provides funds through Sector Budget Support, rather than through a specific project. Throughout both phases of the evaluation process special emphasis will be placed on evaluating the effectiveness of all aspects of the programme. The lessons learned through and from the evaluation process will be used to develop the key recommendations to be provided in the report. 1.4 Evaluation Objectives The Objectives of this end of programme evaluation are to: Objective 1: Assess the effectiveness of in particular: Has the programme met its key objectives? • (i) increasing primary school enrolment and retention; and (ii) improving performance against minimum service standards? Why / Why not? • To what extent has the development of personnel capacity within the Ministry and schools helped the programmes meet set objectives? What unintended outcomes (positive and negative) have occurred as a result of the • Activities and what has constrained or enhanced the achievement of outcomes? Objective 2: Assess impact of the programmes, in particular: To what extent has the programme benefited its stakeholders and beneficiaries, • including Ministry of Education, Sports and Culture, schools, students and the communities? What impact has the programme had on New Zealand, and Australia’s relationship with • Samoa? Objective 3: Assess programme efficiency, in particular: To what extent has the SSFGS contributed to strengthening of school management and • administration? How effective was the management of the programme by Government of Samoa (GoS), • MFAT and Department of Foreign Affairs and Trade (DFAT)? Objective 4: Assess the extent to which the results obtained have proven to be sustainable: To what extent has the programme contributed to strengthening of school • management and administration? To what extent have the skills and knowledge acquired (Ministry and school • management) from the programme been sustained? To what extent are partner government and agencies likely to be able to sustain skills, • management capacity, funding and other programme benefits? Objective 5: To identify lessons learned and cross cutting issues: Lessons learned: What are key learnings from the SSFGS - what works and what does not? (sustainability) • What recommendations can be made to support achievement of the Sector Outcomes • in the Education Sector Plan (ESP) and future investment in the sector? (effectiveness) What changes should be made to the design, implementation or management for any • future investment? (efficiency) cutting issues:
provides funds through Sector Budget Support, rather than through a specific project. Throughout both phases of the evaluation process special emphasis will be placed on evaluating the effectiveness of all aspects of the programme. The lessons learned through and from the evaluation process will be used to develop the key recommendations to be provided in the report. 1.4 Evaluation Objectives The Objectives of this end of programme evaluation are to: Objective 1: Assess the effectiveness of in particular: • Has the programme met its key objectives? (i) increasing primary school enrolment and retention; and (ii) improving performance against minimum service standards? • Why / Why not? To what extent has the development of personnel capacity within the Ministry and schools helped the programmes meet set objectives? • What unintended outcomes (positive and negative) have occurred as a result of the Activities and what has constrained or enhanced the achievement of outcomes? Objective 2: Assess impact of the programmes, in particular: • To what extent has the programme benefited its stakeholders and beneficiaries, including Ministry of Education, Sports and Culture, schools, students and the communities? • What impact has the programme had on New Zealand, and Australia’s relationship with Samoa? Objective 3: Assess programme efficiency, in particular: • To what extent has the SSFGS contributed to strengthening of school management and administration? • How effective was the management of the programme by Government of Samoa (GoS), MFAT and Department of Foreign Affairs and Trade (DFAT)? Objective 4: Assess the extent to which the results obtained have proven to be sustainable: • To what extent has the programme contributed to strengthening of school management and administration? • To what extent have the skills and knowledge acquired (Ministry and school management) from the programme been sustained? • To what extent are partner government and agencies likely to be able to sustain skills, management capacity, funding and other programme benefits? Objective 5: To identify lessons learned and cross cutting issues: Lessons learned: • What are key learnings from the SSFGS - what works and what does not? (sustainability) • What recommendations can be made to support achievement of the Sector Outcomes in the Education Sector Plan (ESP) and future investment in the sector? (effectiveness) • What changes should be made to the design, implementation or management for any future investment? (efficiency) cutting issues: