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MONITORING AND EVALUATION PLAN

2013

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CONTENTS MonitoringandEvaluationPlan...................................................................................................................1

ACRONYMS...................................................................................................................................................4

1. Introduction.........................................................................................................................................5

2. DefinitionsandPurpose.......................................................................................................................5

2.1Monitoring......................................................................................................................................5

2.2LogicModel/ResultsFramework....................................................................................................6

2.3Evaluation.......................................................................................................................................6

2.4PurposeoftheM&EPlan...............................................................................................................6

2.5Keytermsanddefinitions...............................................................................................................7

EACWorkingDefinitionofOutofSchoolChildren...............................................................................7

CharacteristicsofOOSC........................................................................................................................8

ChildrenAffectedByConflict,NaturalDisastersandOtherStatesofEmergencyorFragility.............8

RemoteRuralPopulations....................................................................................................................8

ChildrenLIVINGINAHOUSEHOLDAffectedByPoverty......................................................................9

MigrantsandNomads..........................................................................................................................9

OrphansandVulnerableChildren........................................................................................................9

Minorities...........................................................................................................................................10

Childrenwithspecialneeds................................................................................................................10

IndicatortermsandDefinitions..........................................................................................................10

3. EducateaChildTheoryofChange......................................................................................................13

3.1AdvocateforOOSC.......................................................................................................................13

3.2Increasefunding...........................................................................................................................14

3.3Formpartnerships........................................................................................................................14

3.4Buildaknowledgebase................................................................................................................14

4. ApproachtoMonitoringandEvaluation............................................................................................14

4.1EvaluationQuestions....................................................................................................................17

5. PerformanceMonitoringPlan(PMP).................................................................................................17

5.1DevelopmentofKeyindicators....................................................................................................18

5.2DevelopmentoftheDatareportingsystem.................................................................................19

5.3Guidelinesandprocessforcollectingandreportingdata............................................................20

5.4Pilottestingofthedata-reportingSystem...................................................................................20

5.5CollectionofBaselinedata...........................................................................................................20

5.6Dataanalysisandfeedback..........................................................................................................21

5.7Submissionofabaselinereport...................................................................................................22

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6. EvaluationStudies..............................................................................................................................22

6.1FormativePerformanceMonitoring.............................................................................................23

6.2CaseStudies..................................................................................................................................24

6.3ImpactReports.............................................................................................................................25

6.4PartneringwithUniversitiesandThinkTanks.............................................................................25

7. DataCollectionProcessesfortheEvaluationComponent.................................................................25

7.1Select,design,andvalidatedatacollectioninstruments.............................................................26

7.2EnsureEthicalProcedures&GainIRBApproval..........................................................................26

7.3CreateaPracticalDataCollectionManagementPlan..................................................................26

7.4Designthedatastoragesystem...................................................................................................26

7.5CollectData..................................................................................................................................26

7.6CleanDataandconductdataqualityassessments......................................................................27

8. DataAnalysis......................................................................................................................................27

9. MeasuringAdvocacyProjects............................................................................................................27

10. CommunicationsandReporting.....................................................................................................28

11. UtilizationofResults.......................................................................................................................29

12. RolesandResponsibilities..............................................................................................................29

AnnexI:PerformanceMonitoringPlan......................................................................................................30

AnnexII:AnnualWorkplan........................................................................................................................36

AnnexIII:StaffingPlan...............................................................................................................................40

Bibliography...............................................................................................................................................48

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ACRONYMS DQA DataQualityAssessments

EAA EducationAboveAll

EAC EducateaChild

EFA EducationforAll

EP EducationPlan

EPDC EducationPolicyandDataCenter

FHI360 FamilyHealthInternational360

GEFI GlobalEducationFirstInitiative

GPE GlobalPartnershipforEducation

HHO HerHighness’sOffice

IRB InstitutionalReviewBoard

LEG LocalEducationGroup

META MonitoringandEvaluationTechnicalAssistanceGroup

M&E MonitoringandEvaluation

MDG MillenniumDevelopmentGoals

NGO Non-governmentalOrganization

OECD OrganizationforEconomicCooperationandDevelopment

OOSC OutofSchoolChildren

PMP Performance Monitoring Plan

ROI Return on Investment

UNESCO United Nations Educational, scientific and Cultural Organization

UNHCR United Nations High Commission for Refugees

UNICEF United Nations International Children’s Emergency Fund

SIMEC Sistema Informatica do Ministerio de Edcacao

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1. INTRODUCTION This first comprehensiveMonitoringandEvaluation (M&E)Plan forEducateaChild (EAC) is the foundation for

assessingprogramprogressanddeterminingachievementofgoals.Itprovidesthebasisforexaminingpromising

practicesandlearningfromfieldexperiences,adjustingtheprogramprioritiesandgoalsovertime,andmanaginga

globalportfolio.Itisexpectedthatthisplanwillevolveandchangeovertimeasnewandsometimesunanticipated

factorsbecomerelevant.OneexampleinthefirstyearistheformalizationofthenewEducationAboveAll(EAA)

foundation,withinwhichEACishoused.Newprocedures,priorities,policies,andgoalscontinuetoemergeasEAA

matures. Anotherexampleisthedevelopmentofacomprehensivedatabaseforstoring,analyzing,andreporting

datagatheredfromprojects inthefield.Thisnewdatabase,as itbecomesoperationalearly in2014,willalsobe

adjusted as time goes on, to ensure it accurately and completely captures the relevant information needed for

informedprogramdecisionsandstrategicplanning.With thisever-changing landscape, thecurrentM&EPlan is

offeredasabaseforcontinueddevelopment.

EducateaChildisaninternationalinitiativesponsoredbyHerHighnessSheikhaMozabintNassertohelpaccelerate

progresstowardstheachievementoftheEducationforAll(EFA)goalsandUNMillenniumDevelopmentGoal(MDG)

2: ensuring that children everywhere, both girls and boys alike, will be able to complete a full course of primaryeducationbytheendof2015;andtocatalyzetheachievementofbreakthroughs in increasingtheenrolmentandretentionofout-of-schoolchildrenofprimaryage,withaparticularfocusonfragilestates,andcrisisandconflict-

affected environments. Its primarymode of intervention is partnering and co-financing projectswith local and

internationalNGOs,bilateralormultilateralorganizationsandintergovernmentalbodies(i.e.UN).Theorganizations

thenworkthroughnon-stateentitiesasimplementingpartners.

The immediateoutcomes tobeattainedbyEACare toenroll500,000Out-of-SchoolChildren(OOSC) inprimary

educationprogramsby2013andtoestablishtheEACprogramasafullyfunctioningglobalorganization.Thefirst

cohortofimplementingpartnersincludesNon-governmentalorganizations(NGOs),UNHCR,UNESCO,andUNICEF.

TheEACprogramhasfivestrategicobjectives:

1. Contributetotheenrolmentofatleast10millionofthe57millionout-of-schoolchildrenbytheendof

2015/16,andmorebeyondthattimeframe.

2. Supportthedevelopmentofeducationalqualitysothatchildrenwhoattendschoolstayinschoolandhave

anopportunitytolearn.

3. Contributetomobilizing$1billiontosupporteducationanddevelopinnovativefinancingmechanismsto

fosterprogramsustainability.

4. KeeptheissueofOOSCsatthetopoftheglobalandnationalagendas.

5. ContributetothedevelopmentandrecognitionoftheEducationAboveAllfoundation.

TheEACmonitoringandevaluation(M&E)plansetsforththestrategiesandmethodsthatwillbeusedtomeasure

progresstowardreachingtheseobjectives.

2. DEFINITIONS AND PURPOSE ThefollowingsectionsdefinekeytermsthatareusedinthisM&Eplananddescribethepurposeoftheplan.

2.1 MONITORING

Monitoringisthecontinuousprocessofcollectingandanalyzingdataonspecificindicatorstotracktheextentof

progressagainstexpectedobjectivesandtodeterminehowwellaprojectorprogramisbeingimplemented(OECD).

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Anessentialpartofprojectmanagement,monitoringprovidesrelevantandtimelyinformationthatinformsreports

onachievementsagainsttargets,documentstheuseofallocatedfunds,andallowsforprogramadjustments.The

toolforplanning,managing,anddocumentingdatacollection,analysis,andreportingforprojectsisthePerformanceMonitoringPlan1

–PMP.TheapproachtoEACmonitoringisdiscussedundersection4.ThePMPisprovidedinAnnex

I.

2.2 LOGIC MODEL/RESULTS FRAMEWORK

Logicmodelsand/orresultsframeworksaremanagementtoolsthatfacilitateplanning,implementationand

evaluationofaninterventionorprogram. Themodelsserveasaconciserepresentationofaprojectthat

illustrates assumed causal relationships through a results chain. A logic model for the EAC program is

presentedinsection3.Whilelogicmodelsandresultsframeworkssometimesusedifferentterminology,the

followingkeyterms2arethemostcommonlyusedtoframethemodels.

Inputs:Thefinancial,human,andmaterialresourcesusedforthedevelopmentintervention.

Activities:Theactionstheprogram/project/initiativetakestoreachitsintendedobjectives.

Outputs:Theproduct,capitalgoods,servicesthatresultfromadevelopmentintervention,whichmayalso

includechangesresultingfromtheinterventionthatmovetheprojecttowardsitsoutcomes.

Outcomes:Thelikelyshort,mediumandlongtermeffectoftheprojectsinterventions.

Impact: Theprimaryand secondary,positiveornegative long termeffectsproducedbyan intervention

eitherdirectlyorindirectly,intendedorunintended.

2.3 EVALUATION

Evaluationisasystematicprocessofcollectingandanalyzingdatatodeterminethemerit,worth,andsignificanceof

somethingorsomeone,usingdefensiblecriteriaagainstasetofstandards(seeFitzpatricketal.,2004;Hempphill,

1969;Worthenetal.,1997).Evaluation forEACwill focus inpartat thesystems level,usingameta-evaluation3

approach.Casestudiesandperformancemonitoringdatawillalsobeusedtodeterminetheoverallimpactofthe

programatselectedintervals.Theproposedevaluationapproachisdiscussedinsection5.

2.4 PURPOSE OF THE M&E PLAN

ThisM&EplanisdesignedtosupportEACtechnicalstaffinallaspectsofprojectmonitoringandevaluation.Theplan

isfurtherintendedtosupportreportingofdatafromtheEACsupportedprojectsonmeetingtheirtargetsaswellas

learningatalllevels(i.e.project,national,EAC).ItisintendedtohelpenhancethequalityofEACmonitoringand

evaluation practices by ensuring that there is a unified language, understanding and agreement on the M&E

components.EACpartnerswillreceivean InstructionManualtoguidetheonlinereportingprocess fordatatheysubmit to EAC. Additionally, the purpose of theM&E plan is to (a) provide an overall framework toM&E; (b)

articulateatheoryofchangeandhowEACwillmeasurethatchange;and(c)provideaseriesofstepsandguidelines

tofacilitatethedevelopmentandimplementationoftheM&Esystem.Thefollowingplanisdividedintothefollowing

sections:

1 Performance Monitoring Plan: A plan that identifies and defines indicators, sources of data, methods and schedule of data collection, and targets or milestones against which progress will be charted. 2DevelopmentAssistanceCommittee(DAC).(2002).GlossaryofTermsinEvaluationandResults-basedManagement.Paris:OECD.ascitedinWorldBank.(2007).HowtoBuildM&ESystemstoSupportBetterGovernment.3 Meta-evaluation is one form of evaluation and is often used as a means of identifying trends and quality in education. Our definition of meta-evaluation, adapted from Lipsey (2000) is: ‘[M]eta-analysis and other forms of systematic synthesis of data and information that provide us with analysis that is used for a continuous improvement of EAC policies and practices.’

