Presentation on theme: "Session 3C: Monitoring and Evaluation of C/DRR: Tools and Strategies"— Presentation transcript:
1 Session 3C: Monitoring and Evaluation of C/DRR: Tools and Strategies A Self-Monitoring Tool on Education Policies and Plans for Conflict and Disaster Risk ReductionCredit UNICEF LaosLeonora MacEwen, UNESCO-IIEP
2 Presentation outlineSteps of the planning process and explain the importance of monitoring C/DRRObjectives of the self-monitoring questionnaireKey findings of the analysis of the completed self-monitoring questionnairesStrengths and weakness of the self-monitoring questionnaire
3 The five steps in the planning process Sector diagnosisWhere are we now?Monitoring and evaluationHow do we know we have reached there?Policy formulationWhere do we want to be?Cost and financingHow much will it cost and who will pay?Selection of objectives and priority programmesHow do we get there?
4 C/DRR in the education planning process Phases of the planning cycleConflict and disasters aspects: examplesEducation Sector DiagnosisConflict and disaster risk analysis (security, political, economic, social) – conflict and disaster impacts on education and vice versaPolicy formulationPolicies on e.g.: Schools as safe and child-friendly spaces (zones of peace); equity policies; curriculum policy; etc.Objectives and programmesPriority programmes: Curriculum review; teacher training; school-based emergency preparedness plans; relocate, retrofit schools; etc.M&E frameworkConflict and disaster indicators integrated into data collection; maps; EMIS review; e.g. attacks on schoolsCost & financing frameworkEnsuring adequate financing, including from humanitarian sources and government budgets.
5 Objectives of the self-monitoring questionnaire Assess MoEs current status in terms of integrating C/DRR into education policies and plans at the national level, and to a limited extent at school level;Identify key areas where C/DRR can be included in education policy and planning documents and processes;Help MoEs determine what actions are needed to make C/DRR an integral element of education sector planning.
6 Sections of the self-monitoring questionnaire I. Conflict and Disaster Risk AssessmentII. Policies for Risk ReductionIII a. Education Sector Plans for Risk ReductionIII b. Implementation of priority C/DRR programmesIII c. Teaching and LearningIV. Organizational Arrangements and CoordinationV. Costing and FinancingVI. Monitoring & EvaluationVII. Capacity development
7 MethodologyEach section of the questionnaire requires inputs from different government officials in each countryA list of suggested relevant personnel to complete each section was provided to those completing the questionnaireIt was recommended that a focal person in-country be responsible for administrating and explaining the questionnaire to MoE staff
10 Phase II of UNESCO Bangkok “Education in Emergencies for Sustainable Development” Project CountryUse of the self-monitoring questionnaireBangladeshCompletedBhutanLao PDRMyanmarNepalPhilippinesSri LankaUzbekistanConsidered that data collected through the questionnaire was politically sensitiveVietnamLanguage issue and considered that data collected through the questionnaire was politically sensitive
11 Key findings from analysis National policy frameworks for C/DRR exist in all participating countriesIntegration of C/DRR in education sector plans is on track but needs to be further operationalized at all levelsOrganizational arrangements and coordination efforts need strengtheningMonitoring systems need to be developed and implemented, including C/DRR data collection and integration with EMISFurther C/DRR capacity development is neededConsideration of conflict risk reduction may also be appropriate
12 Methodological concerns Different ways of completing the questionnaire:By different persons (Bangladesh, Lao PDR, Nepal)By one single person (Bhutan, Philippines, Sri Lanka)Data collected through the questionnaires highly depend on the quality of the information delivered by each respondentThe self-monitoring questionnaire should not be used as a stand-alone toolImportant to gather complementary information
13 How can the self-monitoring questionnaire be improved? Ensure that the most relevant person completes each specific sectionUse it as an interview guide to obtain more qualitative comments, and further details and examples (e.g. indicators; timeframe; etc.)Compare information collected with other sources of information (interviews, working sessions, etc.)Translate the questionnaire into local languages to facilitate its use and disseminationAdapt the questionnaire to politically sensitive contexts