Key areas of enquiry derived from the Terms of Reference Key questions Detailed questions Responses Is QBEP well structured? What is the underlying theory of change in the programme logic and to what extent is it appropriate? How well is this logic reflected in the logframe and other key documents? What has been the quality of planning documentation and reports? How well is QBEP documenting and communicating lessons and contributing towards scaling up quality improvements? How effective has the communication strategy been? The adequacy of key programme documents is discussed in section 5.1 References to communications are in sections 5.1 and 7.2 and 8 Is QBEP on course to meet its desired purpose of increased number and proportion of children accessing and completing quality basic education in targeted townships? To what extent are the programme activities contributing to the delivery of the stated outputs? What is the level of resourcing by thematic area and what is the rationale for this? How effective and sustainably affordable have been the capacity building and training methods used by QBEP disaggregated by thematic area? What have been the enabling and hindering factors for achievement of results? What results have been achieved so far and what can reasonably be expected by end of QBEP? How and to what extent do the planned QBEP results require revision in light of programme progress to date and the changed environment in Myanmar? What evidence exists that QBEP is having a positive impact on children’s access to education and their learning outcomes? What evidence is there that the influence of QBEP is extending beyond the target townships? What evidence exists that QBEP is informing policy dialogue? Have there been positive or negative unintended or unplanned impacts? Sections 3 and 5 discuss the approach, the efficacy of activities (including capacity building modalities) and results. These sections also assess the contribution of QBEP to wider objectives, and its sustainability and value for money.
2011-2012 1: 2012-13 2013-14 2014-15 2015-2016 Proportion of new entrants in grade 1 with prior ECD experience in targeted QBEP townships To be determined 6%-points above baseline Source UNICEF monitoring and survey data INPUTS (US$) TOTAL (US$) UNICEF (US$) UNICEF Share (%) MDEF (US$) MDEF Share (%) 83,239,015/- 14,315,255/- 17.2% 68,923,760/- 82.8% OUTPUT 1 Indicator Baseline: 2011-2012 Milestone 1: 2012-13 Milestone 2: 2013-14 Milestone 3: 2014-15 Target: 2015-2016 Assumptions Expansion of coverage of quality ECD services Number of 0-5 year old children in targeted townships accessing facility-based ECD services To be determined 20,000 42,000 74,000 89,000 Policy climate favourable for proposed changes Government approves policy development process If multi-sector plan agreed, System for targeting mapping and provision of integrated ECD services by concerned ministries to be developed by 2015. Improved school readiness and Source Partners’ data & UNICEF monitoring reports Indicator Baseline: 2011-2012 Milestone 1: 2012-13 Milestone 2: 2013-14 Milestone 3: 2014-15 Target: 2015-2016 Proportion of schools in targeted townships with ECD facilities for 3-5 year olds Proportion of ECD facilities that meet minimum quality standards in targeted townships 10% 2% 12% 15% 10% 18% 20% 20% Source TEMIS; UNICEF and partner monitoring reports Indicator Baseline: Milestone 1: Milestone 2: Milestone 3: Target:
retention. 2011-2012 2012-13 2013-14 2014-15 2015-2016 Multi-sector ECD national action plan/ policy in place Policy framework designed Policy drafted Action plan drafted Multi-sectoral five year ECD National policy in place. Source Government plans; UNICEF reports IMPACT WEIGHTING RISK RATING Low INPUTS (US$) TOTAL (US$) UNICEF (US$) UNICEF Share (%) MDEF (US$) MDEF Share (%) 11,992,614/- 1,773,656/- 2.1% 10,218,958/- 12.3% OUTPUT 2 Indicator Baseline: 2011-2012 Milestone 1: 2012-13 Milestone 2: 2013-14 Milestone 3: 2014-15 Target: 2015-2016 Assumptions Improved quality of teaching and learning practices in basic education in targeted Townships in Government and Monastic schools and in both and schools. % of primary teachers applying improved teaching methods as defined by classroom observation criteria To be determined 35% of sampled teachers Technical and human resource capacity of implementing partners meet the scope of the programme Source Baseline and end of programme surveys; UNICEF monitoring; both using classroom observation Indicator Baseline: 2011-2012 Milestone 1: 2012-13 Milestone 2: 2013-14 Milestone 3: 2014-15 Target: 2015-2016 Pre-service teacher education framework developed and operationalised in targeted Education Colleges Draft national teacher education strategy framework developed Comprehensive assessment report of 2 ECs Reforms institutionalised in Yangon and Mandalay colleges Source UNESCO reports Indicator Baseline: Milestone 1: Milestone 2: Milestone 3: 2014-15 Target:
2011-12 2012-13 2013-14 2015-2016 Number of primary teachers receiving and distance learning in-service training (SITE) Number of students in targeted township provided with essential supplies and textbooks, (including humanitarian support to border areas). 0 0 Face-to-face: 8250 teachers SITE: 1000 teachers 620,000 students receive supplies Face-to-face: 15250 teachers SITE: 1000 teachers 830,000students receive supplies (increase reflects 9 Mon State extra townships) SITE: 1000 teachers 645,000 students receive supplies Face-to-face: 23,500 teachers (cumulative) SITE: 1000 teachers 4000 teachers (cumulative) 658,000 students receive supplies 1.3 Mio (cumulative) Source UNICEF M&E and monitoring reports Indicator Baseline: 2011-2012 Milestone 1: 2012-13 Milestone 2: 2013-14 Milestone 3: 2014-15 Target: 2015-2016 Number of teachers trained to implement secondary life skills curriculum Proportion of children (10-15 years) in school demonstrating correct information and skills to reduce risk including prevention of HIV/AIDS in targeted townships 3,900 teachers 10,800 teachers To be determined (Baseline) 11,200 teachers 2,903 teachers 30,000 teachers (cumulative) 50% answer correctly Source Baseline, and end of programme surveys; UNICEF monitoring reports IMPACT WEIGHTING Indicator Baseline: 2011 Milestone: 2012-2013 Target: 2015
2011-2012 2012-13 2013-14 2014-15 2015 Number of townships with Township Education Plans according to agreed standards 0 townships Strategy for development of township planning developed Township planning manual developed 20 townships 14 townships 34 townships (cumulative) Source UNICEF field monitoring; commissioned studies IMPACT WEIGHTING RISK RATING Low INPUTS (US$) TOTAL (US$) UNICEF (US$) UNICEF Share (%) MDEF (US$) MDEF Share (%) 3,872,875/- 573,525/- 0.7% 3,299,350/- 4. 0% OUTPUT 4 Indicator Baseline: 2011-2012 Milestone 1: 2012-13 Milestone 2: 2013-14 Milestone 3: 2014-15 Target: 2015-16 Assumptions Enhanced coverage, quality and relevance of second chance, alternative education Number of out-of-school aged 10-14 year –old children (by sex) enrolled in NFPE programme in targeted townships 8,000 9,000 10,000 10,000 5,000 42,000 (Cumulative) Policy on reintegration and equivalence is clarified Government allow more NGO partners implement NFPE Human resource capacity of MoE increased Source Ministry of Education Reports, NFPE data, UNICEF M&E Reports Baseline: 2011-2012 Milestone 1: 2012-13 Milestone 2: 2013-14 Milestone 3: 2014-15 Target: 2015 Number of out-of-school adolescents aged 10-17 reached by EXCEL in 11,000 14,000 14,000 11,000 50,000 (cumulative)