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1. EACConceptualFramework

2. EACApproachtoMonitoringandEvaluation

3. PerformanceMonitoring

4. EvaluationStudies

5. DataCollectionProcesses

6. DataAnalysis

7. Communicationandreporting

EachsectiondescribesthedetailsfordesignandimplementationoftheEACM&Esystem4.

2.5 KEY TERMS AND DEFINITIONS

EAC WORKING DEFINITION OF OUT OF SCHOOL CHILDREN

Outofschoolchildrenarechildrenoftheofficialprimaryschoolagerangewhoarenotparticipatinginprimaryor

secondaryschool.TheEACworkingdefinitionofoutofschoolchildrenbuildsontheUNESCO5dimensionsofoutof

schoolchildren,expandedtoincludethefollowinggroupsortypesofoutofschoolchildren:

Childrenwhodonothaveaccesstoaschool.Thesechildrenwillneverattendunlesstheygainaccess.

Childrenwhohaveaccesstoschoolbutwhoarenotenrolled.Thesechildreneitherneverenterschoolorwill

enterschoollate.

Childrenwhohaveaccessandhaveenrolledinschoolbutwhodonotattend.

Childrenwhohavedroppedoutoftheeducationsystem.Thesechildrenarecountedasdropouts.

Childrenwhoareinemergencyand/orcrisissituationsandnotparticipatinginanorganizededucation

program.Thesechildrenmaybedisplacedandintemporarylivingconditionswithnoschoolsororganized

educationalopportunitiesavailable.

ForthepurposesofEAC,partnersagreedtothefollowingdefinitionsofrelatedterms:

1. Accessreferstothefollowing:(a)aschoolavailableforchildrentoattendwithin3kmorless;(b)reducedopportunitycostssochildrencangotoschool;and(c)lackofdiscriminationorotherbarriers.

2. Enrolledreferstohavingtheirnameontheregister,butnotnecessarilyattending.3. Attendancereferstobeingpresentintheclassroomatleast90%ofamonth;whichisinlinewithUIS

definitions.4. Dropoutisdefinedasachildwhohasnotattendedforamonthormore,inlinewithUISdefinitions.5. LearningSitesareANYlearningsystem/place(eg.learningcenters,learningenvironment;anythingoutsideofa

traditionalschoolbuilding)whereeducation/learningtakesplace.6. Agesofstudents.TwokeydecisionsweremadeattheMay2013Partnersmeetingregardingage.First,age

spanistobebasedonandreportedagainstwhatthespecificcountryrequires,e.g.Ifprimarystartingschoolageis6,thatshouldbecountedastheageappropriateentrancetoenrollinfirstgrade.Second,itwasagreedthatsincecountriesvaryinthelanguageusedtorefertoprimaryeducation,EACwillusebothprimaryandbasiceducationwhentalkingaboutthefullcycleofgrades1-8.

These types ofOOSC encompassmultiple categories and sub-categories of children that projects, programs and

donorstarget.Aprojectmaytargetoneorseveralofthedimensionsandcategoriesofoutofschoolchildren.

4 EAC M&E System is defined as the compilation of performance monitoring, evaluation studies, data reporting systems, communication and utilization 5UNESCOdefinesoutofschoolchildrenas‘Childrenoftheofficialprimaryschoolagerangewhoarenotenrolledineitherprimaryorsecondaryschool.”

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CHARACTERISTICS OF OOSC

CHILDREN AFFECTED BY CONFLICT, NATURAL DISASTERS AND OTHER STATES OF EMERGENCY OR FRAGILITY

Internally Displaced Persons Personsorgroupsofpersonswhohavebeenforcedorobligedtofleeortoleavetheirhomesorplacesofhabitual

residence,inparticularasaresultof,orinorderto,avoidtheeffectsofarmedconflicts,situationsofgeneralized

violence, violations of human rights or natural or human-made disasters, and who have not crossed an

internationallyrecognizedStateborder.(OfficefortheCoordinationofHumanitarianAffairs,2004)

Refugees According to the 1951 Convention relating to the Status of Refugees, Refugees arepeoplewho are outside theircountryofnationalityorhabitualresidence,andhaveawell-foundedfearofpersecutionbecauseoftheirrace,religion,nationality,membershipofaparticularsocialgrouporpoliticalopinion.Peoplefleeingconflictsorgeneralizedviolencearealsogenerallyconsideredasrefugees,althoughsometimesunderlegalmechanismsotherthanthe1951Convention.(UnitedNationsHighCommissionforRefugees,2012)

Returnees Internallydisplacedpersonsorrefugeeswhohavereturnedtotheirhomesorplacesofhabitualresidence.

Child Soldiers Anypersonbelow18yearsofagewhoisorhasbeenrecruitedorusedbyanarmedforceorarmedgroupinany

capacity,includingbutnotlimitedtochildren,boysandgirls,usedasfighters,cooks,porters,messengers,spiesor

forsexualpurposes. Itdoesnotonlyrefer toachildwho is takingorhas takenadirectpart inhostilities.Child

soldiers are also referred to as child combatants or children associated with armed forces or fighting groups.

(UNICEF,2007)

Demobilized Child Soldiers DemobilizedChildSoldiersarechildsoldierswhohavebeenremoved,releasedordischargedfromanarmedforce

orgroupandareorhavereturnedtotheirhomecommunityoranotherplaceofsettlement.(Verhey,2001)

REMOTE RURAL AND DENSE URBAN POPULATIONS

Rural Ruralareaisbasedonthedefinitionappliedinnationalstatisticalpracticesandexercises.Forexample,aruralarea

canbeconsideredasageographicalregionoutsidetheurbanagglomeration.(UNESCOInstituteforStatistics)

DenseUrbanSlum‘Slum’is‘aheavilypopulatedurbanareacharacterizedbysubstandardhousing(lackofservicesandinsecuretenure)andsqualor.’(UN-Habitat,2003)

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CHILDREN LIVING IN A HOUSEHOLD AFFECTED BY POVERTY

Income (Economic) Poor Childrenlivinginhouseholdsthatearnanaverageof$1.25/day(extremepoverty)and/orthosefamilieslivingon

anaverageof$2/day(poor).(WorldBank,2013)

MIGRANTS AND NOMADS

Migrants/Migrant Workers Amigrantis“anypersonwholivestemporarilyorpermanentlyinacountrywhereheorshewasnotborn,andhas

acquiredsomesignificantsocialtiestothiscountry.”AmigrantWorkeris,“apersonwhoistobeengaged,isengaged

or has been engaged in a remunerated activity in a state of which he or she is not a national.” (International

OrganizatoinforMigration,2004)

“Migrantcoversallcaseswherethedecisiontomigrateistakenfreelybytheindividualconcerned,forreasonsof

‘personalconvenience’andwithoutinterventionofanexternalcompellingfactor.”

• Doesnotrefertorefugeesordisplacedpersons

• Migrantsmakethedecisiontomovew/oextremeexternalforcesorcompellingforces.

• 6categoriesofmigrants:

1. Temporarylabormigrant

2. Highlyskilledbusinessmigrants

3. Irregularmigrants(undocumented/illegal)

4. Forcedmigration

5. Familymembers(familyreunion/familyreunification)

6. Returnmigrants(thosewhoreturntotheircountriesoforiginafteraperiodinanothercountry.)

Nomads Peoplewhodonot live inapermanentresidenceorsettlement.Typically, ethnicorsocio-economicgroupswhoconstantlytravelandmigrateinlargeorsmallgroupsinsearchofmeansoflivelihoodwithinacommunityorcountry

oracrossinternationalboundaries.Withinnomads,thereareseveralbreakdowns:

• FullPastoralistNomads: Lifestyle baseduponmaintenanceof herdsof animals that dependmainly onvegetationfortheirfood.Thedistinctionoffullpastoralistnomadsisthatallmembersofthegroupmove

togetherwiththeanimalsintheircare.

• Semi-PastoralistNomads:Semi-pastoralistnomadsarecharacterizedasgroupsinwhichpartofthegroupareonthemoveforperiodsoftimewiththeherdswhileothersstayinsettlements.(Carr-Hill&Peart,2005)

ORPHANS AND VULNERABLE CHILDREN

Orphans and Vulnerable children (OVC) Orphansandothergroupsofchildrenarethosewhoaremoreexposedtorisksthantheirpeers.OVCarechildren

whoaremostlikelytonotbereachedbyregularprograms,or,usingsocialprotectionterminology,OVCaregroups

ofchildrenthatexperiencenegativeoutcomes,suchasthelossoftheireducation,morbidity,andmalnutrition,at

higherratesthandotheirpeers.(WorldBank,2005)

Traditional Orphans Anorphan is a child aged0-17whosemother (maternalorphans)or father (paternalorphans)orboth (double

orphans)aredead.

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Social Orphans Childrenwhoseparentsmightbealivebutarenolongerfulfillinganyoftheirparentalduties(e.g.,drugaddictswho

areseparatedfromtheirchildrenwithlittlechanceofreunion,parentswhoaresickorabusiveorwho,forother

reasons,haveabandonedorlargelyneglecttheirchildren).

Children of/on the Street Childrenof/onthestreetwhoareundertheageof18whoworkand/orsleeponthestreetsandmayormaynot

necessarilybeadequatelysupervisedordirectedbyresponsibleadults.UNICEFdefinestwoco-existingcategories;

those“ofthestreet”andthose“onthestreet”:

• Childrenof thestreetarehomelesschildrenwho liveandsleeponthestreets inurbanareas.Theyaretotallyontheirown,livingwithotherstreetchildrenorhomelessadultstreetpeople.

• Childrenonthestreetearntheirlivingorbegformoneyonthestreetandreturnhomeatnightmaintainingcontactwiththeirfamilies.(UNICEF,2001)

MINORITIES

Ethnic, Racial, and Linguistic Minorities AgroupnumericallyinferiortotherestofthepopulationofaState,inanon-dominantposition,whosemembers—

beingnationalsoftheState—possessethnic,religiousorlinguisticcharacteristicsdifferingfromthoseoftherestof

thepopulationandshow,ifonlyimplicitly,asenseofsolidarity,directedtowardspreservingtheirculture,traditions,

religionorlanguage.(UnitedNationsHumanRights,2010)

CHILDREN WITH SPECIAL NEEDS

Childrenwithspecialneedsgenerallyreferstochildrenwithphysical,mental/cognitive,orlearninghandicapsor

disabilities.

Disability The umbrella term for impairments, activity limitations and participation restrictions, referring to the negative

aspectsoftheinteractionbetweenanindividual(withahealthcondition)andthatindividual’scontextualfactors

(environmentalandpersonfactors).

Impairmentsareproblemsinbodyfunctionoralterationsinbodystructure,(e.g.,paralysisorblindness).

Activitylimitationsaredifficultiesinexecutingactivities,(e.g.,walkingoreating).

Participationrestrictionsareproblemswithinvolvementinanyareaoflife.

Healthconditionsarediseases,injuries,anddisorders.(WorldHealthOrganization,2011)

INDICATOR TERMS AND DEFINITIONS

Completion Participationinallcomponentsofaneducationalprogram(includingfinalexamsifany),irrespectiveoftheresultof

anypotentialassessmentofachievementoflearningobjectives.

Dropout Pupilorstudentwholeavesschooldefinitivelyinagivenschoolyear.

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Dropout rate Dropoutratebygradeiscalculatedbysubtractingthesumofpromotionrateandrepetitionratefrom100inthe

givenschoolyear.Forcumulativedropoutrateinprimaryeducation,itiscalculatedbysubtractingthesurvivalrate

from100atagivengrade.

