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Over time the EAP partnership has become more structured. Members meet every two months, and the partnership produces an annual workplan that is shared with all members. An e‐newsletter published several times a year provides an update of UNGEI‐EAP activities and work by its members. Key activity areas of the partnership under each strategic goal include: Goal 1 – Promotion of policies Dialogue and presence at EFA thematic working groups and support to regional dialogue through the EFA mid‐decade Assessment. Participation in commemorative events – e.g., International Women’s Day and World Day against Child Labour, where UNGEI may also team up with other organizations and issue a joint statement. Goal 2 – Knowledge and evidence Various research studies initiated by one or more partners and brought into the partnership to become collaborative products – e.g., the International Labour Organization (ILO) initiated research on a School‐to‐Work study. Organization or support to capacity building workshops around key themes, such as advocacy training. The partnership also produces publications. Some of these are regular, such as the newsletter, but they may also be single publications around a theme or specific piece of research. These publications aim at enhancing all three of the areas by influencing policy, contributing to the knowledge base, and supporting advocacy and partnership building. Goal 3 – Partnerships Advocacy and organization/participation in regional meetings, often with specific thematic focus and with issues being carried across different meetings. 6.8. Systematically integrating gender in policy dialogue The table below highlights what the situation was like in the region with respect to policy dialogue before UNGEI, as well as what has changed and what UNGEI’s contribution has been. 85
Table 20 ‐ UNGEI‐EAP contribution to gender in policy dialogue in the region Goal Situation before UNGEI Changes since establishment of UNGEI Assessment of UNGEI’s contribution Outcomes and emerging impact Gender is systematically taken into account in all aspects of policy dialogue. Policy dialogue on girls’ education limited primarily to individual countries within the region, although the Southeast Asian Ministers of Education Organization (SEAMEO) played a role in the 1990s. Greater level of policy dialogue in the region. The commissioning of studies, advocacy briefs, joint statements, regional round tables and conferences on areas such as evidencebased analysis, genderresponsive budgeting, workto‐school transitions in early grades, school‐to‐work transitions for girls in secondary school, and gender and language. Policy dialogue narratives credit UNGEI with playing a key role. UNGEI has a part in results achieved through collaboration between different organizations, and also participates in dialogue and has a presence at the EFA thematic working groups in the region. Difficult to determine the impact of the various initiatives taken on by UNGEI. UNGEI is keeping gender on the agenda and working towards a unified response; however, it is not easy to measure impact because there is no monitoring at country level and no structures for monitoring regional impact. 6.9. The situation with respect to policy before UNGEI‐EAP There is little evidence of any coordinated policy dialogue at the regional level prior to the establishment of UNGEI in 2002, although there were a number of country initiatives in the region in the mid‐to‐late 1990s and beyond. There was no structured forum for discussion and coordination of regional policy dialogue around girls’ education and gender issues. The Southeast Asian Ministers of Education Organization (SEAMEO), as noted in the table above, played a role in the 1990s and has also contributed to work related to girls’ education since the inception of UNGEI, but does not offer a focus on girls. 6.10. Subsequent progress in policy overall (after UNGEI‐EAP) The interviews and documentary analysis reveal a much greater level of dialogue and discussion around girls’ education and gender equality in the region since the beginning of the past decade. The number of organizations that were originally part of the partnership has increased since 2002. There has been an incremental growth also in the number of events that have girls’ education and gender equality as an important area of focus (particularly in relation to regional conferences and workshops sponsored by UNGEI, as well as participation in such events as International Women's Day, World Teachers’ Day and International Child Labour Day). In fact, the UNGEI regional evaluation report points out that there has been substantial progress in policy discussion at the regional level, particularly in relation to issues such as transitions from work to school, school to work, and teacher preparation, and that UNGEI has also provided leadership in supporting shifting agendas. For example, various members and countries are now calling for more focus on boys as part of the gender equality agenda and in response to a concern that in some parts of the region it is boys who are most disadvantaged. 86
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Formative Evaluation of The United
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United Nations Girls’ Education I
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UNGEI functioning .................
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List of tables Table 1 ‐ Stakehol
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List of figures Figure 1 - Contribu
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Acronyms AGEI ASPBAE Camfed CSACEFA
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SEAMEO Sida SWAp TWG UIS UK UNDAF U
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contributed to a stronger focus on
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stronger and more pronounced engage
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e. Continuing to make policy advoca
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Audience and expected outcomes of t
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2. Evaluation process and methodolo
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The evaluation methodology also inc
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the interview process itself, and a
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Chapter summary The methodological
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Tanzania in 2002, with other countr
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opportunities to generate more visi
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The evolution of UNGEI Support for
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Figure 2 - Diagram of UNGEI’s org
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allocated a full‐time staff membe
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The working groups complement the w
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and regional aspects of the evaluat
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The recent annual updates for UNGEI
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4. UNGEI at country level: Status,
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Most countries have a focus on the
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South Asia (ROSA).” The report no
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Page 83 and 84: (1997-2001) formalized this to some
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Page 89 and 90: Efficiency Efficiency is understood
Page 91 and 92: Chapter summary This chapter analys
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Page 97 and 98: Inputs provided by UNGEI to the cou
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Page 113 and 114: Chapter summary Regional‐level su
Page 115 and 116: To advance specific issues, the GAC
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Page 119 and 120: A spin‐off from the direct work b
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Page 131 and 132: Chapter summary At the global level
Page 133 and 134: 8.2. At the regional level The eval
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Page 137 and 138: The perspectives of national author
Page 139 and 140: Bibliography Aikman, Sheila, Book R
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Page 143 and 144: UNGEI promotes strategies that put
Page 145 and 146: As UNGEI evolved over a period of y
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Outcome 1: Policies promote girls
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Annex 3 - Logic model for UNGEI Vis
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Annex 6 - Detailed schedule and wor
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Ref Output/Tasks 2010 2011 December
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Annex 8 - Country and regional mapp
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) The partnership had a different n
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Annex 10 - Timeline of key events i
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Date General developments on intern
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Date General developments on intern
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UNICEF child info database; UNESCO
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1. Are there any measures in place
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Annex 12 - Global Advisory Committe
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