NRC has been managing an education programme in Cote d’Ivoire since 2012. The organisation is planning to exit the country at the end of 2015 and so in 2015 commissioned an independent evaluation of its Accelerated Education Programme in order to generate learning from the three years of implementation. The purpose of the evaluation was to generate learning which could be taken forward by the education community in Cote d’Ivoire, including national and local education authorities and local NGOs.
The evaluation highlighted some relevant issues that NRC will recommend to be addressed by the education community in Cote d’Ivoire. In addition, there are global lessons learnt for NRC’s education team which could be applied to other contexts.
1. The first issue concerns the selection process of pupils and places that should host AE programs. The process should be more participatory, led by local representatives of the Ministry of Education and involve all community members. This inclusive process can enhance the commitment of communities to support the program and a the follow up from statutory authorities.
2. The second issue is the importance of updating the bridging class curricula. Curricula used so far were not up to date because there was a reform in 2013. It is therefore relevant to update the curricula before NRC exits from the country. These renewed curricula can be added to the Bridging Classes implementation guideline in addition to the pedagogical aspect before being handed over to national stakeholders.
3. Another major learning is the need to have an examination process fully controlled by regional representatives of the Ministry of Education. At present, tests are developed by teacher trainers. Some IEP[1]s sees the trainers as acting on their behalf. To give the responsibility of organizing tests of AE pupils to each IEP can contribute to their appropriation of classes and to a better follow up of teaching and learning outcomes.
4. The last important finding is the weaknesses of implementing partners in financial sustainability. It is crucial for them to implement a Bridging Class during the 2015-2016 school years to keep skills learnt fresh and guarantee the durability of the skills and competences transferred. Financial constraints hamper their ability to continue Bridging Classes.
A management response meeting was organised with education actors in Cote d’Ivoire on September 21st 2015. Regional and local representatives of the Ministry of Education, NRC’s education staff and NRC’s partner organisations from civil society participated in the meeting. The engagement of representatives in –country has been essential to secure ownership and interest in the evaluation process and to ensure that the lessons learnt and recommendations are taken forward once NRC exits the country.
Evaluation