Enrollment ChildreninprimaryschoolwhoareenrolledinEACco-fundedprogramswhohadnotbeenpreviouslyenrolledin

anyeducationprogram.Enrollmentisdefinedasindividualsofficiallyregisteredinagiveneducationalprogram,or

stageormodulethereof,regardlessofage.

Graduation Thesuccessful completionofaneducationalprogram. It ispossible forasinglegraduate tohavemore thanone

graduation (even within the same academic year) if enrolled simultaneously in two or more programs and

successfullycompletedthem.

Promoter Pupilwhohasmovedontothenextgradelevelfromoneyeartothenextendingupinonegradelevelhigherfrom

lastyear.

Promotion rate Proportionofpupilsfromacohortenrolledinagivengradeinagivenschoolyearwhostudyinthenextgradeinthe

followingschoolyear.Promotionrate iscalculatedbydividingthenumberofnewenrolmentinagivengradein

schoolyear(y+1)bythenumberofpupils fromthesamecohortenrolledintheprecedinggradeintheprevious

schoolyear(y).

Repeater Pupilenrolledinthesamegradeforasecondorfurtheryear.

Repetition rate Numberofrepeatersinagivengradeinagivenschoolyear,expressedasapercentageofenrolmentinthatgrade

thepreviousschoolyear.Repetitionrateiscalculatedbydividingthenumberofrepeatersinagivengradeinschool

year(y+1)bythenumberofpupilsfromthesamecohortenrolledinthesamegradeinthepreviousschoolyear(y).

School Construction Schoolsaremultipleclassroom,safeandsecurespacesinwhichorganizedgrouplearningtakesplace.Schoolsrange

fromenvironmentallyappropriate,roofedstructureswithoutwalls,totraditionalfour-walledstructureswitharoof

andwindows.Thisindicatormayincludetemporaryschools(suchastents,openspacessetasideforinstruction)

sometimesfoundinemergency/crisissituations.

Classroom Construction Classroomsoneroom,safeandsecurespacesinwhichorganizedgrouplearningtakesplace.Classroomsrangefrom

environmentally-appropriate,roofedstructureswithoutwalls,totraditionalfour-walledstructureswitharoofand

windows.Thisindicatormayincludetemporaryclassrooms(suchastents,openspacessetasideforinstruction)

sometimes found in emergency/crisis situations. Individual classrooms should be counted if awhole classroom

blockisbuilt.

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School Refurbishment Refurbish ranges from routinemaintenance such aswhitewashingwalls, to structural improvements (replacing

brokenwindows,fixingleakyroofs,rebuildingdamagedwallsorroofs,andmendingbrokenfurniture).

Classroom Refurbishment Refurbish ranges from routinemaintenance such aswhitewashingwalls, to structural improvements (replacing

brokenwindows,fixingleakyroofs,fixingtoilets,rebuildingdamagedwallsorroofs,andmendingbrokenfurniture).

Ifaclassroomblockisrepaired,thenumberofclassroomsinthatblockaffectedbytherepairsshouldbecounted.

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3. EDUCATE A CHILD THEORY OF CHANGE BasedonEAC’sfivestrategicobjectives,thetheoryofchangefortheinitiativestatesthatifwe:

1. AdvocateforOOSC;

2. IncreasefundingtargetingOOSC;

3. FormpartnershipstohelpgetOOSCinschool;and

4. Buildanevidencebasearoundinnovativeandsuccessfulpracticesforenrollingandretainingoutof

schoolchildren,

theninternationalandnationalpartnerswillusethefundingandknowledgeaboutbestpracticestoexpandtheir

programming,whichwillleadtoincreasedenrollmentandretentionofOOSC.

Thetheoryofchangeisrepresentedinthefollowinggraphic.

EAC’smissionistocontributetosignificantbreakthroughsinprovidingoutofschoolchildreninpoverty,crisis,and

conflict-affectedenvironmentswithafullcourseofqualityprimaryeducation.EACbringsnewresourcestothetable

–includingtechnical,financial,advocacy,andacommitmenttopartnershipand“addingvalue.”Throughoutthelife

oftheEACprogram,thetheoryofchangewillberevisitedregularlytotestvaliditybasedoninformationgathered

throughmonitoring,evaluationstudiesandcasestudiesonbestpractices.Thisprocessofrevisionwillensurethat

theEACprogramremainsflexibleandaddresseson-goingopportunitiesandchallenges.

3.1 ADVOCATE FOR OOSC

Key to ensuring children who have been denied their right to a quality primary education is attention by the

populationatlarge,aswellaskeygovernmentandotherresponsibleparties.Recognizingthateverysituationhas

itsownuniquepolitical,socialandeconomiccontext,EACrealizesthatabroadrangeofadvocacypartnerswillhave

tobringtheirexpertise,energy,andpersuasiveinfluencetogethertogetfocusandactioninsupportofchangingthe

situationofthemillionsofchildrenwhoareoutofschool.InitsadvocacyeffortsEAC,therefore,partnerswith:

BuildPartnerships

IncreasefundingforreachingOOSC

AdvocateforOOSCissues

Buildaknowledgebase

NationalandInternational

partnersexpandprogrammingtoenrollandretain

OOSC

IncreasedenrollmentandretentionofOOSC

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• Internationaladvocacyorganizations;

• NationaladvocacyorganizationsinEACprioritycountries;and

• LocaladvocacyorganizationsthatworkinareasdirectlysupportedbyEACfunds.

3.2 INCREASE FUNDING

EACrealizesthat“moreofthesame”willnotworkwhentryingtoreachthehardest-to-reachoutofschoolchildren.

This isno less truewithregard to funding forOOSC.Nationalbudgets foreducationareoften farbelowwhat is

needed to provide quality education for all. And the current world economic situation is putting a strain on

international aid budgets. EAC seeks to mobilize additional resources, including from non-traditional sources,

bringingnewpartnerstoprovideeducationforall.EACwillalsodeveloporidentifyinnovativefundingschemes.

EAC’s“cost-match”approachfurtherseekstomaximizereachandimpactbyleveragingdonor,NGO,privatesector,

andcommunityresources.

3.3 FORM PARTNERSHIPS

EACdoesnotseektoimplementitsownprograms–itwillsupportotherswhohavedemonstratedtheirabilityto

provideeducationalopportunitiestodisadvantagedandmarginalizedchildren.EACcanabsorbsomeriskinsupport

of untested innovations that seem promising. EAC is, therefore, working with expert and innovative partners,

ranging from major international educational, development, and humanitarian organizations, to locally-based

groups,inthreekindsofpartnershiprelationships:Advocacy,Resource,andCo-FundedImplementationpartners.

Only through a concerted effort by many actors and a multi-faceted approach can we bring relevant, quality

educationtoeventhemostdisadvantagedandmarginalizedchildren.

3.4 BUILD A KNOWLEDGE BASE

EAC is committed to learning and sharingbestpractices.EAC’s focus is on replicating and scaling-up successful

qualityprograms,promotinginnovativeapproachesandencouragingcollaboration,toensurethebestoutcomesfor

childrenandtheircommunities.ThisM&EPlanisthefoundationofthiseffort.

Asthetheoryofchangeshows,successfullyincreasingthenumberofOOSCineducationalprogramswillrequirea

multi-prongedapproach.ItwillrequiregettingtheissueofOOSCincreasinglyontheglobalagendaandkeepingit

therethroughtheidentificationofsuccessfulmodels,practices,andknowledgedevelopmentandsharing.EACwill

studyselectedprogramscloselythroughtargetedcasestudiesandmonitoringdatatounderstandhowprojectsare

makingatangibledifferenceinreducingthenumberofOOSCandinkeepingformerOOSCengagedintheireducation.

EACwillmobilize additional resources for promising programs that show significant potential for reducing the

numberofOOSCandprovidegoodqualityofprimaryeducationforthem.

4. APPROACH TO MONITORING AND EVALUATION EAChasahighlevelofcomplexity–withmultiplepartners,whoworkinmanydifferentcountries.Eachcountry

dealswithdifferentbarriersandissuesofmarginalizedandoutofschoolchildren,andeachprojecthasadifferent

methodofreachingthosechildren.EACheadquartersbasedinQatarisconnectedtothenetworkofimplementing

partnersthroughcontractualagreements,monitoringactivities,reportingrequirements,sharinginformation,and

hostingmeetingsandeventsthatinvolvepartners.EACisanorganizationindevelopmentthathashighexpectations

forresultsandaspirestofosterinnovation,whichinturnleadstohighuncertaintyanddynamic,emergentsystems

that change constantly and call for adaptivemanagement.Thus, a carefullydesignedM&Eplanhas tobemulti-

dimensionalwithagrowingknowledgeandunderstandingofboththeimpactoftheprogramandsuccessfulmodels

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that inform the program over time. Themost appropriate evaluation approach for this level of complexity and

adaptabilitycombineselementsofdevelopmentalevaluationandtheorydrivenevaluation.Bothapproachesallow

foremergingandflexibledesigns.

ThroughDevelopmentalEvaluation (Patton, 20116), an evaluator is part of a design teamandbrings evaluative

thinkinganddatatosupporttheteamtoconceptualize,design,andtryoutnewapproachesthroughalong-term,on-

goingprocessofdevelopment. Itsdesign is flexible,andcalls foramulti-methodapproachfocusedonmaximum

utilization.Methodsinclude,butarenotlimitedtofocusgroupinterviews,face-to-faceinterviews,participantand

fieldobservations,surveys,casestudies,andtheory-of-changeconceptualizations.

Theory-drivenEvaluation(Huey-tsyhChen,19907;Smith,1994

8)focusesontheoreticalratherthanmethodological

issuesandprovidesinformationabouttheunderlyingcausalmechanisms(linearandnon-linear)thatproducethe

interventions’effects,especiallywhenthereisagreatvariationinprogramcomponents,sites,andpopulations.The

basicideaistodevelopaplausibletheoryofchange(depictedabove)andthendemonstratehowtoaffectthechange

(articulatedgraphicallythroughthelogicmodelbelow).Increasedknowledgeisthencreatedthroughtheprocesses

takingplacewithinaprogram,betweentheinterventionsandtheoutcomes,whichincreasesunderstandingabout

theprogram,increasestheusefulnessoftheprogramevaluation,andcontributestosocialsciencetheory.

ThisapproachtoM&EwillallowEACtoboth(1)focusonwhathappensinthefieldduringthelocalprojectactivities

andcompileinformationoneachproject’sprogresstowardsachievementoftheirshortandmediumtermtargets;

and(2)throughgainingadeeperunderstandingofthechangingrelationshipsamongthevariablescommontoall

projects and how/why those changes influence short, medium and long-term outcomes (e.g., changes in

performance,inbeliefsandvalues,oroutcomeexpectations).ThefollowinglogicmodelshowshowEACintendsto

affectchangeintheglobalcommunitywithregardstogettingandretainingOOSCinschool.Thislogicmodelserves

astheconceptualframeworkfortheEACinitiativeaswellastheEACM&Eplan.

6 Patton, M.Q. (2011). Developmental Evaluation: applying complexity concepts to enhance innovation and use. New York, NY: The Guilford Press 7 Chen, H.-T. (1990). Theory-Driven Evaluations. Newbury Park, CA: Sage 8 Smith, N.L. (1994). Clarifying and expanding the application of program theory-driven evaluations. Evaluation Practice, 15(1), 83-87

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EducateaChildLogicModel

ShortTermOutcomesOutputsActivitiesInputs LongTerm

Outcomes

AdvocacyandLeadership

ØOverseeEACProgram

ØRaiseAwarenessofOOSCinternationally

ØProvideleadershiptoEACprogram

ØAdvocateforOOSCthroughinternationalmeetings

Ø EngagepartnersandNGOsthroughco-fundingtosupporttheimplementationofprojectswithinnovativeandprovenmethodologiestoreachOOSC

ØHostconferencesonissueofOOSC

OOSCrecognizedinglobalandnationaleducationagendas.

