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Evaluation report

2017 El Salvador: EVALUACIÓN DEL PROGRAMA TRIPLE E: EDUCACIÓN Y DESARROLLO INTEGRAL DE PRIMERA INFANCIA, EMPODERAMIENTO DE FAMILIAS Y JÓVENES Y ENTORNO PROTECTOR COMUNITARIO EN COMUNIDADES SELECCIONADAS



Author: Gonzalo Oliverio Rodríguez

Executive summary

 With the aim to continuously improve transparency and use of evaluation, UNICEF Evaluation Office manages the "Global Evaluation Reports Oversight System (GEROS)". Within this system, an external independent company reviews and rates all evaluation reports. The quality rating scale for evaluation reports is as follows: “Highly Satisfactory”, “Satisfactory”, “Fair” or “Unsatisfactory”. You will find the link to the quality rating below, labelled as ‘Part 2’ of the report, and the executive feedback summary labelled as ‘Part 3’.

Background:

Between 2009 and 2015, UNICEF in partnership with the Ministry of Education, INJUVE, Ministry of Health, ISNA and 4 municipalities implemented the project Triple E (Education, Empowerment and Protective Environment) to promote the articulated work in ECD at municipal level. The intervention included activities at community level to promote development and care practices among families with children in their early childhood. After two years of finalized the project, it was important to conduct an impact evaluation to measure changes in family practices, children’s development and the sustainability of the local interinstitutional coordination established by the project. This evaluation is key to provide recommendations to the recently implemented national policy for early childhood education and development implemented by the Ministry of Education

Purpose/Objective:

Evaluate the impact of the Triple E Program, in each of the intervened communities of the municipalities in which the program was implemented (Ilopango, Ciudad Delgado, Cuscatancingo and San Martín), including families, institutional actors and community leaders in order to know the impact of the project and the different interventions.

Methodology:

Different methodologies were utilized as documents review, surveys, interviews to key stakeholders, and focus groups.

Findings and Conclusions:

- The project had an important effect on the parenting practices used by the families of the children who participated in the Triple E program. The evaluation has determined that these effects are more robust on stimulation of reading at home and in the participation of parents in educational activities with girls and boys.
- The academic performance of the girls who have attended the early childhood programs is noticeably better in the three areas evaluated in the comprehensive development report. In the intermediate evaluation, the gap becomes more evident.
- The area of integral development of children that has received the greatest influence through the Triple E Program is that of personal and social development, followed by the area of expression, communication and representation, and finally, by the area of relationship with the environment. This finding is in line with the perception that teachers have when they indicate that an important difference is that children who have attended family circles adapt more easily to the school system.
- The inter-institutional coordination during the project was very solid. The aspects that best emphasize this qualification are the planning developed throughout the implementation process, the efficient level of communication in different ways and at different levels.
- The Triple E program has been efficient mainly in creating spaces for integral development activities for early childhood, strengthening the capacities of the institutional actors that participated in the project and in the development of quality activities to promote early childhood care.

Recommendations:

- The experience of the Triple E project should be used by institutions interested in learning, designing projects and proposing policies; in the case of the State, to improve the design of early childhood policies and interventions based on information systematically collected and analyzed.
- In this regard, the Ministry of Education has recommended to follow up on children who have participated in early childhood programmes and family circles to determine the low run impact. This will undoubtedly provide important learning and document the effects of these interventions on children. This recommendation is also based on the fact that the MINED has the organizational infrastructure such as the Departmental Directorate of San Salvador, Technical Advisers for early childhood and other personnel working in the field, and that can make this work more affective.
- Another reason is the ease of carrying out this follow-up, based on the record of each child in the education system, it will be feasible to track and identify the school performance and in other areas that children have until they reach the SEAP. A long-term follow-up that for other institutions would represent a large investment in financial resources and personnel, the MINED could do with what it already has.



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Report information

Year:
2017

Country:
El Salvador

Region:
LACR

Type:
Evaluation

Theme:
Early Childhood Development

Partners:
Ministry of Education

Language:
Spanish

Sequence:
2017/001

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