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Appraisal Guidelines March 2006

Appraisal Guidelines March 2006

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Published by: Fred Mednick, Founder on Jun 02, 2009
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01/05/2014

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Guidelines forAppraisal of the Primary EducationComponent of an Education Sector Plan
EFA FTI SecretariatMarch 2006
Note: These guidelines are intended as an aid to the teams conducting the appraisal, and should obviouslybe adapted as needed to suit country conditions. As experience is gained in conducting the appraisals, itis hoped that users’ feedback will provide the basis for improving future versions of these guidelines.
 
 
 
Appraisal and Endorsement of the Primary EducationComponent of an Education Sector Plan
 
Country: Overall comments: Strengths Concerns 
 
Conclusion Signature by partners who recommend the sector plan for FTI endorsement 
Name of agency Signature
2
 
Introduction
1. The technical appraisal is conducted or commissioned by the local donors in thecountry.
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It has a dual purpose: (a) to provide evidence that a positive policy environment existsfor productive investments in the education sector, and that capacity constraints are beingaddressed to facilitate policy implementation; and (b) to guide the donors in coordinating theirsupport and providing their endorsement that the country’s sector plan is credible and sustainableAlthough the focus is on primary education, the technical appraisal takes a sector-wide approachwhere appropriate (e.g. on the financing aspects), so that the issues relating to this level of education are put in their proper context. Below are a set of guidelines for consideration duringthe appraisal process. Their main purpose is to make sure that the key issues are addressed; thespecific tables and appraisal tools presented below (e.g. simulation model) should thus be treatedas examples to be adapted to suit country specific situations.
 Expected Product of the Appraisal
2.
 
The expected product is a straightforward document that minimizes demand on officialsand local donors, while attempting to ensure consistency in the rigor of the appraisal acrosscountries; it is not intended to replicate the process of preparing the education sector plan itself or to create a parallel appraisal process. It therefore takes stock of a country’s sectordevelopment plan, reflects on its quality according to objective criteria and, if the plan is alreadybeing implemented, evaluates the experience to date.3.
 
The expectation is that the document will make recommendations for donor action in thefollowing four specific areas:(a)
 
The estimated volume of external resources
required over the next three years to financethe country’s plan to achieve universal primary education completion, based on a high casescenario (excellent strategic direction and action plan), a middle case scenario (with anindication of issues remaining), and a base-case scenario (with an indication of key problemsundermining the plan’s potential for success). Recommendations should include the natureof external support required (breakdown of expected recurrent and investment expenditures),the choice of lending instruments, and absorptive capacity constraints, in particular at theservice delivery level;(b)
 
The monitoring process
, including indicators to track progress on inputs, outputs andoutcomes. The document could suggest themes for review during annual joint supervisions,as well as a process for assessing donor support and overall coordination;(c)
 
Critical knowledge or data gaps
, as well as suggested arrangements to close them; and(d)
 
Capacity-development issues
with donor-specific recommendations for coordinating aresponse.In order to ensure that its conclusions and recommendations are built on a systematicconsideration of the available evidence, the appraisal team might follow the practical stepselaborated below in organizing its work.
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The name and affiliation of the members of the technical evaluation team should be included in the appraisal report.
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