ØWISEconferencefostersincreasedawarenessofOOSCin2013and2014

ØPartnerorganizations/donorsdiscussandpresentatEAA/EACmeetingsontopicsrelatedtoOOSC

Ø Conferences

ØRecognitionofEAA/EAC

ØRecognitionofOOSC issue AwarenessandrecognitionoftheEducationAboveAll(EAA)foundation.

ResearchDissemination

ØConductcasestudies,formativeevaluationstoinformpractices

ØAdviseEAConbestpracticesandevaluationresults

Ø Attendevents,conferences

ØPresentateducationconferences,events,workshops

ØGrantproceduresinplace

ØClearpoliciesandproceduresinplace

ØCriteriaandstandardsthatdefineOOSC inplace

ØDatareportingsysteminplace

Ø Innovativeandsuccessfulprojectsidentified

ØResearchfindingsavailable

ØAresourceaccountabilityprocessisinplace

ØAdatareportingsystemisdesignedanddeveloped

Ø Twoinitialroundsofdatacollectionformonitoringarecompleted

ØAtleast2innovativeprogramsareidentifiedbasedoninitialdatacollection

ØAtleast17newcountriesareprioritized

Practicesadopted&expanded

EACresearch&evaluationutilizedforstrategicplanning

EAC Partnerprogramsmeetinitial&mediumtermtargets

Upto$1billionmobilizedtosupporteducationanddevelopinnovativefinancingmechanismstofosterprogramsustainability

By2015/16,10millionOOSCenrolledandontracktocompleteprimaryschool.

Ø Initialfundedprojectsmeet2013targets

Ø InitialprojectsreceivefundingfromEAA

Ø Fundingexpandedtoadditionalprojects

Ø Strategyformobilizingadditionalfundsisinplaceby2013

Ø Fundingmobilized

Financial

Ø Initiatenewcyclesoffundingthatexpandstonewcountries

Ø Identifynewsourcesoffunding

ØContributetomobilizing$1BtosupporteducationofOOSC

KnowledgeGeneration

ØDevelopproceduresforgrantsmanagementandreporting

ØDeveloppoliciesandproceduresforEAC

ØDefinecategoriesofOOSC

ØDevelopM&E plan

ØDesigndatareportingsystem

IncreasedenrollmentofOOSCreachesupto10million

Improvedretentionsothatchildrenwhoattendedschoolstayinschoolandhaveanopportunitytolearn

Ø EAAFoundation

ØCO-fundingfromNGOs,strategicpartners,countrygovernments,andcommunitycontributions

Ø EAC LeadershipandStaff

Ø FHI360organizationalandtechnicalcapacity

ØMESOTEC

ØConsultants

Ø EFA/GLobal Community

ØUniversities

Ø StrategicPartners

MediumTermOutcomes

Initiallessonslearnedidentifypotentialpromisingpractices

EXTERNALFACTORS:

GlobalEconomy(financialrecession;donorinterestsandneeds;reduceddonorfundingduetopolicy;globalconflict&fragility;nationalgovernmentinitiatives&support;populationdemographics

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4.1 EVALUATION QUESTIONS

Clear,guidingquestionsarecriticaltodrivinganyM&Esystem.Theanswerstothesequestionswillprovide useful, context-specific information to stakeholders, helping them determine thecontributionsofEAC.Theresult is that theEACpartnershipscanmake judgments,decisions,andplan and make informed program improvements to help the EAC program reach its long-termobjectives.Italsoensuresthatfindingsfromboththemonitoringandtheevaluationcomponentsareutilized.

1. TowhatextenthasEACcontributedtoincreasedenrollment,retentionandlearningofoutofschoolchildren?

a. Towhatextenthavecompletionratesimprovedthroughincreasedfundingforprograms?

b. TowhatextenthavedropoutratesreducedinEACfundedprograms?c. TowhatextenthavestudentsinEACfundedprogramsdemonstratedlearning

achievement?2. Towhatextentaretheenrollment,retentionandlearningdatacredible?Valid?Reliable?

a. Towhatextentareenrollment,retentionandlearningdataverifiedinthefield?3. TowhatextentisEACaneffectivemechanismtoreducethenumberofOOSCs?

a. TowhatextentareEACinvestmentsingettingOOSCinschool,retainingandensuringtheylearn,cost-effectivewhencomparedtoannualoutcomesofenrollment,retentionandlearning?

b. Towhatextenthasthepartnershipwithinternationalandlocalorganizationsincreasedoverafive-yearperiod?TowhatextenthavethepartnersincreasedfundingcontributionstotheEACinitiative?

c. TowhatextentistheOOSCissueontheinternationalagenda?HasthevisibilityfortheissuegrownovertimeasaresultoftheEACinitiative?

4. TowhatextentarelessonslearnedandknowledgegeneratedfromEACprogramsutilizedforimprovedprogrammingforoutofschoolchildren?

a. WhataretheidentifiedbarrierstogettingOOSCsinschool?b. Whatinterventions/processes/methodshavebeenidentifiedassuccessfulto

assistingtheenrollmentandretentionofOOSCsinschool?c. Whatmodelsorcomponentsofmodelshaveshownsuccessinreachingand

keepingOOSCsinschool?d. Howarefindingsutilizedtoimproveprogramsandinfluencestrategiestoaddress

theOOSCissue?

5. PERFORMANCE MONITORING PLAN (PMP) ThePMP(SeeAnnexI)isadocumentthatclearlyexplainstheindicatorsandprocessesforobtainingand reporting quantitative data in support of monitoring progress towards EAC targets andanswering theevaluationquestions. It furtherclarifiesall theother informationpertaining to thedatagatheringandanalysistofacilitatedecision-making.ThePMPaddressesthefollowingaspectsofthemonitoringfunction:

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Complyingwithdatareportingandfinancialreportingcommitments,(i.e.,EAAKPIs). SupportingEACpartnersbyprovidingformativefeedbackonprogresstowardstargets. Makingdecisionsintheimplementationandexpansionoftheprogram. MeasuringandevaluatingEACcontributionsandimpactsonOOSC.

ThefollowinggraphicdemonstratesthekeyM&EprocessesthatwilltakeplacethroughoutthelifeoftheEACInitiative.

The following discussion highlights each process contributing to the collection, analysis, andreportingonM&Edata.

5.1 DEVELOPMENT OF KEY INDICATORS

DrawingfromtheEAClogicmodelandEAAstrategicobjectives,thefollowingkeyindicatorshavebeenidentifiedforprogrammonitoring:

1. ThetotalnumberofOOSCthatareenrolledineducationprogramsco-fundedbyEAC.

Design/implement,modifythedatareporting

system

Provideguidelinesandprocedures toEACpartnersfordatareportingprocess

Datareportingcyclebegins

EACpartnersuploadrelevantdataforreportingcycle

Dataqualityassessmentsofasampleofthedata

Dataanalysis

Semi-annualreportontargets

Formativefeedbacktopartners

Identificationofpromisingpracticesandpotentialcasestudies

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2. TheproportionofOOSCcompletingafullcycleofprimaryeducationinEACco-fundedprograms.

3. DropoutratefromrelevantEACco-fundedprograms.4. ThenumberofpersontrainingdaysprovidedbyselectedEACco-fundedprograms5. ThenumberofschoolsandclassroomsconstructedusingEACco-funding6. ThenumberofschoolsandclassroomsthatarerefurbishedusingEACCo-funding7. ThenumberofpartnershipscreatedtosupportprogramstargetingOOSCs8. TheamountoffundingprovidedbyEACCo-funders9. ThenumberofEACpublicationsreleasedtothegeneralpublicbyEAA/EAC

Thedefinitions,methodsofdatacollection,andtargetsarepresentedintheattachedPMPplan.TheseindicatorsshouldbeincludedinthebaselineforthePMPandshouldbemeasuredaspartofthesemi-annualdatacollection.

5.2 DEVELOPMENT OF THE DATA REPORTING SYSTEM

TheoverallM&EFrameworkwilldependondatafromseveraldifferentsources.Theseinclude:• Technicalreportsthatareprovidedbypartnerstwiceayear• Financialreportsthatareprovidedbypartnerstwiceayear• Onlinemonitoringdatareportsthatareprovidedbypartnerstwiceayear• Casestudiesthatarepartoftheevaluationactivities• Commissionedresearchstudies• EACon-siteprojectmonitoringvisits

Thisportionofthedocumentfocusesmainlyontheonlinemonitoringdatacollectionsystemasthatistheprimarysourceofcomparabledataacrossallprojects.Thesedataarecomparedwithadditionalinformationsubmittedintechnicalandfinancialreportsforinternalconsistency.As the result of two technical site visits, it was determined that SIMEC, the Brazil Ministry ofEducationinformationsystem,willbeadaptedtoserveEACM&Eneeds.AdaptationoftheSIMECsystemwillrequirethefollowingsteps:

1. Developtheprototypeform.WorkingwithMESOTEC,theFHI360teamwillreviewthecurrentdatareportingformandshareitwithMESOTECHtodesignthetemplatesfordatacollectionrequiredforeachEACpartnerorganizationandproject.

2. Designandadapttheinfrastructureofthedatareportingsystem.3. Converttheprototypeformintoanonline,web-basedsystem,includingthecontrolpanels

forthesystem.Developmentoftheprototypeonlinedatareportingformanditsconversiontoaweb-basedsystemwillbecompletedpriortoJune1,2013tomeetthedeadlineforthefirstroundofdatacollectionandreportingbyEACpartnerorganizations.DesignofthesystemwillbegininApril2013.

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5.3 GUIDELINES AND PROCESS FOR COLLECTING AND REPORTING ONLINE DATA

Inconjunctionwiththedesignandpreparationofthedatareportingsystem,theEACM&Eteamwilldevelopguidelinesandprocessesforcollectingandreportingthedata.Theguidelineswillincludedirectionsonthefollowingitems:

Instructionsforcompletingthedatareportingforms,whichincludetechnicalsupportcontactstotroubleshootanyproblemscompletingtheforms.

Instructionsforsubmittingthedatareportingforms. Provisionofcleardefinitionsforallindicatorsbeingrequested,includinginstructionsonhowtocalculateanyindicatorsthatareuniquetoEAC.

Clearcriteriaforcategorizingsub-groupsofOOSC.The first round of online data reportingwill take place in July 2013. Subsequent rounds of datareportingwill takeplaceinJanuary2013andthenJulyandJanuaryofeachsubsequentyear.Thetechnicalandfinancialreportsaresubmittedconcurrently.

5.4 PILOT TESTING OF THE DATA-REPORTING SYSTEM

Thedata-reportingsystemwillbepilottestedasanonlinereportingtoolinApril2013.EACpartnerswillbenotifiedthroughe-mailoftheimpendingpilottest.Thepilottestwillrequestthatthepartnerorganizationscompletetheonlinereportingformwiththedatatheycurrentlycollect.Thegoalofthepilottestisthefollowing:

Totestthequestions,structure,definitions,andinstructionsanddeterminetheextenttowhichthetoolisvalidandreliable.

ToidentifywhichpiecesofdataEACpartnersarecurrentlycollecting;whetherthatdataalignswiththeEACdefinedindicators;

Todeterminetheextenttowhichpartnersarewilling/abletocalculatetheindicatorsinthewayEACisrequesting.

