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Evaluation database

Evaluation report

2019 Mongolia: Evaluation of Inclusive Basic Education in the UNICEF Country Programmes 2012-2016 and 2017-2021



Executive summary

Description:

The evaluation will cover both policy and local level interventions implemented in the geographical focus areas during the last and current country programmes between 2012 and 2018.  Evaluation evidence will be judged using Organization for Economic Co-operation and Development’s Development Assistance Committee (OECD/DAC) criteria of relevance, effectiveness, efficiency and sustainability, as well as equity, gender equality and human rights considerations. With regards to impact, the evaluation focuses on assessing the immediate impacts at beneficiary level as the implementation of the Country Programme 2016 -2021 is still ongoing. Efficiency analysis will focus on the use of resources and selection of efficient implementation strategies. The evaluation covers an ex-post evaluation of the inclusive education interventions of the Country Programme 2012 – 2016, and review of the achievements of the current Country Programme till 2018.  Data will be collected in a total number of nine schools and Non-formal Education Centers supported by UNICEF in the provinces of Bayankhongor, Gobi-Altai and Zavkhan and Khuvsgul, as well as Bayanzurkh and Nalaikh districts.

Purpose/Objectives:

The purpose of this evaluation is to review the results achieved over the last and current country programme between 2012-2018. The evaluation findings and recommendations will feed into UNICEF Mongolia’s Mid-term Review (planned in the second half of 2019 as well as decision-making on education policies and processes of national and local governments. 

The objectives of the evaluation are to:

  1. Examine UNICEF Mongolia’s engagement in policy level activities for improving a policy environment for supporting inclusive education;
  2. Analyse UNICEF Mongolia’s technical assistance and support for review and improvement of pre-service and in-service teacher training curricula and teacher training institutes’ liaison with regular general education schools for supporting special education within inclusive education settings;
  3. Assess UNICEF Mongolia’s inclusive basic education interventions implemented in its geographical focus areas (GFA); and
  4. Assess the complementarity of UNICEF’s interventions to the overall Mongolia’s agenda for universal education.


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Report information

b2019

Country/Office: Mongolia

Region: EAPR

Type: Evaluation

Theme: Disability; Inclusive Education

Language: English

Sequence #: Mongolia/60/2019/16336

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