Mid-Term Review of Education Sector Development Programme II, Somalia

Detailed description of project Back

With a funding of EUR 85 million (2009-2013), the EU is the largest donor to the education sector in Somalia. Funding for the 10th EDF is articulated around three envelopes, called ‘Education Sector Development Programme’ (ESDP I EUR 30 million, ESDP II EUR 25 million and ESDP III EUR 30 million). Seven ESDP I projects terminated late 2012/early 2013 and gains made are being consolidated through four ongoing geographic programmes and one Somalia-wide education programme funded from ESDP II the focus of this evaluation:

• An integrated programme for Somaliland of EUR 10.125 million;
• A EUR 6.825 million programme in Puntland;
• A smaller programme for South Central Somalia of EUR 2.025 million;
• An education programme for Dadaab refugees worth EUR 3.525 million;
• A fifth component, EUR 5 million, called Somalia-wide Education Synergies (SWES) programme addresses education issues which are better addressed on a Somalia-wide basis, such as curriculum, the support to examinations, scholarships and student mobility and networking between the different regions.

This evaluation will contribute to the broader process of results mapping under the current programme, contracting of the EU-funded ESDP III programme and planning for future EU funding in the education sector, in line with Sector-Wide Approaches.

Type of services provided

LeA provides the services of the Team Leader and PROMAN the services of the Education Economist and the Quality Controller. The experts:

• Evaluate the performance of ongoing education programmes financed by the 10th EDF according to the DAC criteria;
• Make an independent assessment of the NGOs implementing the ongoing programmes;
• Identify and make suggestions for adjustments of key elements of the programmes, including targets and implementation strategies;
• Assess the progress made towards Sector-Wide Approach (SWAp) in the education sector;
• Derive lessons learned and promising practices to improve the quality of programme implementation and monitoring;
• Identify unmet educational priorities in the regions and presents them for possible consideration;
• Assess the potential impact of the tripartite refugee repatriation agreement on education programming in Dadaab and give recommendations on the best way to restructure additional funding.