TogeneratediscussionaboutthereportingtoolforthepurposesofrefinementpriortothefirstactualreportingcycleinJuly.

PartnerswillbegivenaweektocompletetheformandsubmitittotheEACM&Eteam.DuringtheEACpartner’smeetingonMay1,2013,theEACM&Eteamwillreviewthepilotprocessandengagethe partners in a group discussion of the data-reporting tool. Following that meeting, the finalrevisionswillbemadetothedata-reportingtool.

5.5 COLLECTION OF BASELINE DATA

The first reporting cyclewill take place in July 2013. Partnerswill receive an email notificationapproximately oneweek prior to the start of the data reporting process. The emailwill provideguidanceoncompletingthereportingformandbegiventheirusernameandpasswordstoaccessthedatareportingsystem.DuringtheweekofJuly1-7,2013,partnerswillbeaskedtologintothedatareportingsystemanduploadtherelevantEACindicatordatafortheirprojects.

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Thisinitialdatacollectionactivityiscriticalasthebaselineservesasthefoundationagainstwhichchangesovertimearemeasured.Thisisdiscussedinmoredetaillaterinthisreport.

5.6 DATA ANALYSIS AND FEEDBACK

Basedonthedatareportingsystem,theindicatordatawilluploaddirectlytoexcelspreadsheetsforanalysis. Following the data collection process, the EAC M&E team will conduct a data qualityassessment(DQA)ofasampleofthequantitativedata.Thedatalifecyclecomprisesthreesteps:(1)planning,(2)implementation,and(3)assessment.Aspartof thepreparationprocess for the initialdatareportingcycle, theEACM&Eteamwilldefinequantitativeandqualitativecriteriafordeterminingwhen,where,andhowthedataarecollected.During the data quality assessment phase, the data are validated and verified to ensure that themeasurementsystemsperformedaccordingtosetcriteria.DQAthenproceedsusingthevalidateddatasettodetermineifthequalityofthedataissatisfactory.TheDQAinvolvesfivestepsthatbeginwithareviewoftheplanningdocumentationandendwithananswertothequestionposedduringtheplanningphaseDQAprocess.Thestepsaresummarizedbelow:

1. ReviewtheDataQualityAssessment(DQA)criteria:definethestatisticalhypothesisandspecifytolerablelimitsondecisionerrors;forestimationproblems,defineanacceptableconfidenceorprobabilityintervalwidth.Reviewthedatacollectiondocumentationforconsistencywiththecriteria.

2. ConductaPreliminaryDataReview:Calculatebasicstatistics,andgenerategraphsofthedata.Usethisinformationtolearnaboutthestructureofthedataandidentifypatterns,relationships,orpotentialanomalies.

3. SelecttheStatisticalTest:Selectthemostappropriateprocedureforsummarizingandanalyzingthedata,thesamplingdesign,andthepreliminarydatareview.Identifythekeyunderlyingassumptionsthatmustholdforthestatisticalprocedurestobevalid.

4. VerifytheAssumptionsoftheStatisticalTest:Evaluatewhethertheunderlyingassumptionshold,orwhetherdeparturesareacceptable,giventheactualdataandotherinformationaboutthestudy.

5. DrawConclusionsfromtheData:Performthecalculationsrequiredforthestatisticaltestanddocumenttheinferencesdrawnasaresultofthesecalculations.Ifthedesignistobeusedagain,evaluatetheperformanceofthesamplingdesign.

Thesefivestepsarepresentedinalinearsequence,buttheDQAisbyitsverynatureiterativeandshouldalwaysinformtheprevioussteps.DuringtheDQAreviewprocess,dataqualityissueswillbeverifiedbypartners re-checkingdata submittedandanswering clarifyingquestionsposedby theM&Eteam.TheDQAprocesswillbeginoncedataaresubmittedforaparticularreportingperiod.Theprocessincludesinitialreviewofthesecondarydata;follow-upwithpartners,includingpossibleselectedprojectsitemonitoringvisits;andcompilingareport. TheDQAreportwillhighlightany

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dataqualityissuesthatariseandhowtheissuesarebeingaddressedduringaparticularreportingcycle.ProjectSiteMonitoringProtocolAProjectSiteMonitoringProtocolwillbedevelopedto(1)verifythetypesofactivitiesthataretakingplaceinaselectedsampleofprojects;and(2)verifythedatathatarebeingsubmittedtoEACforreporting.Apurposefulsampleselectionofprojectsforsitevisitstoprojectschools/learningcentersandfieldsiteswillbeorganizedtoobserveprojectoperationsandmonitorprogresstowardintendedprojecttargets.Interviewsmayalsobeconductedwithvariousstakeholdersinthecommunity,withtheMinistryofEducation,withteachersandstudents,andwithprojectstaff.Anyquestionsregardingthereportingcycle,orproblemsthatarosewillbeaddressedatthistime.AProjectSiteMonitoringVisitsummaryreportwillbesubmittedoncethesitevisitiscompleted.Formativefeedbackwillprovideeachpartnerwithinformationonthequalityofthedatacollected;howtheyareprogressingtowardstheirtargetenrollmentnumbers;andanyissuesorchallengesthedatareveal.Theformativefeedbackcanbeprovidedasfollow-upquestionstopartners.

5.7 SUBMISSION OF A BASELINE REPORT

Followingthedataanalysisprocess,theEACM&Eteamwillcompilefindingsinaninitialbaselinereport. The data submitted in July 2013 by current projects will serve as a baseline indicatingprogresstowardidentifiedtargetsandindicators.All futuredatasubmissionsfromtheseprojectswillbecomparedagainstthisfirstroundofdatacollection.Additionalnewprojectswillreportdatasemi-annually on the same schedule and data will be tracked against project targets and EACindicators.Eachsemi-annualreportwillbeprovidedtotheEACDirectorforreviewandapprovalwithin60daysofdatacollection.TechnicalandfinancialreportswilllikewisebeanalyzedbytheEACeducationtechnicalteamandoperationsmanager.Summaryfindings,progresstowardintendedtargets,issuesandconcerns,andanyinconsistencieswiththeonlinedatawillbebroughttotheattentionoftheEACDirectorandwhenappropriate,withthepartners.

6. EVALUATION PLAN EAChasacomprehensiveapproachtoevaluation, including internalandexternal inputs. InternalevaluationencompassesalltheprocessesusedbyEACleadershipandtechnicalexpertise,in-houseandcontracted,toanalyzeprogramoutcomesagainstkeyperformanceindicatorsoutlinedintheEACStrategicPlan.Evaluativedatacanalsoprovideguidancefordeterminingeffectiveinterventions.Aprimary advantage ofmanaging a global portfolio is the perspective it affords in cross-boundaryanalysis.Assuch,ameta-analysisallowsEACto lookacrossprojects,acrosscountries,andacrosscontinentstoidentifycommonalitiesandanomalies.ThisplacesEACinapositiontoprovidethoughtleadershipintheglobaldiscoursearoundcommonissuesfacedbythebroadereducationcommunity.

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Externalevaluation,conductedforavarietyofpurposessuchaslegalcompliance,financialintegrity,andprogrammaticcohesiveness,willbesoughtfortheEACprogramandselectedindividualprojects.TounderstandhowEACco-fundedprogramsareabletoenrollandretainOOSCinschool,theEACteamwillconductthefollowingevaluationstudiestodrawlessonsaboutinterventionsthatwork;whythoseinterventionswork;andiftheinterventionsarecontextspecific–orifit–orcomponentsofit–canbescaledtoreachmoreOOSC.Thefollowingsectionsproposestudiesthatmaybecompleted.

6.1 Formative Performance Monitoring

ToensurethattheEACprogramisontrackandtoprovideformativefeedbacktoimprovestrategiesand programming, the EAC evaluation teamwill conduct an internal, formative assessment on aregularbasis.This formativeassessmentwilluseanobjectives-drivenperformancemeasurementprocessthatincludesthefollowingsteps:

1. ReviewthePMPdatafromJanuaryandJulyofeachyeartoensurethatEACco-fundedprojectsarereachingtheirtargetsforenrollingandretainingOOSCintheeducationalprograms.

2. Reviewtheonlinesurveydatatoidentifypromisingpracticesthattheprojectsbelievearehavinganeffectonenrollingandretainingchildreninschools.

3. InterviewEACstaffonM&Eprocessesandprocedurestodeterminewheremodificationsarenecessary.

4. InterviewEACprojectpartnerstogatherinformationonthefunctioningofthepartnership,projectwork,andM&Eprocedures.

Theresultoftheformativeevaluationswillbeto(a)ensurethatthePMPdataarecollected,analyzed,and shown to be monitoring progress towards EAC objectives; (b) offer recommendations forimprovedprocessestostrengthentheworkofEAC;and(c)identifypromisingpracticesthatwarrantfurtherstudy.Aspartoftheformativeperformancereview,EACwillmeasurethefidelityofimplementation,inpartthroughEACprojectmonitoringsitevisits.Fidelityofimplementationisthedeterminationofhowwellaninterventionisimplementedincomparisonwiththeoriginalprogramdesign(Mihalic,2002;cf.Berman&McLaughlin,1976;Biglan&Taylor,2000;Freeman,1977;Fullan,2001;USDepartmentofEducation,2006).Fidelityofimplementationwillbemeasuredinthefollowingmanner.FidelitytoStructurea)Adherence.Adherencereferstowhetherthecomponentsoftheinterventionarebeingdeliveredasdesigned.ForEAC,theM&Eteamwillmapthestructureoftheprogramagainsttheoriginallogicmodel and identify the extent to which the structure, objectives, and outcomes have changed.Analysis through interviews/focusgroupswithEACstaff,andpartnersduringprojectmonitoring

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sitevisitsandscheduledconferencecalls,willhelpidentifyanyreasonsforchangesinadherencetotheoriginalstructureoftheprogram.Anychangesthatoccurandarejustifiedwillbereflectedinanupdatedlogicmodelandtheoryofchange.ThisprocesswillallowtheEACprogramtomaintainitsflexiblestructurewhilestillretainingalevelofaccountability.FidelitytoProcessb)Qualityofdelivery.ThequalityofdeliveryreferstothemannerinwhichEACdeliverstechnicalsupport and required resources to its partners using the techniques, processes, or methodsprescribed. The quality of deliverywill bemeasured through a “quality of support” survey thatpartnerscomplete.Thesurveywillcollectdatafromthepartnersagainstcriteriawhichmayinclude:effectivenessofpartnertechnicalmeetings;responsivenessofEACstafftoquestions/concernsfrompartners; timeliness of EAC visits to the field; flexibility and adaptability of processes andprocedures..c)Participantresponsiveness.ParticipantresponsivenessreferstotheextenttowhichEACpartnersareengagedbyandinvolvedintheactivitiesandcontentofEAC.Participantresponsivenesswillbemeasuredbythetimelinessofdatareporting;qualityofdatareporting;participationinEACevents;advocacyforOOSC;andresponsivenesstoEACrequestsforinformation/needs.d) Program differentiation. Differentiation refers to whether there are critical features thatdistinguishtheEACprogramfromothersimilarprograms.Resultsforthefidelityofimplementationwillbeincludedintheformativeperformancemonitoringreports.

6.2 CASE STUDIES

BasedonthePMPdataandinterviewswithEACco-fundedprojectstaffandpartners,theEACM&EteamwillidentifyprojectsthatshowpromisingpracticesorinterventionsforreachingandretainingOOSC.Selectedcasestudieswillanswerthefollowingevaluationquestions:

WhatbarrierstoOOSCparticipationhavebeenidentifiedandhowareprogramssuccessfullyovercomingthosebarriers?

WhatmodelsorcomponentsofmodelshaveshownsuccessinreachingandkeepingOOSCinschool?

