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Inclusive Education INCLUSIVE EDUCATION JOINT EVALUATION OF THE IMPLEMENTATION OF INCLUSIVE EDUCATION PROGRAMME 2011 – 2020 VOLUME I: REPORT 2 0 1 9 Authors: Laura Trofin (Team Leader), Anatol Gremalschi, Viorica Cojocaru – Key experts on behalf of the Institute of Public Policy Moldova Irina Lonean, Simona Velea, Mădălina Lefter, Vasile Strat – Evaluation experts on behalf of QURES Quality Research and Support Submitted to the Ministry of Education, Research and Cuture and UNICEF Moldova Country Office on 25 September 2019. ACKNOWLEDGMENTS This Joint Evaluation of the Programme for Development of Inclusive Education 2011 – 2020 in the Republic of Moldova, including application of child-friendly school standards, implemented in the period May to December 2019 could only be successful thanks to the support of many people. We would like to extend our gratitude to the staff and leadership of UNICEF and of the Ministry of Education, Culture and Research (MoECR) who have been supportive and cooperative throughout the entire process of this evaluation. We particularly appreciate the openness of MoECR leadership and staff, as well as of development partners and authorities at local level to discuss, comment and follow up on the conclusions and recommendations of the evaluation. The support of Psycho-pedagogical Assistance Services (PAS), of local authorities including the Departmets of Social Assistance, of the district offices of education (OLSDE) has made it possible to conduct all research activities in a timely and efficient way, particularly the preparation and implementation of the field visits. We appreciate the interest and cooperation of the funding development partners, i.e. Lumos, CCF Moldova, Kultur Kontakt, Keystone, Parteneriate pentru fiecare copil, Pas cu Pas, FCPS, Verbina, as well of OHCHR, in the results of this evaluation and throughout the process and are thankful for their participation in the interviews and validation workshop. The UNICEF education section staff and leadership has supported the evaluation in all its research activities and was always available to tirelessly respond to our many and questions. A special word of gratitude goes to the UNICEF team and particularly to Mrs. Elena Laur, Mrs. Liudmila Lefter and Mrs. Larisa Vartosu, as well as the the MoECR management team and leadership, especially to Mrs. Viorica Mart, Mr. Valentin Crudu and Mrs. Virginia Rusnac. And finally, and most importantly, this evaluation could not have been done without the cooperation of a large number and wide range of respondents: further than the MoECR representatives, we are grateful for the availability and information provided by teachers, assistant teachers, parents and children in the six districts visited during field work. The willingness of all these people to make time, despite their often very busy schedules, was essential to finalizing the evaluation. Laura Trofin Anatol Gremalschi Viorica Cojocaru Irina Lonean Simona Velea Mădălina Lefter Vasile Strat 1 CONTENTS List of Acronyms ....................................................................................................................... 4 Executive summmary ............................................................................................................... 5 I. INTRODUCTION ................................................................................................. 13 II. PURPOSE, OBJECTIVES AND SCOPE OF THE EVALUATION ............... 19 III. EVALUATION METHODOLOGY ................................................................... 20 IV. ETHICAL ISSUES ........................................................................................... 25 V. RELEVANCE - KEY FINDINGS ..................................................................... 28 VI. EFFECTIVENESS - KEY FINDINGS ............................................................ 40 VII. EFFICIENCY - KEY FINDINGS..................................................................... 57 VIII. IMPACT - KEY FINDINGS ........................................................................... 72 IX. SUSTAINABILITY -KEY FINDINGS ............................................................. 80 X. COVERAGE - KEY FINDINGS ....................................................................... 85 XI. COORDINATION B - KEY FINDINGS .......................................................... 87 XII. AREAS AND MEANS OF COOPERATION WITH OTHER UN AGENCIES AND DEVELOPMENT PARTNERS .......................................................................... 92 XIII. CONCLUSIONS AND RECOMMENDATIONS ........................................... 96 2 List of figures Figure 1. The theory of change (ToC) of the Programme for Development of Inclusive Education 2011 – 2020 for Development of Inclusive Education 2011 – 2020 …………… 19 Figure 2. Total number of kindergartens benefitting from spaces adapted for children with disabilities .............................................................................................................................. 45 Figure 3. Evolution 2013 - 2018 ............................................................................................. 45 Figure 4. Support teaching staff ............................................................................................ 48 Figure 5. Evolution of the average cost for inclusive education/child with SEN as recorded by PAS/CRAP .............................................................................................................................. 61 Figure 6. Districts evolution .................................................................................................. 75 Figure 7. Dynamics of behavioural and mental disorders as well as congenital malformations, deformations and chromosomal anomalies ........................................................................... 75 Figure 8. Total number of children with SEN in general education ..................................... 76 List of tables Table 1. Correlation between the general and specific objectives of the Inclusive Education Development Programme in the Republic of Moldova 2011-2020 ........................................ 36 Table 2. Level of target subgroups coverage with activities, actions and services .............. 38 Table 3. Use of resources by district ..................................................................................... 64 Table 4. Percentage of expenses for the salary of support teachers from the budget for inclusive education ................................................................................................................ 65 Table 5. Risks and factors affecting sustainability................................................................ 84 3 List of Acronyms ANACEC National Agency for Quality Assurance in Education and Research CCESR County Centre for Educational Support and Resources CCS Community Consultative Structure CRAP Republican Centre for Psycho-pedagogical Assistance DBR Desk Based Research DiD Difference-in-Differences EEA European Economic Area EU European Union GoM Government of Moldova HIC Helping Invisible Children IE Inclusive Education IE Inclusive Education IR Inception Report MoECR Ministry of Education, Culture and Research NGO Non-Governmental Organization OLSDE Local specialised body in the area of education OHCHR Office of the High Commissioner for Human Rights PAS Psycho-pedagogical Assistance Services SEN Special Educational Needs TAU Territorial Administrative Unit ToC Theory of Change ToR Terms of References UN United Nations UNICEF United Nations Children's Fund 4 Executive summmary This Evaluation Report presents the outcomes of the "Joint evaluation of the implementation of the Programme for development of inclusive education 2011 - 2020, including application of child-friendly school’s standards", conducted between May and October 2019 in the Republic of Moldova, at the initiative of UNICEF. The Programme for Development of Inclusive Education 2011 – 2020 aimed to contribute to ensuring equal opportunities and the access to quality education for every child, young person, adult, at all levels and steps of the education system, by achieving a set of general and specific objectives. The final beneficiaries of the Programme are all children regardless of the material status of the family, the place of residence, ethnicity, spoken language, sex, age, political or religious affiliation, health status and learning characteristics. The development and promotion of inclusive education involves some other categories of beneficiaries, too, that further extends the target group of the interventions planned/implemented under the Programme to families/parents; teachers/education staff; specialists in related fields; central and local public authorities and the community/society. The budget of the Programme consists of allocations from the state and local budget and important contributions from non-governmental organizations that have supported the Ministry of Education, Culture and Research implementation of the two Action Plans for the implementation of the Programme. In line with the Terms of Reference, the purpose of the assignment is to provide technical assistance and to support the Ministry of Education, Culture and Research (MECR) to conduct an independent evaluation of the implementation of the Programme for Development of Inclusive Education 2011-2020. The objective of the evaluation is to have a measurement of the results achieved, determine the bottlenecks and barriers and identify best
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