targeted townships Proportion of reached adolescents completing EXCEL in targeted townships 85% of total reached learners complete full course 85% of total reached learners complete full course 85% of total reached learners complete full course 85% of total reached learners complete full course (by sex) 85% of total reached learners complete full course Source EXCEL data Baseline: 2011-2012 Milestone 1: 2012-13 Milestone 2: 2013-14 Milestone 3: 2014-15 Target: 2015 National framework for Non Formal Education (NFE) equivalency and certification developed Task force established & functional Agreed framework Action plan Evidence of framework with implementation plan IMPACT WEIGHTING Indicator Baseline 2011 Milestone 1: 2012-13 Target: 2015 RISK RATING Medium/High INPUTS (US$) TOTAL (US$) UNICEF (US$) UNICEF Share (%) MDEF (US$) MDEF Share (%) 10,365,914/- 884,778/- 1.06% 9,481,136/- 11.4
QBEP MTR meeting with DPs – more detailed Q & A on components, priorities, general issues MTR translators, DP Partners - (Australia, EU, UK, UNESCO, UNICEF) UNICEF office, YGN UNICEF Cars, AusAID Car Dee Dee Lunch DEPT staffs, MTR translators Savoy? Napoli? UNICEF Cars, AusAID Car Dee Dee Meeting of MTR team – team building on relative roles and focus areas, approaches and writing responsibilities MTR Team, MTR Translators UNICEF Office UNICEF Cars, AusAID Car Meeting with Comprehensive Education Sector Review (CESR) team. Get idea of status of sector reform MTR Team, MTR Translators Mi Casa Hotel – (CESR venue for training) UNICEF Cars, AusAID Car Khin Muang Kyaw 5:30 Meet with CESR International Coordinator MTR team Savoy Hotel UNICEF car Cliff 2 3 June Travel to Nay Pyi Taw DEPT staffs, QBEP partners - By flights, UNICEF Cars, Daw Khin Thin Phyu Meeting with Director Generals – Briefing by senior MOE staff on accomplishments of QBEP – areas for improvement – any suggestions for changes post-MTR MOE staff - DEPT, DBE 1, 2 & 3, MERB and MTR Team, MTR Translators, UNICEF Chief (?) MoE Minister Office, NPT UNICEF Cars, AusAID Car Daw Khin Thin Phyu - Lunch MOE staffs, MTR team - - - Daw Khin Thin
Phyu Focus Group Discussion – by Components Interview with DGs and QBEP component teams – MTR team divides itself MOE staffs, MoE Minister Office, NPT - Daw Khin Thin Phyu 3 4-7 June Three Field Visits : See Detailed Itinerary: Group 3 = DBE No.1 – Ye, Tha Yet Chaung.Stephen, Nu Nu, Hnin Group 1 = DBE No. 2 – Pyityitagun and Myaign Townships: Colin, Kyaw Lwin Latt Group 2 = DBE No.3 – Pyapon, Hlaing Thar Yar: Jim, Nilar. DEPT staffs, DBE staffs, Translators for QBEP Partners To be discussed in detail for logistic arrangement. Listed activities components for reference only. Some Townships selected may still change UNICEF cars YGN Office Kyaw Lwin Latt Khin Saw Nyunt Khin Mon Nyein UNICEF Field Officers; Khin Maung Kyaw Mra Thuzar/Myint Myint Yee Thura Ko Ko 4 8 June Day of rest in Yangon – or for driving back 5 9 June 9-12 Meeting with selected SEO/DEO/TEO invited to Yangon for focus group discussions. Thinking 15 persons total. DEPT staffs, DBE staffs, translators from QBEP DEPT office, YGN UNICEF cars Daw Khin Thin Phyu
Can be combination of plenary and small groups. Current invitees planned = Rakhine – SE0, DEO, TEO/ATEO Kachin – SEO, DEO, TEO/ATEO Loilin/Manse – ATEOs with SITE training Kayin – SEO, TEO/ATEOs Mon – SEO, DEO, 2 TEO/ATEOs partners DEPT staff, QBEP partners 130 – 5:00 Individual meetings with DPs and Key Partners. Individual time with DPs and Start meeting with partners MTR Team with Australia, EU, UK, UNESCO and UNICEF 6 10 June Meeting with Key Partners Visits to NGO - PNTZ, Yanthway, MBC, TBC, Thiri May, MLRC, Save, Visits to development partners - ADB, JICA, WFP, WB UNICEF office, YGN/Hotel to be discussed UNICEF cars For Programme Kyaw Lwin Latt Khin Saw Nyunt Khin Mon Nyein 7 11-12 June Time for MTR team to prepare report for MTR MTR team, - - - 8 13 June 9:30 – 12:00 Final Meeting to share initial MTR findings with Government and QBEP MTR Team, MOE staffs, QBEP Partners DEPT office UNICEF cars Dee Dee