Whyhavethesebeensuccessfulandtowhatextentaretheinterventionsscalableandreplicable?

Whichprogramshaveachievedexpansionand/orreplicationtoalargerscale? Towhatextentistheprogramcost-effective?

Thestudieswillbeconductedusingacasestudymethodology.Theoverallgoalofacasestudyistoexamine the successful interventions in-depth, using a variety of methods such as interviews,observations,focusgroups,andsurveystoanswerthesequestions.Itisalsopossibletodomultiplecase studies, taking several cases (often with contrasting characteristics) and examining them

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simultaneously. If it is found that a particular practice or intervention is common across severalprojectsandshowntobesuccessfulatreachingandretainingOOSC,EACwilluseamulti-casestudyapproach.Incasestudyresearch,depthisprioritizedoverbreadth;thegoalisnottogeneralizeaboutthelargerpopulation but to learn asmuch as possible from the particular case. As appropriate, some casestudiesmaybeconductedoveranumberofyears,dependingonthefindingsandresourcesavailable.ThesecasestudieswillformthebasisofevidenceforwhatworksinreachingOOSC.

6.3 IMPACT REPORTS

Tomeasurethe impactof theEACprogramanddeterminewhetherEACisaneffectivemodel forreachingandretainingOOSCatagloballevel,theEACevaluationteamwillconductameta-evaluationoftheprogramafterseveralyearsofimplementation.Themeta-evaluationwillincludethefollowingelements:

AreviewofthePMPandformativeassessmentsandanalysisofwhetherrecommendationswereimplemented;howtheformativeassessmentssupportedcoursecorrectionsorchangesinEACprocesses;andwhetheroverallPMPtargetsweremet.

Asynthesisofthecasestudiesthatidentifiedanypromisingpracticesaswellashowandwhythosepracticesworked.

Overallvalueformoneyanalysisatboththemicroandmacroslevels.TheextenttowhichlessonslearnedandknowledgegeneratedfromEACprojectsarebeingusedforstrategicplanning.

These impact reports will assist EAC in refining broader strategies over time asmore data andinformationisavailabletotheprogram.

6.4 PARTNERING WITH UNIVERSITIES AND THINK TANKS

Universities and think tanks around the world engage some of the best and brightest academicians in the world. EAC will draw on the skills of these researchers by partnering with them to conduct case study research. Universities and think tanks will be identified in collaboration with EAC partners as needed.

7. DATA COLLECTION PROCESSES FOR THE EVALUATION

COMPONENT Thedatacollectionprocessisoftenthemostexciting,butcumbersomepartoftheM&Eplan.It iscriticalthattheprocessbedonecorrectlytoensurethattheprojectscollectvalid,reliableandtimelydata.Withoutvalid,reliableandtimelydata,itwillbeimpossibletoinformtheplanninganddecision-makingprocessesforEAC.ThefollowingstepsoutlinehowtheEACM&EteamwillcollectdatafortheM&Esystem.

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7.1 SELECT, DESIGN, AND VALIDATE DATA COLLECTION INSTRUMENTS

Forthepurposesofbothmonitoringandevaluation,theEACevaluationteamwillanalyzedatafromtheonlinereportingtool;andandconductinterviews,focusgroupsanddocumentreviewtogatheradditional information.Protocols, toolsand instruments to support thisvarietyofdata collectionprocesseswillbedesignedanddevelopedbytheEACteamandvalidatedthroughapilottest.

7.2 ENSURE ETHICAL PROCEDURES & GAIN IRB APPROVAL

FHI360followsbothUSandinternationalregulationsfortheprotectionofhumansubjects.AslongasFHI360remainsacollaboratingpartner,andtotheextentFHI360isinvolvedinresearchsuchascasestudies,theMETAteamwillcomplywiththeInstitutionalReviewBoard(IRB)andcompletetheIRBforms,submittheseonbehalfoftheEACevaluationteam,andobtainclearanceforconductingtheevaluationsandcasestudies. As theEACprogrammoves forward,EAAwillneedtoconsiderprocedures for protection of human subjects in research studies. These procedures should beresolvedand/orestablishedwithinthefirsttwoyears.

7.3 CREATE A PRACTICAL DATA COLLECTION MANAGEMENT PLAN

Once the instrumentsaredesignedandvalidated, the teamwill createadatacollectionplan thatprovidesthedetailson:

Whowillapplyeachinstrument Whenthedatawillbecollected Whereandhowthedatacollectioninstrumentswillbeapplied Howthedatawillbecleaned.

7.4 DESIGN THE DATA STORAGE SYSTEM

Inconjunctionwiththedesignanddevelopmentofinstrumentation,theEACevaluationteamwilldevelopadatastoragesystemforhousingdatacollectedfortheEACprogram.Thissystemallowsformulti-level analysis and extensive data storage,whichwill be needed for this program.The datastoragesystemwillneedtobeinplacepriortotheinitiationofanydatacollection.

7.5 COLLECT DATA

BecauseEACdoesnotworkalone,itiscriticaltoensurethatallprojectlevelstaffaretrainedonhowtousethedatastoragesystemandrecordthedatathatarecollected.Thisisofcriticalimportance,toensure1)thequalityofdataand2)consistencyofapproachacrossdatacollectors.Asdescribedinsection5.e,thedatareportingsystemwillbeeasytouseandincludebothaninstructionmanualandonline support. The online support will enable the staff on EAC co-funded projects to receiveassistanceiftheyhavequestionsorchallengesenteringandsubmittingdata.TheEACpartnerswillbeinformedoftheplanneddatareportingsystemattheOctober2013partnersmeeting.Intermsofthecasestudies,EACM&Estaffwillworkwiththepartnerprojectstafftoeithercollecttherequireddata,oridentifyin-countryresearcherswhoareabletocarryoutthestudy.Thedesign

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andmethodologyforthecasestudieswillbedevelopedbytheEACM&Eteamtoensureconsistencyacrossallcasestudies.

7.6 CLEAN DATA AND CONDUCT DATA QUALITY ASSESSMENTS

Dataqualityassessments(DQAs)determineconfidenceinthedatausedtomanageaprogramandreportonitssuccess.Standardsfordataqualityinclude:Validity,Reliability,Precision,Integrity,andTimeliness.ToconducttheDQA,theEACevaluationteamwillidentifyaleaderfortheDQAteamwhowillberesponsibleforplanningandleadingtheprocess.Theteamwillthenselecttheindicatorstobereviewed,whichusuallyincludeanyindicatorswheredataaresuspect;aswellasasampleofnon-suspectindicatorstoensureandvalidatethequality.Workingsessionswillbeheldwithpartnerstoreviewthedataandidentifyanyerrorsinreportingorvalidationissues.RecommendationswillthenbeprovidedtotheEACevaluationteamandin-countryprogramstoimprovethequalityofanydatadeemedunreliableorinvalid.DQAswillbeconductedaftereachroundofPMPdatacollection.

8. DATA ANALYSIS Dataanalysis,toolsandmethodswillbedevelopedthatareconsistentwiththeneedsofEACanditspartners. Analyses will be done to complement existing information, and build on data that arecollected in the first yearof theEACprogram.SPSSandNVIVOwill beused forquantitativeandqualitativedataanalysis.AllreportswillbedraftedandsubmittedtoEACforreview(SeeAnnualWorkPlanAnnexII).TheEACevaluationteamwillbesupportedtoconductanalysisbyFHI360andtheFHI360EducationPolicyandDataCenter(EPDC)dataanalystsaspercontractualagreements.

9. MEASURING ADVOCACY PROJECTS

Monitoring and evaluating advocacy work is relatively new for NGOs and donors – and one that has unique and opportunistic characteristics, and is therefore, difficult to measure. The majority of the monitoring and evaluation of advocacy work that has been done has focused on gathering qualitative data to back-up perceptions and impressions of the impact the work is having.

At the onset, advocacy projects represent one of the categories of EAC partnerships that are considered. Measuring an advocacy project contributions to EAC goals will be critical for the following reasons.

A. To produce credible funding reports. EAC will need to prepare credible reports for EAA and show that the inputs and resources were used to achieve identified goals. Since advocacy work often has indirect impacts on the population targeted, EAC will need to look at the project outputs to evaluate the contribution advocacy work has to the overall strategic objectives of EAC.

B. To demonstrate that advocacy is a cost-effective way of increasing awareness of OOSC issues. In some cases, this awareness building will lead to policy change, however it is difficult to attribute changes in policy or practice to any one intervention. Analysis of actions correlated to increased reach to OOSC will provide an indicator that the intervention may have contributed.

C. To learn from experience. Learning may be captured by reflecting regularly on whether the program achieved its outcomes, and collecting anecdotal and other evidence to support the underlying assumptions. EAC, working through the advocacy projects, will need to monitor the external situation to recognize and record other factors that may have influenced the target audience.

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Each advocacy project will require its own approach and design to measure contributions to EAC goals.. A clear method for counting target beneficiaries , will be developed with each project depending on the nature, structure and focus of the project. Possible indicators for advocacy projects may include: the reach and frequency of messaging; number of publications disseminated about the OOSC issue; number of community capacity building events that focus on raising awareness of OOSC issues; amount of fund raising attributed to an advocacy campaign; number of local, regional, and national policies changed or modified resulting from the campaign; indications of change in tone of target audience through testimonials; and press coverage and quotations in digital media. The specialized indicators for each project will be developed in collaboration with the project team.

10. COMMUNICATIONS AND REPORTING Semi-annualProjectMonitoringreportswillbepreparedbytheEACM&Eteamsummarizingresultsfromtheonlinedatasubmitted.ThesereportswillbetransmittedtotheDirectorofEACandwillfocusontheprogresstowardtargetsinthereportingperiod.Reportswilldocumentprogressonallrelevant PMP indicators for a designated period of time. Technical and financial reports will beanalyzedforconsistencywithonlinedatasubmitted,andanydiscrepanciesreported.Therewillalsobeanimpactevaluationafterseveralyearsofimplementation,submittedtoEAC.Thetablebelowprovidesalistofthedocumentationexpected.M&EReports Pertainingto: SubmittedtoEAC

Directorby:

Semi-annualProjectMonitoringReport,includingBaseline

Monitoringenrollment,retention,andlearningachievementtowardtargets;quantificationofinterventionstrategiesused;perceptionofeffectiveness;forsix-monthperiodofperformanceofprojects,basedononlinedatasubmittedbyprojects.

September30

and

March30

Semi-annualTechnicalandFinancialReportssubmittedbyprojects

PMPindicators,projectprogresstowardintendedtargetsforthereportingperiod

January31

and

July31

SelectedProjectSiteMonitoringVisitSummary

Sampleselectionofprojectsitestovisitforverifyingofdataandmonitoringprogresstowardprojectintendedtargets

Atconclusionofsitevisit

Casestudies Casestudyresearchascontracted Ascompleted

Impactevaluationreports

Achievementoftargets;analysisofallprimaryandsecondarydatacollectedoverthree-fouryearsonresultsofEACfunding

Multi-yearintervals

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11. UTILIZATION OF RESULTS TheEACM&EteamproposesthefollowingstrategiestoencouragetheutilizationofM&Efindingsthroughoutthelifeoftheprogram.Identifystrategiestoincreasethelikelihoodthatevaluationfindingswillbeused.TheEACM&Eteamwillworkcloselywithstaff,partners,andkeystakeholders fromtheEACco-fundedprojectstoidentifykeystrategiesensuringreportingandevaluationfindingsareutilizedtoimprove programming for OOSC. These strategies will be context and culturally specific. ThestrategieswillalsoalignwiththeneedsofmultiplelevelsofstakeholdersincludingEAAstaff,EACstaff, government representatives and policy-makers, project staff and the communities EAC isdirectlyandindirectlyserving.UseofM&Efindingstodesignnewprojects/programstoreachOOSC.Throughdatacollectingduringthereportingcycles,theEACM&EstaffwillidentifyprojectsthataresuccessfullyenrollingandretainingOOSC inschools/learningcenters. Casestudies (discussed insection 6.2) will identify promising practices. These promising practices will be sharedinternationallythroughconferences,events,andpublications(i.e.newsletters,policybriefs,reports)withtheintentofcontributingtothedesignofeffectiveinterventionsthattargetOOSC.Useevaluationfindingstosupportannualandlong-rangeplanning.ReportingandevaluationresultswillbereviewedandusedtoinformtheupdatingofworkplansandactivitiesinsupportofEAC’sstrategicobjectives.

