1. Result-Based Monitoring & Evaluation System for EDSPIII Report 2015

2. Best Player in Europe Award announced on 25 August 2016
Ronaldo: “I feel very happy. It was a great season. It will not be fair if I do not mention my player colleagues in the team”.

3. Levels of EDSP monitoring and Evaluation:
Level 1: It's follow up of the implementation through action plans in order to monitor progress of planned activities, outputs and budgets, to be presented in achievements report. Level 2: It's a verification process of achievements in outcomes and general goals to be presented in M&E annual report

4. How????????? M&E Main objectives
Strengthen the Educational System’s Results-Based Management.
Strengthen the decision makers through evidence-based findings during the planning cycle.
Provide an internal accountability reference in terms of performance and achieving planned results.
How?????????

6. Performance Indicators in M&E System
Total number of indicators 88
Quantitative 48
Qualitative 35
Process 5
Performance Indicators in M&E System

7. The M&E System deals with the Indicators from four perspectives:
Measuring the indicators reality, answering the (what?) by using Qualitative and Quantitative tools
Analyzing the cause “(why?)
Suggesting recommendations (how?)
Targets

8. Program 1 : Pre-School

11. Program 2: Basic Education

12. Goal 1:

15. Goal 2:

16. Goal 3:

18. Utilization of Educational Technology: Findings indicate that 71
Utilization of Educational Technology: Findings indicate that 71.1% of classes do not utilize any type of teaching tools

23. Goal 4:

24. Program 3: Secondary Education

31. Program 4: Vocational Education

33. Program 5: Non Formal Education

36. Degree to which the VE curricula contains competencies required by Labor Market:
Curricula of two occupations (Car Electricity and Car Mechanics) were analyzed according to 3 references:
Competencies emerging from the labor market, through seven workshops in the various districts.
Competencies emerging from the Arab Occupational Classicafication (AOC).
Competencies emerging from the Palestinian Occupational Classification (POC).

37. Main Findings:
A clear discrepancy between the required labor market competencies and the competencies incorporated within the curriculum.
Weak coordination between the curricula teams of the 2 occupations.
Shortage of non-technical competencies in the curricula (ex: social and personal).
Discrepancy in using appropriate terminology (for same concept) in the various textbooks.
Most textbooks units still require amendments: omissions, additions, or integrations.

38. Program 6 Governance & Management Education

41. Evaluation

43. Policies linked to M&E findings

44. Example 1: % of students participate in extra-curricular activity
Current Policy: Student to participate in a minimum of one extracurricular activity. Result: 2014: 93.6% 2015: 86%
If the Policy amended to:
Student to participate in a minimum of two extracurricular activity.
Result:
2014: 88.9%
2015: 77.2%

45. Example 2: % of qualified teachers according to TES
% of qualified teachers increased, from 44.2% in 2014 to 56.6% in 2015, because of 2 reasons:
MoEHE prioritized recruiting teachers with “educational qualification certificate”.
MoEHE adopted qualification program for in-service teachers, through NIET.

46. Example (3): percentage of student participate in initiatives and creativity activities
Baseline in 2014 indicated the participation of 6.6% students.
This % is expected to remain same because all schools are asked to nominate equal number of students regardless of participative students in the school.
School - Y
School - X
100
No. of participants within school 3 10
No. of top students within school 2
Number of nominees allowed

47. Thank you … We welcome your comments …