Design and implementation of GPE 2020 Country-level Evaluations
2017-2020; Global Partnership for Education; Multi-country
Established in 2002, the Global Partnership for Education (GPE), formerly the Education for All Fast-Track Initiative, is a multi-stakeholder partnership focused on supporting and financing education in low and lower middle income countries, contributing to the achievement of Sustainable Development Goal on Education (SDG 4).
In June 2016, GPE adopted a Monitoring and Evaluation (M&E) strategy, which includes a Results Framework that is used to monitor progress across the three goals and five strategic objectives in the partnership’s theory of change. In addition, the strategy calls for a linked set of evaluation studies that explore how well GPE outputs and activities contribute to outcomes and impact, i.e. how elements of GPE’s theory of change contribute to the achievement of education results within GPE developing country partners (DCPs) in the areas of learning, equity and systems.
Itad co-leads a consortium delivering a linked set of evaluation studies that explore how well GPE outputs and activities contribute to outcomes and impact at the country-level. The objective of the assignment is to evaluate (i) GPE contributions to the achievement of education results within GPE developing country partners (DCPs) in the areas of learning, equity and systems; and hence (ii) the effectiveness of GPE’s operational model.
Instead of applying a single summative evaluation at the end of GPE’s five-year plan, the consortium is undertaking programmatic, thematic and country-level evaluations to be conducted between 2017 and 2020, which feed into a global summative evaluation for 2020.
Utilising a set of 30 country case studies, the reporting of results at the country-level provide a continuous review of the effectiveness of GPE’s operational model and provide recommendations for course-correction across a diverse range of stakeholders, including national government, civil society, development partners and the GPE.
While individual evaluations are providing country-level information, collectively they yield lessons that cut across countries or groups of countries. The evaluation team provides an annual synthesis report that reflects lessons from the set of evaluations conducted during the year. In 2020, the evaluation team will also provide a final synthesis that will examine the entire portfolio of 30 summative and prospective evaluations. This synthesis will provide recommendations and future implications based on findings from the entire group of evaluations and will be disseminated to key GPE stakeholders.
Collectively, the formative and summative aspects of the evaluation require convening a diverse network of stakeholders from the global to the local. The intended users of the country level evaluations are the GPE Secretariat, in particular, but not limited to, senior management and members of the Country Support Team, DCP governments and members of Local Education Groups in the sample countries, all other members of the Global Partnership for Education, including Board members and the wider education community at global and country levels.
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