English, PDF, 2,118kb
The objective of the programme is to pilot the provision of additional results-based aid based on improvements in the number of students completing primary, lower secondary, and upper secondary education; and the competency of teachers in Rwanda to use English. DFID funding for the proposed RBA pilot is in addition to DFID’s existing support to the education sector. Key elements of the RBA pilot are summarised in this TOR.
English, PDF, 2,801kb
The evaluation determines any contribution of the Results Based Aid (RBA) pilot to additional learners completing key stages in primary and secondary education and additional teachers becoming competent in the use of English. The evaluation considers the response of Rwanda; the factors that impact on the agreed ‘results’, and seeks to identify ‘lessons learned’ to aid understanding and improvement of RBA in Rwanda and elsewhere.
English, PDF, 2,769kb
The evaluation found that the Ministry of Foreign Affairs has struggled with mainstreaming the equal rights for women and men principle into development aid policies. The report calls for increasing gender sensitivity, for analysing women’s specific constraints, needs and priorities. It underlines the importance of a long-term commitment to gender equality coupled with a sensible dose of realism on what effectively can be accomplished.
English, PDF, 3,367kb
Work in Progress – Evaluation of the ORET Programme : Investing in Public Infrastructure in Developing Countries
The Development Related Export Transactions program (ORET) is a subsidy facility. It has addressed important obstacles for development by co-financing the construction and rehabilitation of public infrastructure in developing countries. ORET has evolved from a programme of mere delivery of capital goods to a programme offering comprehensive infrastructure service packages that were also financially attractive for recipient governments.
English, PDF, 2,527kb
The evaluation assesses Norwegian multilateral support to basic education through UNICEF and the Global Partnership for Education. It looks at development aid effectiveness, aid management and financing of education in: Afghanistan, Burkina Faso, Ethiopia, Haiti, Madagascar, Malawi, Mali, Mozambique, Nepal and Zambia. The emphasis was put on three education goals: quality of learning, gender and inclusion of marginalised groups.
English, PDF, 2,260kb
Evaluation of development communication and education of the Austrian development policy and development cooperation from 2006-2013
The evaluation provides a thorough analysis of the strength and weaknesses and the theory of change of the area of development communication and education in Austria. Lessons learnt are also drawn out of a benchmarking exercise with Portugal and Ireland. Recommendations for future organizational, administrative and management improvement are outlined at the end of the report.
English, PDF, 302kb
The external evaluation expressed in this report focuses on the Project for the Reintroduction of the Portuguese Language in East Timor in the period between 2003 and 2009. This project of the Portuguese Cooperation aims to support the creation of basic conditions in the Timorese society, and particularly, in the education system for the use of Portuguese as an official language and a language of instruction.
Portuguese, PDF, 1,916kb
Os objectivos da avaliação consistiram em: apreciar o grau de desempenho do PRLP ao nível do seu contributo para a melhoria do sistema educativo e da educação em geral em TL e apreciar o nível de resultados obtidos, onde se incluem o grau de penetração da Língua Portuguesa na sociedade timorense.
English, PDF, 313kb
The aforementioned evaluation concerns the Education sector-secondary education level, focusing 4 key axes: schools network improved and strengthened; teachers’ technical skills improved; improvement of school management; education system adapted to the country´s needs; and the interconnections between them.
Portuguese, PDF, 1,350kb
A presente avaliação diz respeito ao setor da educação, especificamente ao ensino secundário, nos seguintes eixos de intervenção do Projeto: parque escolar melhorado e reforçado; competências técnicas dos professores melhoradas; capacidade de gestão e acompanhamento reforçada; sistema de ensino mais adaptado às necessidades do país e às interligações entre eles.