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An Outcomes and Impacts Evaluation. Of the President’s Africa Education Initiative. Results Briefing October 8, 2009. Aguirre Division. Outcomes and Impacts Evaluation. Four evaluation questions Assess whether AEI has met its objectives and determine outcomes and impacts

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An outcomes and impacts evaluation

An Outcomes and Impacts Evaluation

Of the President’s Africa Education Initiative

Results Briefing

October 8, 2009

Aguirre Division

Outcomes and impacts evaluation
Outcomes and Impacts Evaluation

  • Four evaluation questions

    • Assess whether AEI has met its objectives and determine outcomes and impacts

    • Identify effective practices and unanticipated outcomes

    • Assess AEI’s alignment with USAID and USG strategies to support education and development

    • Assess AEI’s contributions to host country education sector plans and priorities

Evaluation methodology
Evaluation Methodology

  • Site visits in 8 countries

  • Teleconferences with additional Missions

  • AGSP questionnaires for stakeholders in non-presence countries

  • In-depth, school level research in 3 countries

Meeting the 2010 aei goals
Meeting the 2010 AEI goals

  • Over 428,600 AGSP scholarships awarded (78% of goal of 550,0000)

  • Nearly 922,000 teachers trained

    (surpassing goal of 920,000)

  • Nearly 18 million TLMs created

    (surpassing goal of 15 million)

Agsp key findings
AGSP – Key Findings

“When time came to collect my school report card, my mother lifted me up after she heard that I had passed!” (Zambian AGSP scholar)

  • Program has reached 78% of goal

  • Country programs adapt to local needs

  • Increased awareness of HIV/AIDS

  • Examples of community involvement

  • Positive mentoring and tutoring activities

  • Impact data highly variable

Agsp recommendations
AGSP Recommendations

  • Determine where AGSP interventions can make the greatest impact

  • Revisit the issue of how to measure success

  • Look for ways to enhance impact with synergies

  • Review the mentoring component

Teacher training key findings
Teacher Training – Key Findings

“I improved my classroom management and student assessment methods [as a result of BESO training]. It helped me teach difficult math concepts in an easy way.” (Teacher, Ethiopia)

  • Surpassed goal for teachers trained

  • Alignment with host country strategies

  • Examples of positive community involvement

  • Contextual challenges show need for continuity

Tt findings continued
TT Findings, continued

  • Active learning methodologies are commonly part of TT activities

  • Materials not generally in use in classrooms – assimilating takes time and follow-up

  • Cascade training has variable success

  • Counting “trained teachers”

  • M & E efforts highly variable

Tt recommendations
TT - Recommendations

  • Continue to empower Missions

  • Integrate gains in MoE systems

  • Build on research-based success

  • Support cascaded training effectively

  • Continue school-community activities

Tlmp key findings
TLMP – Key Findings

“This is the first time we’ve been given the opportunity to write our own materials.” (TLMP project group interview, Ghana)

  • Surpassed goal for TLMs produced

  • Capacity building

  • Development of new materials around national curricula

  • Coordination with Ministries of Education

  • Partnership dynamics

  • Challenges in other components of the cycle

Tlmp recommendations
TLMP - Recommendations

  • Expand resources dedicated to TT

  • Plan for and monitor success of distribution

  • Establish monitoring systems to measure usage and learning outcomes

  • Foster transparency and equal partnerships

Innovative activities key findings
Innovative Activities – Key Findings

“For a very small investment, we developed a well-received model that works well and “has legs” - that is, it’s drawing interest from other organizations. Just these small $500 to $700 grants go very far in local contexts. “ Psychosocial support for OVCs “wraparound” implementer, Zambia

  • Funding for experimental activities and programs for disadvantaged groups

  • Some IAs linked to local needs, and able to leverage

  • When not Mission-managed, less alignment with country priorities and Mission objectives

  • Need for greater management of expectations

Ias recommendations
IAs - Recommendations

  • Coordinate with Mission programming and substantive Mission input

  • Continue to fund experimental programming and that targeted at particularly disadvantaged populations

  • Enhance activity-level M & E to determine value added and degree of alignment with USG strategies and goals

Overall findings
Overall findings

  • Highly visible, impressive outputs

  • Increased funding streams

  • New focus on pre-service education

  • New focus on book production and capacity building

  • Targeted education access through AGSP

Overall findings continued
Overall Findings (continued)

  • Washington-managed and Mission-managed programming

  • Alignment with USG strategies and objectives

  • Contribution to host country efforts

  • Need for greater attention to M & E

  • Outputs versus outcomes

Overall recommendations
Overall recommendations

  • Ensure Mission involvement and MoE integration

  • Coordinate components to improve results

  • Ensure activities contribute to the acquisition of basic skills

  • Build in baselines, formative and impact assessments

  • Use data for program decision-making