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Angola Case Study EVALUATION REPORT PROGRESS EVALUATION OF THE UNICEF EDUCATION IN EMERGENCIES AND POST-CRISIS TRANSITION PROGRAMME (EEPCT) Angola Case Study EVALUATION OFFICE MARCH 2011 EVALUATION REPORT PROGRESS EVALUATION OF THE UNICEF EDUCATION IN EMERGENCIES AND POST-CRISIS TRANSITION PROGRAMME (EEPCT) Angola Case Study EVALUATION OFFICE MARCH 2011 Progress Evaluation of UNICEF’s Education in Emergencies and Post-Crisis Transition Programme: Angola Case Study © United Nations Children’s Fund, New York, 2010 United Nations Children’s Fund Three United Nations Plaza New York, New York 10017 March 2011 The purpose of the evaluation reports produced by the UNICEF Evaluation Office is to assess the situation, facilitate the exchange of knowledge and perspectives among UNICEF staff and to propose measures to address the concerns raised. The content of the report do not necessarily reflect the policies or views of UNICEF. The text has not been edited to official publication standards and UNICEF accepts no responsibility for error. The designations in this publication do not imply an opinion on legal status of any country or territory, or of its authorities, or the delimitation of frontiers. All photographs in the evaluation report are the copyright of UNICEF © UNICEF/2010/Columbia Group for Children in Adversity For further information, please contact: Evaluation Office United Nations Children’s Fund Three United Nations Plaza New York, New York 10017 [email protected] 2 Progress Evaluation of the EEPCT programme: Angola Case Study CONTENTS PREFACE ................................................................................................................................................... 5 ACRONYMS ............................................................................................................................................... 6 EXECUTIVE SUMMARY ............................................................................................................................ 7 1.0 INTRODUCTION ................................................................................................................................ 12 1.1 Evaluation context .......................................................................................................................... 12 1.2 Country context .............................................................................................................................. 13 1.3 Education context ........................................................................................................................... 14 1.4 EEPCT programme ........................................................................................................................ 15 2.0 METHODOLOGY ............................................................................................................................... 18 2.1 Cross-cutting issues ....................................................................................................................... 18 2.2 Data collection ................................................................................................................................ 18 2.3 Evaluation team .............................................................................................................................. 20 2.4 Limitations ...................................................................................................................................... 20 3.0 EVALUATION FINDINGS .................................................................................................................. 22 3.1 Overview: Results analysis............................................................................................................. 22 3.2 Goal One: Improved quality of education response in emergencies and post-crisis transition countries ......................................................................................................................................... 23 3.3 Goal Two: Increased resilience of education sector services delivery in chronic crises, arrested development and deteriorating contexts ........................................................................................ 24 3.4 Goal Three: Increased education sector contributions to better Prediction, Prevention and Preparedness for emergencies due to natural disasters and conflict ............................................ 28 3.5 Goal Four: Evidence-based policies, efficient operational strategies and fit-for-purpose financing instruments for education in emergencies and post-crisis situations ............................................ 28 3.6 DAC Criteria ................................................................................................................................... 29 3.7 Cross-cutting Issues ....................................................................................................................... 34 3.8 Operational issues and management ............................................................................................. 36 3.9 Partnerships ................................................................................................................................... 37 4.0 THE WAY FORWARD: LESSONS AND RECOMMENDATIONS ..................................................... 39 4.1 Lessons learned and conclusions .................................................................................................. 39 4.2 Recommendations .......................................................................................................................... 41 REFERENCES ......................................................................................................................................... 44 ANGOLA COUNTRY OFFICE MANAGEMENT RESPONSE ................................................................. 46 ANNEXES ................................................................................................................................................ 51 Annex I: Interviews Conducted: National, Subnational and Community Levels ................................. 51 Annex II: Group-based data collection activities .................................................................................. 52 Progress Evaluation of the EEPCT programme: Angola Case Study 3 Annex III: Evaluation Tools (English version): EE-DAC Score Card .................................................... 53 Annex IV: Evaluation Tools (English version): PRM and FGD Data Collection Forms ........................ 58 Annex V: Evaluation Tools (English version): Adequacy Survey ......................................................... 72 Annex VI: Millennium Development Goals in Angola ........................................................................... 74 4 Progress Evaluation of the EEPCT programme: Angola Case Study PREFACE The purpose of this evaluation was to identify and assess progress of the Education in Emergencies and Post-Crisis Transition (EEPCT) Programme and to enable systematic reflection towards improving programme results. The EEPCT Programme was examined at global, regional and country levels through quantitative and qualitative methods that combined comprehensive coverage with in-depth analysis. The EEPCT Programme began in 2006 as a four year (later extended to five), US $201 million dollar partnership between UNICEF and the Government of the Netherlands. The EEPCT Programme aims to “put education in emergency and post-crisis transition countries on a viable path of sustainable progress toward quality basic education for all.” EEPCT funds support UNICEF education programming in 39 countries and territories and are also used to advance the global agenda for education in crisis-affected contexts. The Evaluation Office commissioned this independent progress evaluation in June 2010. The global evaluation was overseen by a Reference Group led by internal and external technical experts in evaluation, education, and emergencies. The evaluation was conducted by Columbia Group for Children in Adversity, associated with Columbia University. The independent team of consultants was led by Neil Boothby and Peter Buckland. The evaluation was managed by Silvia De Giuli (Evaluation Specialist), and Ashley Wax (Evaluation Specialist). The evaluation methodology included: extensive document review; six in-depth country case studies in Angola, Colombia, Cote d’Ivoire, Liberia, the Philippines, and Sri Lanka; extensive interviews; on-line surveys for key programme staff; comprehensive focus group discussions; review and analysis of data collected against the programme Logical Framework. This report presents in-depth analyses and results of the progress of the EEPCT programme in Angola. Kathryn Roberts carried out the case study with support from national researchers, Rosita Guiamba and Patrice Grillo. Special thanks to UNICEF staff across the organization and to the Reference Group who both participated actively and provided substantive comments on emerging issues and interim reports. We would like to acknowledge, in particular, the support of Susan Durston, Chief of Education, and Jordan Naidoo Senior Advisor, Education Section. Likewise, we appreciate the efforts and support by the country office, including Koenraad Vanormelingen, Representative, Amelia Russo da Sa, Deputy Representative, and Graham Lang, Education Chief. Genuine thanks to the Government of the Netherlands, European Commission and other partners who have supported
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