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Evaluation database

Evaluation report

2016 Suriname: Evaluation of the “I believe in you” in-service teacher training programme in the interior of Suriname

Author: Marieke Heemskerk & Celine Duijves

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'.


This training program was developed based on the "I believe in you" vision which was launched in May 2009.  A large scale capacity strengthening and training program was developed for the following years to translate this vision for the different stakeholders and their specific responsibilities. MINOWC with support of VVOB (Flemish organization for Development Cooperation) and UNICEF developed a comprehensive training program for all primary school teachers in the country to ensure all 10.000 teachers would understand how to implement the new approach in their classrooms. UNICEF focused on all  primary schools in the four interior districts (Brokopondo, Marowijne, Para and Sipaliwini). UNICEF’s support to MINOWC included technical and financial support to the development and implementation of four in-service teacher training modules.

  1. “I believe in You” (2010/2011) 
  2. “Powerful learning environment” (2010/2011) 
  3. “Activating didactics” (2012). 
  4. “Deepening in service teacher training”


This evaluation identifies lessons learned and provides recommendations on future national policy and programme priorities for primary education in the interior of Suriname. More specifically, the key purposes of the evaluation include: 1. Assess the results achieved during the in-service teacher training programme period, in line with proposed objectives, targets and strategies, through a reconstructed log frame.  2. Analyse the relevance, effectiveness, efficiency, impact, sustainability and cross cutting contributions of the in-service teacher training programme in achieving CFS and pupil – centred schools in the Interior. 3. Identify specific good practices, weaknesses and lessons learned. 4. Provide recommendations to the MINOWC, national institutions, and development partners including UNICEF, for the future initiatives.


The evaluation was conducted according to the United Nations Evaluation Group (UNEG) standards, as well as other guidelines and standards that UNICEF subscribes to. It focused on four (4) rounds of in-service teacher training sessions that were implemented by the MINOWC, with support of UNICEF, between 2010 and 2014. An evaluation Matrix  and log frame guided this evaluation. The matrix defined the key methodology used for each of evaluation questions and guided development of the evaluation tools.
The evaluation was carried out at a relatively small but diverse number of schools distributed throughout the interior; in Maroon and Indigenous communities, public and denominated schools, schools both near and far from the capital city, and schools in all interior districts.

Findings and Conclusions:

The i goals were largely reached; trainers were trained to deliver trainings, were well prepared, knowledgeable, and able to respond to questions and stimulation. As a result of the program, teachers have become more aware of CFE and its main concepts such as “powerful learning environment” and “activating didactics”. Some working forms were identified as useful and have been incorporated within classrooms. In general, the program provided a good start and useful tools to achieve the “I believe in you” vision at interior schools. Good practices that could contribute to further reform of education in the interior are: trainings were on location, teaching materials were attractive, and trainers were skilled. Finally, the program adapted to the specific needs of the target group, for example by including a deepening training. However, the lack of a functional administrative system including a log frame, baseline data necessary to establish net impact of the program, well defined program goals, and measurable indicators was one of the weaknesses of the program. Furthermore, it remains unclear to what extent changes in knowledge and skills of teachers can be attributed to the “I believe in you” in-service teacher training program as also other trainings an interventions might have contributed also to the change.


Among other: it is important to allocate sufficient resources to design of the project logic. Such preparations help establish whether program goals and objectives are achieved, and ensure that different parties involved in project execution are on the same page. . Baseline data must be collected to establish the starting point with regard to predetermined indicators (as defined in the log frame) prior to project implementation. c. Design a monitoring system to keep the program on track, in time and on budget.
Strive towards more continuation and consistency in training approaches within MINOWC, and between MINOWC and other educational organizations. Stimulate parent participation at schools as a means to improve academic performance, through support for Parent-Teacher Associations and other means of parent involvement.  
Stimulate the involvement and commitment of locals to execute trainings or other services, for example staff and employees at the local level. 
 Develop models for incentives to motivate teachers. Involve teachers in the development of such models, to increase chances that incentives are truly of interest to the target group.  

Lessons Learned:

 It is important to give follow-up to relevant recommendations from (mid-term) evaluations and progress reports. (Better) Collaborate with and learn from partners that execute a similar program or have experience with a similar program).  The presence of financially and practically committed partners is essential for follow up, and for consistency in training approaches and implementation of CFE standards.  Post training coaching in the form of remote guidance and/or coaching on the spot (incl. telephone support), is critical to achieve sustainable outcomes.  

Full report in PDF

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Report information




Education - Participatory Training


Social Solution Consultancy

Ministry of Education,  Science & Culture


Sequence #:
Guyana & Suriname 2016/001

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