Evaluation of Inclusive Basic Education component of education outcome of the Government of Mongolia and UNICEF country programmes 2012-2016 and 2017-2021

Detailed description of project Back

UNICEF Mongolia with its partners started undertaking an initiative to promote inclusive basic education for children with disabilities and disadvantages at six general education schools and four non-formal education centers in its target areas of Khuvsgul province and Nalaikh, a remote district of Ulaanbaatar in 2013/14-2016 benefitting over 150 children with disabilities, which generated a tested inclusive education model that can be expanded to other areas

In 2017-2018, UNICEF Mongolia continued its partnership with the Government in implementing the recently approved National Programme on Rights, Participation and Development of People with Disabilities, for which UNICEF Mongolia provided technical support in developing its component on increasing access to quality education at all levels for people with disabilities. A review of inclusive and special education issues in pre- and in-service teacher training curricula produced recommendations that were paramount in changing the current focus (special education for children with disabilities) to inclusive education for all.

The purpose of this formative evaluation is to review the results achieved by the Inclusive Basic Education component of Education Programme over the last and current country programme between 2012-2018.

The evaluation findings and recommendations will feed into UNICEF Mongolia’s Mid-term Review (planned in the second half of 2019 as well as decision-making on education policies and processes ofnational and local governments.

Type of services provided

• The evaluation will be both a theory-based and utilisation-focused. A mixed-methods approach will be employed drawing on key background documents and the monitoring and evaluation framework for guidance. The evaluation will be be situated within the current debate about the use of inclusive education to national development goals, and it should consider through issues of equity, gender equality and human rights, in line with UNICEF’s Evaluation Policy (2018) and the United Nations Evaluation Group (UNEG) Norms and Standards (2016);
• The evaluation will take mainly a formative stance and to this end it will provide continuous rapid feedback to primary users of the evaluation process;
• Evaluation evidence will be judged using modified Organisation for Economic Co-operation and Development’s Development Assistance Committee (OECD/DAC) criteria of relevance, effectiveness, efficiency and sustainability, as well as equity, gender equality and human rights considerations.

Main staff provided:

• Team leader (57 w/d);
• Senior National Expert (34 w/d);
• Junior National Expert (19 w/d).