PROGRAMMA

Building evidence of “what works” in

Education in Emergencies – the NRC approach

Andrea Naletto │ Marta Schena │ Laura Marshall

W O R K S H O P

“Gathering Evidence for Education in

Emergencies and Supportive Policies”

April 07, 2016Beirut, Lebanon

Roadmap

1. Background2. NRC’s approach to M&E,

Evidence & Learning3. [Country Focus] NRC

Lebanon 4. [Case study] Bridging the

divide between research & practice

5. Global references6. Key takeaways

1. Background

The field of EiE has grown enormously

Increased number of EiE tools & resources

Expanded INEE membership

Many other global, regional and national initiatives

1. Background

Despite the exponential growth in the field of EiE and calls to strengthen the evidence on which program decisions are based, rigorous research on EiE interventions and related topics remains scarce and diffuse

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1. Background

Research on […] teacher professional development and curriculum design, protection of children and educators, psychosocial issues, disaster risk reduction […] is especially limited

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1. Background

Better data is an important element for broader monitoring, evidence building and lessons learning around education and crises

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Bridging the gap betweenresearch, policy & practice

Strong evidence is key in informingPolicy & Programming decisions

1. Background

EiE Evidence

Research

PolicyPractice

2. NRC’s approach to M&E

NRC’s commitment to robust EiE evidence:1. To inform program

design & development2. To contribute to wider

sectorial learning 3. To influence EiE

advocacy & policymaking

NRC Education Strategy 2015-17

ADVOCACYEXPERT

SECONDMENTPROGRAMS

Education continuity in displacement

Education Rapid

Response in Crisis

Youth Education &

Empowerment

Safe & Inclusive Learning

Environments

Innovation Partnership M&E & Learning

Displaced & conflict-affected children and youth enjoy their right to education and fulfil their full potentials

Increased equitable access to quality educationfor children and youth in emergencies & crisis situations

1 2 3 4

FRA

ME

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ATEG

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2. NRC’s approach to M&EM

&E F

RAM

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2. NRC’s approach to M&E

Theo

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f Cha

nge

Reporting ???

Mysterious proportions, esp. given claimed completion rates….

Slight decline in enrollment numbers.What is up with MERO?

Female drop outsLinked to teachers, location, adaptations etc.

MISSING: Shelter, FSL ICLA links, Teacher training and support, partnerships, advocacy

Issues of poor quality and delayed distribution

Disunity, often not strongUnclear why

Market SaturationLow capacity partners (gov, private sector, civil soc.)

Consider different models!Teacher ownership of curriculum importantResponsiveness to youth interests important for program relevance

Programs lack clear vision/end goalSustainability issues – ownership, engagement, etc.JORDAN - definition of psychosocial benefits? Youth report improved confidence, social engagement etc.

To reach this goal, prioritize teacher training/quality, market assessments, retention of female learners.

High regard for YEP among communityJORDAN – life skills training linked to community participation (not livelihood activities)

Too High!! Who (denom probs)? Target issues

Limited data. Too high?

Mixed reviews of success

JORDAN: Skills building supported and youth appear to be motivated.

Youth value the benefits of the program beyond skills.

Unclear if drop outs linked to motivation / values or external factors.

DRC / Jordan – youth report more community engagement.

2. NRC’s approach to M&EM

&E F

RAM

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NRC Lebanon

Evidence based programming

• Desk review of available secondary data

• Conducting needs assessments• Analysis of needs, trends and risk

assessments (workshop)• Integrating learning from previous

programme implementation• Defining and updating target group• Defining ambitions for the next year,

including new geographical areas and new modalities

Macro-logframe• Overall Objective - Impact: the

change NRC wants to contribute to• Outcomes: a change from a previous

state; these do not depend solely on NRC work

• Outputs - deliverables: the goods and services; these are quantifiable and depend directly from NRC’s activities

• Indicators: Core Performance Indicators (mandatory indicators are required; suggested indicators)

• Assumptions and Risks: linked to the strategy intervention logic

Country strategy

Lessons learned from previous and ongoing projects should inform the discussions. Sources of information are indicator tracking, reports from grants closure meetings,

quality assessments, evaluations and after action reviews

NRC CC Macro Logframe Country Office: Lebanon Core Competence: Education Date of this version:

December 2015

Intervention Logic Objectively Verifiable Indicators (OVI) Sources of Verification (SOV) Assumptions

