Key areas of enquiry derived from the Terms of Reference Key questions Detailed questions Responses Is QBEP well What is the underlying theory of change in the programme logic and to The adequacy of key programme structured? what extent is it appropriate? documents is discussed in section 5.1 How well is this logic reflected in the logframe and other key References to communications are in documents? sections 5.1 and 7.2 and 8 What has been the quality of planning documentation and reports? How well is QBEP documenting and communicating lessons and contributing towards scaling up quality improvements? How effective has the communication strategy been? Is QBEP on course To what extent are the programme activities contributing to the delivery Sections 3 and 5 discuss the approach, to meet its desired of the stated outputs? the efficacy of activities (including purpose of capacity building modalities) and What is the level of resourcing by thematic area and what is the increased number results. These sections also assess rationale for this? and proportion of the contribution of QBEP to wider How effective and sustainably affordable have been the capacity children accessing objectives, and its sustainability and building and training methods used by QBEP disaggregated by and completing value for money. thematic area? quality basic What have been the enabling and hindering factors for achievement of education in results? targeted townships? What results have been achieved so far and what can reasonably be expected by end of QBEP? How and to what extent do the planned QBEP results require revision in light of programme progress to date and the changed environment in Myanmar? What evidence exists that QBEP is having a positive impact on access to education and their learning outcomes? children’s What evidence is there that the influence of QBEP is extending beyond the target townships? What evidence exists that QBEP is informing policy dialogue? Have there been positive or negative unintended or unplanned impacts?
Key areas of enquiry derived from the Terms of Reference Key questions Detailed questions Responses Is QBEP well structured? What is the underlying theory of change in the programme logic and to what extent is it appropriate? How well is this logic reflected in the logframe and other key documents? What has been the quality of planning documentation and reports? How well is QBEP documenting and communicating lessons and contributing towards scaling up quality improvements? How effective has the communication strategy been? The adequacy of key programme documents is discussed in section 5.1 References to communications are in sections 5.1 and 7.2 and 8 Is QBEP on course to meet its desired purpose of increased number and proportion of children accessing and completing quality basic education in targeted townships? To what extent are the programme activities contributing to the delivery of the stated outputs? What is the level of resourcing by thematic area and what is the rationale for this? How effective and sustainably affordable have been the capacity building and training methods used by QBEP disaggregated by thematic area? What have been the enabling and hindering factors for achievement of results? What results have been achieved so far and what can reasonably be expected by end of QBEP? How and to what extent do the planned QBEP results require revision in light of programme progress to date and the changed environment in Myanmar? What evidence exists that QBEP is having a positive impact on children’s access to education and their learning outcomes? What evidence is there that the influence of QBEP is extending beyond the target townships? What evidence exists that QBEP is informing policy dialogue? Have there been positive or negative unintended or unplanned impacts? Sections 3 and 5 discuss the approach, the efficacy of activities (including capacity building modalities) and results. These sections also assess the contribution of QBEP to wider objectives, and its sustainability and value for money.
quality-basic-education-program-in-myanmar-report.docx