age-appropriate learning opportunities.
1.3 Analysis of opportunity to use local resources is carried out and acted on Scale 1-5 (1 = low, 5 = high) 5 NA New Program/procurement documentation Tool required All stages
Coordination Coordination (FDN/Coordination Std 1)

Coordination mechanisms for education are in place to support stakeholders working to ensure access to and continuity of quality education.
1.4 Percentage of regular relevant coordination mechanism (i.e., Education Cluster, EiEWG, LEGs) meetings attended by program team Number of regular relevant coordination mechanism (i.e.; Education Cluster, EiE Working Group (WG), Local Education Group (LEG) meetings attended by program team Number of regular relevant coordination mechanism (i.e. Education Cluster, EiEWG, LEGs) meetings held during organizational presence 100% NA New Meeting records No tool required; INEE MS and indicator definitions sufficient All stages
Analysis Assessment (FDN/Analysis Std 1)

Timely education assessments of the emergency situation are conducted in a holistic, transparent, and participatory manner.
1.5 Percentage of education needs assessments, carried out by the relevant coordinating body the program has participated in These include initial rapid and ongoing/rolling assessments Number of assessments organization contributed to Number of possible assessments organization could have contributed to 100% NA New Assessment records No tool required; INEE MS and indicator definitions sufficient All stages
Response Strategies (FDN/Analysis Std 2)

Inclusive education response strategies include a clear description of the context, barriers to the right to education, and strategies to overcome those barriers.
1.6 Strength of analysis of context, of barriers to the right to education, and of strategies to overcome those barriers Scale 1-5 (1 = low, 5 = high) 5 NA New Program documentation Tool required All stages
Monitoring (FDN/Analysis Std 3)

Regular monitoring of education response activities and the evolving learning needs of the affected population is carried out.
1.7 Percentage of education needs assessments carried out in defined time period Frequency to be defined by organization. Monitoring measures should be relevant to the desired program outcomes Number of education needs assessments carried out per year Number of education needs assessments required per year 100% NA New M&E plans and results No tool required; INEE MS and indicator definitions sufficient During program implementation
Evaluation (FDN/Analysis Std 4)

Systematic and impartial evaluations improve education response
activities and enhance accountability.
1.8 Number of evaluations carried out Number of evaluations carried out NA NA New M&E plans and results No tool required; INEE MS and indicator definitions sufficient Program completion
1.9 Percentage of evaluations shared with parents Number of evaluations shared with parents Number of evaluations 100% NA New M&E plans and results No tool required; INEE MS and indicator definitions sufficient Program completion