12. ROLES AND RESPONSIBILITIES The EAC evaluation teamwith support of FHI 360sMETA teamwill ensure that all informationpertaining to the indicators and studies is collected, analyzed on time and discussed in terms ofmeasuringprogramimpacts.TheresultsindicatorsthusanalyzedwillbecommunicatedtoEACandpartnerstoshareinformationontheextenttowhichtheprogramresultshavebeenaccomplished.AllthisinformationwillbesenttoEACviavariouscontractuallyrequiredreports.Thefollowingtablesummarizestherolesandresponsibilitiesofkeyactors.AnnexIIIprovidesthedetailedstaffingplan.

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ANNEX I: PERFORMANCE MONITORING PLAN EvaluationQuestion

Indicator Definition Disaggregation Target BaselineYR1

Methods Frequency Timing

TowhatextenthasEACcontributedtoincreasedenrollmentandretentionofOOSCby2015/16

ThetotalnumberofOOSCthatareenrolledineducationprogramsco-fundedbyEAC.

OutofschoolchildrenarechildrenoftheofficialprimaryschoolagerangewhoareNOTPARTICIPATINGinprimaryschool,oroveragechildrenwhohavenothadafullprimaryeducation.TheEACworkingdefinitionofOutofSchoolChildrenbuildsontheUNESCOdefinitionexpandingittoincludethefollowinggroupsortypesofoutofschoolchildren:Childrenwhodonothaveaccesstoaschool.Thesechildrenwillneverattendunlesstheygainaccess.

Childrenwhohaveaccesstoschoolbutwhoarenotenrolled.Thesechildreneitherneverenterschoolorwillenterschoollate.

Childrenwhohaveaccessandhaveenrolledinschoolbutwhodonotattend.

Childrenwhohavedroppedoutoftheeducationsystem.Thesechildrenarecountedasdropouts.

Childreninemergencyand/orcrisissituations.Thesechildrenmaybedisplacedand

Gender,geographicregionbyprovinces,administrativedistricts,andschools;age;gradelevel.

10millionOOSC

OnlineReportingTool

Semiannually

JulyandJanuary

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EvaluationQuestion

Indicator Definition Disaggregation Target BaselineYR1

Methods Frequency Timing

intemporarylivingconditionswithnoschoolsororganizededucationalopportunitiesavailable.Intheseuniquecases,provisionoftemporaryeducationalopportunitiesmaybesupported.

Enrollmentisdefinedasindividualsofficiallyregisteredinagiveneducationalprogram,orstageormodulethereof,regardlessofage.

TheproportionofOOSCcompletingafullcycleofprimaryeducationinEACco-fundedprograms.

Reportedasanumberandpercentage

Participationinallcomponentsofaneducationalprogram(includingfinalexamsifany),irrespectiveoftheassessmentofachievementoflearningobjectives.

Gender,age;grade;geographicregionincludingprovince,administrativedistrict,andschool.

OnlineReportingTool

Semiannually

JulyandJanuary

Theproportionofpupilsfromacohortenrolledinagivengradeatagivenschoolyearthatarenolongerenrolledinthefollowingschoolyear.

Dropoutratebygradeiscalculatedbysubtractingthesumofpromotionrateandrepetitionratefrom100inthegivenschoolyear.Forcumulativedropoutrateinprimaryeducation,itiscalculatedbysubtractingthesurvivalratefrom100atagivengrade

Gender,age;grade;geographicregionincludingprovince,administrativedistrict,andschool.

OnlineReportingTool

Semiannually,afterafullyearofprojectoperations

JulyandJanuary

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EvaluationQuestion

Indicator Definition Disaggregation Target BaselineYR1

Methods Frequency Timing

NumberofpersontrainingdaysprovidedbyEACco-fundedprograms

Thenumberofpersontrainingdaysisthenumberofpeoplewhoattendthetrainingmultipliedbythenumberofdaysoftraining.Adistinctionshouldbemadebetweenaccreditedandnon-accreditedtrainingdays.Onetrainingdayequalsatleast6hoursofinstructionprovided.

Teachers;facilitators;supervisors;administrators;studentleaders;communitymembers;others;bygender

OnlineReportingTool

SemiAnnually

JulyandJanuary

ThenumberofschoolsconstructedusingEACco-funding

Schoolsaresafeandsecurespacesinwhichorganizedgrouplearningtakesplace.Schoolsrangefromenvironmentallyappropriate,roofedstructureswithoutwalls,totraditionalfour-walledstructureswitharoofandwindows.Temporaryschools(suchastents,openspacessetasideforinstruction)maybeusedinemergency/crisissituations.

Geographicregionincludingprovince,administrativedistrict.

OnlineReportingTool

Semiannually

JulyandJanuary

ThenumberofschoolsthatarerefurbishedusingEACCo-funding

Refurbishmentrangesfrommaintenancesuchasrepairingwalls,tostructuralimprovements(replacingbrokenwindows,fixingleakyroofs,rebuildingdamagedwallsorroofs,andmendingbrokenfurniture).

Geographicregionincludingprovince,administrativedistrict.

OnlineReportingTool

Semiannually

JulyandJanuary

Thenumberofclassroomsthatareconstructed

Classroomsaresafeandsecurespacesinwhichorganizedgrouplearningtakesplace.Classroomsrange

Geographicregionincludingprovince,administrative

OnlineReportingTool

Semiannually

JulyandJanuary

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EvaluationQuestion

Indicator Definition Disaggregation Target BaselineYR1

Methods Frequency Timing

usingEACCo-funding

fromenvironmentally-appropriate,roofedstructureswithoutwalls,totraditionalfour-walledstructureswitharoofandwindows.Temporaryclassrooms(suchastents,openspacessetasideforinstruction)maybeusedinemergency/crisissituations.Ifawholeclassroomblockisbuilt,individualclassroomsshouldbecounted.

district,andschool.

ThenumberofclassroomsthatarerefurbishedusingEACCo-funding

Refurbishmentrangesfrommaintenancesuchasrepairingwalls,tostructuralimprovements(replacingbrokenwindows,fixingleakyroofs,fixingtoilets,rebuildingdamagedwallsorroofs,andmendingbrokenfurniture).Ifaclassroomblockisrepaired,thenumberofclassroomsinthatblockaffectedbytherepairsshouldbecounted.

Geographicregionincludingprovince,administrativedistrict,andschool.

OnlineReportingTool

Semiannually

JulyandJanuary

Towhatextentaretheenrollment,retentionandlearningdatacredible?Valid?Reliable?

Consistentquantitativedatareportedintechnical,M&Eandfinancialsemi-annualreports;verifiedthroughcross-checkingwithpartnersandselected

DataQualityAssessment(DQA)throughquantitativedatareview,statisticalanalysis,anddataverification.

Project,enrollment,retention,andlearningdata

Partnerreports,M&Esummaryreports,on-sitevisitation

Ongoing Ascompleted

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EvaluationQuestion

Indicator Definition Disaggregation Target BaselineYR1

Methods Frequency Timing

monitoringsitevisits.

TowhatextentisEACaneffectivemechanismtoreducethenumberofOOSC?

NumberofpartnershipscreatedtosupportprogramstargetingOOSC

Thenumber(count)oforganizations(e.g.UNagencies,bilateraldonors,NGOs,INGOs,foundations,privatesector,localNGOs,Government)thatprovidefinancialorin-kindcontributionstoprogramstargetingOOSC

Bytypeoforganization

EAClegalMOUs,GrantAgreements,projectco-fundingpartners

Annually WISE

TheamountoffundingprovidedbyEACCo-funders

TheUSdollaramountoftotalfinancialcontributionsprovidedtoEACsupportedprogramsthattargetOOSC

Bytypeoffunder/partner

EACprojectfinancialreports

Annually WISE

TowhatextentarelessonslearnedandknowledgegeneratedfromEACprogramsutilizedforimprovedprogrammingforoutofschoolchildren?

ThenumberofEACpublicationsreleasedtothegeneralpublic

Thenumber(count)ofpublications(print/digital)thatusedatacollectedfromcountryprojectsandpublicizelessonslearnedonincreasingthenumberofOOSCinschool.

Bytypeofpublication:e.g.,policybrief,workingpaper,newsletter,scientificreport,workshopreports,andannualreports

EAC/EAApubulications

Annually WISE

Numberofpresentations(e.g.conferences,meetings,events,workshops)conductedoverthelifeoftheEACprogram

Thenumber(count)ofpresentationsconductedbyEACteammembersatdomesticandinternationalconferences;workshops;events;andmeetings

Bytypeofvenue

EAC/EAAdocuments

Annually WISE

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ANNEX II: ANNUAL WORK PLAN

PersonResponsible

10-Feb

17-Feb

24-Feb

3-Mar

10-Mar

17-Mar

24-Mar

31-Mar

7-Apr

14-Apr

21-Apr

28-Apr

5-May

12-May

19-May

26-May

2-Jun

CompletionofM&EPlan 1.FinalizeM&Eplan EACteamfinalizesM&Eplan

Monika/Audrey

FinalM&EplansubmittedtoEAC Audrey 2.M&Ebudget DraftbudgetwithIvo Audrey SharewithFrancy,Lynn,Monika Audrey FinalizeandsubmittoMaryJoy Monika 3.M&EPlancompletedandsubmitted MaryJoy

DevelopDatastoragesystem

PersonResponsible

10-Feb

17-Feb

24-Feb

3-Mar

10-Mar

17-Mar

24-Mar

31-Mar

7-Apr

14-Apr

21-Apr

28-Apr

5-May

12-May

19-May

26-May

2-Jun

1.ContactSergioSomervilletodiscussDatabaseandtraveltoBrazil Audrey 2.TraveltoBraziltomeetwithMOEaboutdatabase

Audrey,Sergio

3.Reviewandcostoutdatabaseoptions

Audrey,Sergio

4.Developplanforfinalizingdatabase Sergio 5.Contractappropriatepeopletoadapt/developdatabase TBD 6.Design/adaptdatabase TBD 7.Begintopopulateandpilottestthedatabase

EACM&Eteam

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Finalizeonlinereportingtool

PersonResponsible

10-Feb

17-Feb

24-Feb

3-Mar

10-Mar

17-Mar

24-Mar

31-Mar

7-Apr

14-Apr

21-Apr

28-Apr

5-May

12-May

19-May

26-May

2-Jun

1.FeedbackaboutreportingtoolfromMaryJoy

Monika/Audrey

2.SharewithSergioanddiscussoptionsfordevelopment Audrey 3.Agreeonformat/platform/processandfinalizesurvey

Audrey/Sergio

4.Developandfinalizecriteriaforcategorizingprojects

Sabrina/Monika

5.Developguidanceforsurveydatasubmission

Sabrina/Audrey

6.PilottestsurveyMonika/Audrey

7.Discussreportingtoolatpartnersmeeting

Monika/Audrey

8.Revisereportingtool Sergio 9.Sendtopartnersonlinereportingtoolforfirstrounddatacollection

