English, , 2,957kb
The current evaluation of the N-S-S Programme examined the five years of implementation of the programme with a view to making recommendations for the next phase.
English, , 1,800kb
The overall objective of the evaluation is to contribute to the design of effective secondary education reform measures and intervention strategies.
English, , 331kb
This sector synthesis is the third such report in the education sector and builds on the findings of the second sector synthesis of evaluation findings (August 2000). It covers operations evaluation studies in the sector that were undertaken from 2000 to 2008.
English, , 2,178kb
The SAPE assesses the combined performance of four DPs' educationstrategies and assistance programs in Bangladesh because they are the ones involved in preparing joint country strategies for Bangladesh for the period 2006–2009.
English, , 229kb
This rapid sector assessment (RSA) aims to provide an independent evaluation of the Asian Development Bank’s (ADB) assistance to the education sector in Mongolia, and to identify areas for further improving the effectiveness of ADB interventions.
French, , 1,599kb
Ce document constitue le rapport final de l’évaluation du Programme “Collèges doctoraux franco-pays partenaire”.
English, , 934kb
This evaluation is intended to serve as an input into the process of reviewing policy and working methods in Sida’s educational support.
English, , 1,725kb
The purpose of the follow-up study is to analyse the usefulness of recommendations given by the evaluation, identify actions taken to follow up on the recommendations, and to identify constraining factors preventing the recommendations from being followed.
English, , 216kb
Sida has been tasked by the Swedish Government to strengthen the research capacity of developing countries, promote research that contributes to poverty reduction and fair and sustainable global development.
English, Excel, 514kb
USAID/Guinea has invested 57 million dollars for the implementation of its strategy for the current planning cycle. At the beginning of this period, access to primary education had already begun to rapidly increase, but instruction was marked by low quality levels and a weak capacity for system-wide planning.