RESU

LTS

OVERALL OBJECTIVE (IMPACT) Refugee, displaced, and conflict affected host community children and youth in Lebanon achieve their full potential and enjoy their right to education

SPECIFIC OBJECTIVE (OUTCOME) 1- Refugees and affected host community

children (5-14) access quality education including access/retention into Formal Education (FE)

2- Education personnel are using child centred and inclusive approaches inside the classroom

1.1. % of learners who enrol in the formal school

system within 8 months (E103) 1.2. % of learners (M/F) showing at least 25% progress

in average reading/writing/numeracy/Knowledge and practices from entry to final exams – 75% (AL Suggested Indicator)

2.1 % of teachers (male/ female) who can correctly replicate key methods covered in training (E106)

2.2 % of Teachers who are reported using purchasing asset for education purposes. (E108)

Meeting records Activity reports Attendance /data base

records Manuals/ standards/ tools Observation checklists or

questionnaire

Lebanon continues to have some level of stability to allow the implementation of the different activities planned as part of the NRC Lebanon Education Programme

Ministry of Education agrees to absorb increasing numbers of refugee students in public schools

Delivery of NFE programmes by INGOs continue to be permitted

OUTPUTS 1.1 Children aged 5-6 acquire skills required to

access G1 1.2 Children (age group 6 to14) receive structured

NFE packages according to their needs and level

1.3 Children enrolled in FE are provided with school

retention/learning support.

1.4 Beneficiaries are equipped with the stationary and materials required attend and participate in learning programmes.

2.1 Education personnel are supported in adopting inclusive and child centred ways of teaching

2.2 Education personnel are equipped with the stationary and materials required attend and participate in learning programmes

1.1.1 # of male and female learners enrolled in NRC Lebanon pre-school NFE programme (E012) 1.2.1 # of males and females learners enrolled in NFE programmes (E012) 1.3.1 # of male and female enrolled in learning support /retention activities (remedial, psychosocial, recreational activities, etc.) (E012) 1.4.1 # of male and female receiving educational NFI kits (E011) 1.4.2 # of educational NFI kits distributed (E010). 3.1.1 # of Education Personnel training packages provided E007 3.1.2 # of Education Personnel male/female trained E005 3.2.1 # of males and females receiving educational NFI kits

Attendance sheets NRC Activity reports Distribution lists School enrolment figures Manuals/ reports/

standards Focus groups reports Evaluation reports Handover

documents/reports Minutes or reports from

inter-agency/Govt meetings Barrier analyses, surveys,

FGDs, KIIs, etc.

Security situation in Lebanon

including camps is stable and allows NRC to have access to schools and beneficiaries.

Refugee parents, community members and children continue to be involved.

Lebanese authorities do not apply stricter policies towards refugees, obliging them to leave Lebanon and/or deporting them

Refugees are able to move and attend courses without fear of arrest

Evidence generation and M&E•M&E system and planning help:

– Monitoring projects– Adjusting programme– Informing advocacy

•M&E matrix and ‘indicator profile’ sheets: these provide indicator definitions, data collection and analysis plan for program outcomes and outputs monitoring, and establish a foundation for evaluations. •Work plan showing who does what and when for each M&E task. This includes all staff involved in the M&E process – program, M&E, support functions.

Participatory approaches include: focus group discussions, participatory assessments, one on one interviews, follow up surveys, evaluations from the

learners’ perspective. Other tools include: attendance tracking, diagnostic tests, classroom observation, performance monitoring

Achievements 2015

•Direct beneficiaries in 2015: 29,963 (approx. 21,000 children and youth, 1000 teachers and 8,500 parents, 500 teachers) •73% of learners supported through NFE enrolled in public schools•10,000 out-of-school children referred to formal education during the Back to School campaign (MEHE, Sept. 2015)•80% of trained teachers can correctly replicate key methods covered in trainings•95% of parents report that the education needs of their children have been met

Bridging the divide betweenresearch & practice:“The BLP Program”

4. Case Study

5. Global References & Initiatives

INEE EiE Journal “B2E” “Think Thanks”

6. Key Takeaways

1. More rigorous EiE evidence is needed – long-term as well as quick & “actionable” one

2. Increased partnerships & new models between academia & practitioners

3. Donors support is crucial, yet collectively shape the global EiE research agenda

A D D I T I O N A L I N F O R M A T I O NAndrea Naletto, Education Adviser

Prinsens Gate 2, Oslo - Norwayandrea.naletto@nrc.no

Phot

o: J

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han

Hya

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Thank you!

About NRC

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