Sergio/Monika

DetermineHRneedsforM&EteaminQatar

PersonResponsible

10-Feb

17-Feb

24-Feb

3-Mar

10-Mar

17-Mar

24-Mar

31-Mar

7-Apr

14-Apr

21-Apr

28-Apr

5-May

12-May

19-May

26-May

2-Jun

1.Basedonworkplan,determinepossibleHRneeds

Monika/Audrey/Francy/Lynn

2.DevelopSOWandpostforrecruitment

Sabrina/Monika

3.Hireadditionalstaff(i.e.analyst,databasemanager) HR/EAA 4.TrainadditionalM&Estaffasneeded Audrey 5.BeginrecruitmentforMonika'sreplacement

Francy/Audrey

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June2013–January2014

Person

Responsible

2-

Jun

9-

Jun

16-

Jun

23-

Jun

30

June

7-

Jul

14-

Jul

21-

Jul

28-

Jul

4-

Au

g Sept Oct Nov Dec Jan-14

Datacollection-Round1 1.Sendoutonlinereporting

tooltoPartners Monika/Lynn 2.Sendoutreminderto

partnerstosubmitdata Monika/Lynn 3.Troubleshootanyglitches

insurvey Sergio/Audrey 4.Cleandataasitarrives Sabrina 5.Preparedataforanalysis Sabrina/Audrey 6.Conductdataquality

assessmentondata EPDC

7.Analyzedata Audrey/EPDC 8.Contactpartnersifneeded

onDQA/questionsondata Lynn 9.Draftreportandsubmitfor

comments Audrey/Lynn 10.FinalizereportonPMP

data

Audrey/Lynn

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ANNEX III: STAFFING PLAN EAC Staffing Plan The purpose of this staffing plan is to ensure that EAC has sufficient M&E staff with the right skills and experience to ensure timely, accurate and quality data for decision-making. The following organizational chart demonstrates the possible staffing structure for the EAC M&E team. EAC M&E ORGANIZATION CHART The project organization chart is a graphical representation of the positions and reporting relationships of the EAC M&E staffing profile.

Education for All

(EAA)

Educate a Child

MaryJoyPigozzi

Research Associate

TBD

Database Manager

TBD

Research Analyst

TBD

M&E Technical Advisor/Manager

TBD

FHI360TechnicalAdvisor,Researchand

Evaluation

FHI360ResearchOfficer

FHI360DatabaseProgrammer

Mesotec(SIMECSystem)

M&ESupport:

Universities

ResearchOrganization

Consultants

Providestraining

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Role Requirements The following is a detailed breakdown of the roles required to execute M&E work for the EAC program. It includes: the role, responsibility, skills required, number of staff required, the estimated start date, and the expected duration the staff resource will be needed on the project.

Role Responsibility SkillsRequiredNumberof

StaffRequired

EstimatedStartDate

DurationRequired

M&E Technical Advisor/manager

DesignM&Eplan

Overseedevelopmentofprotocols

Overseepilotprocesses

Overseedatacollection

Providequalityoversighttodataanalysis

Overseeevaluationandresearchdesigns

Overseedataqualityassurance

Overseewritingreports

ResponsibleforoverallqualityassuranceofM&Ework

MaininterfacewithpartnersonM&Eissues.

Master’sdegreeorinternationalequivalentineducation,educationpsychology,evaluationorrelatedfield;PhDpreferred

Expertinquantitative,qualitative,and/ormixedmethodsresearchmethods,statisticaldesignandanalysis,particularlyasappliedtoprogramevaluation

Experiencedinthedesign,development,andmaintenanceofmonitoringandevaluationsystemsaswellaseducationalresearchthatfocusesataprogram(ratherthanproject)level

Experiencewithmeta-evaluationsandsystemspreferred

Atleast15years’professionalexperienceworkingwithinternationaldonors,governmentministries,civilsocietyorganizations,andeducationpolicymakersinthefieldofeducation

ArticulateoralandwrittencommunicationsskillsinEnglish

FluencyinArabicorFrenchpreferred

1 July2013 Minimum3years

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Role Responsibility SkillsRequiredNumberof

StaffRequired

EstimatedStartDate

DurationRequired

Experienceworkingacrosstheinternationaldonorcommunity

ResearchAnalyst WorkwiththeM&ETechnicalAdvisortodesignformativeandimpactevaluations.

LeadanalysisonM&Edata;formativeevaluations,andcost-effectivenessevaluations.

Designandvalidateprotocolsfordatacollectionasneeded

Cleanandanalyzemonitoringdatasemi-annuallyandfinalizereports.

ConductDataverificationandmonitoringvisitstocountryprojects

Overseecasestudydesignandresearch

Master’sdegreeorinternationalequivalentineducation,educationpsychology,evaluationorrelatedfield;

Expertinquantitative,qualitative,and/ormixedmethodsresearchmethods,dataanalysis,particularlyasappliedtoprogramevaluation.

Atleast7-8yearsofexperiencedesigning,implementingandanalyzingresearch/evaluationdata

Surveydesignexperienceaplus

Experienceconductingdataqualityassessments.

Arabiclanguageaplus.

1for2013-2015.PossiblyanadditionalpersonasEACexpands

September2013

3+years

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Role Responsibility SkillsRequiredNumberof

StaffRequired

EstimatedStartDate

DurationRequired

ResearchAssociate

Provideresearch,analytical,andtechnicalsupportonarangeofstudiesandevaluations

Effectivelyapplystandard,routine,andwell-establishedanalyticmethodologiestoaddressstructuredproblemsandtasks.Consistentlyproducehighqualityanalysis.

Follow-upwithpartnersondataqualityissues;seekclarifications;gatherevidenceinsupportofdatasubmitted

Engageinlimitedinteractionwithsponsors/clientsunderthesupervisionoftheResearchanalystandM&ETechnicalAdvisor.

Puttogetherdraftreportswithdataanalysis

Workunderclosesupervisiononfocused,well-structuredpiecesofresearch/evaluation

Education:MinimumBachelor’sdegreeinarelevantfieldorequivalentexperience.Master’spreferred

Experience:3to5yearsofexperienceconductingquantitativeresearchandanalysis.

Skills:FacilitywithMicrosoftOfficeapplications(Excel,Word,Access,Powerpoint);

Abilitytomanagedatabases;

Abilitytogatherandorganizeinformationonpolicies,systems,problems,orprocedures;

Strongcriticalthinkingandorganizationalskills;

Basicknowledgeofresearchtechniques;

Abilitytoplanandorganizetaskseffectively,bothasanindividualcontributorandasateammember;

Basic,effectivecommunicationskills.

1for2013-2015.

PossibleanadditionalpersonasEAC

expands

September2013

3+years

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Role Responsibility SkillsRequiredNumberof

StaffRequired

EstimatedStartDate

DurationRequired

DatabaseManager

MaintainsandoverseestheSIMECdatareportingtoolinQatarforEAC.

CleansdatafromdatacollectionprocessforM&Estafftoanalyze.

Providestechnicalsupporttopartnerswhenenteringdata.

Troubleshootschallengespartnersencounterinsubmittingdataonabiannualbases.

WorkswithM&EResearchanalystandAssociatetoanalyzedataandprovideinformationtoEACwhenneeded.

Master’sdegreeincomputerprogramming;softwaredevelopment;and/ordatabaseprogrammingrequired.

Atleast10+yearsofexperiencedesigning,implementingandmaintainingdatabasesystems.

Abilitytoadaptsystemstodifferentcountrycontexts.

1 September2013

3+yearminimum

Sr.ConsultantPool

Conductcountrycasestudiesincludingdesigningappropriateinstruments,collectingdata;analyzingdata;andwritingcasestudies.

WorkcollaborativelywithEACM&ETechnicalAdvisorandResearchAnalysttocompletework.

Master’sdegreeorinternationalequivalentineducation,educationpsychology,evaluationorrelatedfield;PhDpreferred

Expertinqualitative,and/ormixedmethodsresearchmethods,Casestudydesignandanalysis.

Localcountryexperiencepreferred(TBDbasedoncasestudyprograms)

Atleast10+yearsofexperienceconductingresearchand/orevaluations

2-3consultantsperyeardependingonthenumberofcasestudiesidentified

Sept.2014–Dec2015

Everyyearbeginninginlate2014asdeemedappropriate

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Role Responsibility SkillsRequiredNumberof

StaffRequired

EstimatedStartDate

DurationRequired

Research/ThinkTankInstitutions

Designandconductcasestudiesincludinginstrumentdevelopment;datacollectionandanalysis;andreportwriting.

Designandconducteconomicresearchstudies

Conductimpactevaluationin2017todetermineimpactofEACafterfirst5years.

Researchinstitutions(e.g.,Universities)withnationalorinternationalrecognition

Ascontracted

April2013 April2013-2017

FHI360 M&E Support TechnicalAdvisor,ResearchandEvaluation(AudreyMoore)

ProvidetechnicalsupporttotheEACM&ETechnicalAdvisor/Manager.

SupportdesignofM&Esystem/Plan

Developdatacollectionprotocolsandreportingtoolsforbaselinedatacollection.

Analyzebaselinedata

Draftbaselinereport

Supportdesignofevaluationstudiesandcasestudiesasneeded.

Master’sdegreeorinternationalequivalentineducation,educationpsychology,evaluationorrelatedfield;PhDpreferred

Expertinquantitative,qualitative,and/ormixedmethodsresearchmethods,cost-benefit/cost-effectivenessanalysis.

ExperiencedesigningandmanagingcomplexM&Esystems.

Atleast10+yearsofexperienceconducting/managingresearchandevaluation.

1 February2013

February2013toDecember2014

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Role Responsibility SkillsRequiredNumberof

StaffRequired

EstimatedStartDate

DurationRequired

EducationPolicyandDataCenter

SupportdevelopmentofEACPMPindicators

Conductdataqualityassessmentsafterthebaseline

Supportdataqualityassessmentsasneeded

Experienceinconductingseniorlevelquantitativeanalysis.

Experienceandknowledgeofinternationalindicators;calculationissues;andqualitymanagementofdata.

N/A March2013 March2013–December2014.

ResearchOfficer(Hervey)

ProvidesupporttothedesignoftheM&Eplan.

Supportdataanalysisandreportwritingforthebaseline.

ProvidesupportforthedevelopmentoftheSIMECdatabaseasneeded

Supportdevelopmentofprotocolsasneeded.

Master’sdegreeorinternationalequivalentineducation,educationpsychology,evaluationorrelatedfield;

Experienceinquantitative,qualitative,and/ormixedmethodsresearchmethods.

ExperiencesupportingfieldteamstoimplementPMPs.

Atleast5+yearsofexperienceconductingresearch,monitoringandevaluation.

1 February2013

February2013–December2014.

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Role Responsibility SkillsRequiredNumberof

StaffRequired

EstimatedStartDate

DurationRequired

Sr.DatabaseDesignAdvisor(Somerville)

WorkwiththeBrazilianMOEtoadapttheSIMECsystemforuseinQatar.

Supportthedevelopmentofaninterimdatareportingtooltocollectbaselinedata.

ProvidetrainingtoadatabasespecialistidentifiedbyHHO,whowilloverseeSIMECinDoha.

ProvideM&Estaffwithbaselinedataforanalysis.

Master’sdegreeincomputerprogramming;softwaredevelopment;and/ordatabaseprogrammingrequired.

Atleast10+yearsofexperiencedesigning,implementingandmaintainingdatabasesystems.

Abilitytoadaptsystemstodifferentcountrycontexts.

1 March2013toMarch2014.

1year

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