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Monitoring and Evaluation
The ICT in Education Policy and Implementation Plan both make extensive reference to the value of continuous
monitoring and evaluation in order to improve impact. As shown earlier, the ICT for Education Policy includes M&E
as one of its 12 priority areas and recognizes that the implementation of the policy requires systematic Monitoring
& Evaluation (M&E) by all stakeholders. It suggests that the purpose of M&E will be to research and develop
ICT integration; learn from past experiences; improve implementation and service delivery; assess and allocate
resources; enable the MINEDUC to coordinate all activities and be accountable to key stakeholders
Similarly, the Implementation Plan indicates that the two major goals for introducing a monitoring process will
be to monitor progress of the ICT in Education and ODeL Department activities and to enable partnerships by
providing tools to agree on, track and adjust objectives and processes.
The Plan commits the ICT in Education and ODeL Department to the provision of periodic reports on the progress
of activities and fi nancial statements to MINEDUC. The department will also produce regular donor updates and an
annual report for MINEDUC and donors.
It will seek to involve all relevant stakeholders in the setting of indicators and the monitoring process, and ensure
they are committed to its goals.
Indicators for the monitoring of activities will be developed at two levels. Quantitative and qualtitative indicators
will be developed to measure access to ICT in Education and the impact on education quality. However, the fi veyear
period covered by this Implementation Plan is rather too limited for direct measurement of impact of ICT on
education quality. Baseline indicators will therefore have to be carried through to a subsequent plan for precise
results (MINEDUC, 2009).
Evaluation of Activities and Programmes
At this stage, the MINEDUC and GoR policy documents refer to their commitment to integrate Monitoring and
Evaluation in their programmes, activities as well as institutional arrangements.
These evaluation activities will include:
apple The ICT in Education and ODeL Department carrying out regular evaluation of its activities and programmes in
order to ensure that they are adequate and have attained the set targets.
apple Situation analyses to be conducted prior to the implementation of the activities and programmes in order to
establish a baseline.
apple Programme plans will be reviewed on a quarterly basis to determine whether priorities should be adjusted.
apple Long-term programmes will be reviewed at mid-course to ensure they are delivering results, in line with the
Strategic Plan objectives and targets.
apple At the end of partnership agreements and before renewing Memoranda of Understanding, the programmes or
projects that have ended will be evaluated to determine if the original objectives have been attained, and if not
decide on the next steps to be taken.
apple With reference to specifi c evaluation of teacher training and learner skills, competency standards will be
developed. Grade-level performance of learners will be measured, and teacher training evaluation will be
based on the ICT Competency Standards for Teachers developed for UNESCO by a group of experts from the
public and private sectors.
apple Strong monitoring and evaluation schemes will be designed to ensure that all ICT in Education programmes
and projects in the above fi elds are functioning at their utmost potential and to track and adjust objectives
and processes.
188 | Transforming Education: The Power of ICT Policies