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GEM GFS GMR GPE HIC IATT ILO INEE INGO IT LAC LDC M&E MENA MDG MIC MoE MoES MTR MTSP NCCM NER NGEI NGO Norad RFP ROSA SA SAGEN Girls’ Education Movement Girl‐Friendly School Global Monitoring Report Global Partnership for Education high‐income country Inter‐agency Task Team (United Nations) International Labour Organization International Network for Education in Emergencies international non‐governmental organization information technology Latin America and the Caribbean least‐developed country monitoring and evaluation Middle East and North Africa Millennium Development Goal middle‐income country Ministry of Education Ministry of Education and Sport medium‐term review medium‐term strategic plan National Council for Childhood and Motherhood net enrolment ratio Nigeria Girls’ Education Initiative non‐governmental organization Norwegian Agency for Development Cooperation Regional Focal Point Region for South Asia South Asia Strategy for the Acceleration of Girls’ Education in Nigeria xii
SEAMEO Sida SWAp TWG UIS UK UNDAF UNESCO UNFIP UNFPA UNGEI UNICEF UNIFEM WCA WHO WFP Southeast Asian Ministers of Education Organization Swedish International Development Agency sector‐wide approach Technical Working Group UNESCO Institute for Statistics United Kingdom United Nations Development Assistance Framework United Nations Educational, Scientific and Cultural Organization United Nations Fund for International Partnerships United Nations Population Fund United Nations Girls’ Education Initiative United Nations Children’s Fund United Nations Fund for Women West and Central Africa World Health Organization United Nations World Food Programme xiii
Page 1 and 2: Formative Evaluation of The United
Page 3 and 4: United Nations Girls’ Education I
Page 5 and 6: UNGEI functioning .................
Page 7 and 8: List of tables Table 1 ‐ Stakehol
Page 9 and 10: List of figures Figure 1 - Contribu
Page 11: Acronyms AGEI ASPBAE Camfed CSACEFA
Page 15 and 16: contributed to a stronger focus on
Page 17 and 18: stronger and more pronounced engage
Page 19 and 20: e. Continuing to make policy advoca
Page 21 and 22: Audience and expected outcomes of t
Page 23 and 24: 2. Evaluation process and methodolo
Page 25 and 26: The evaluation methodology also inc
Page 27 and 28: the interview process itself, and a
Page 29 and 30: Chapter summary The methodological
Page 31 and 32: Tanzania in 2002, with other countr
Page 33 and 34: opportunities to generate more visi
Page 35 and 36: The evolution of UNGEI Support for
Page 37 and 38: Figure 2 - Diagram of UNGEI’s org
Page 39 and 40: allocated a full‐time staff membe
Page 41 and 42: The working groups complement the w
Page 43 and 44: and regional aspects of the evaluat
Page 45 and 46: The recent annual updates for UNGEI
Page 47 and 48: 4. UNGEI at country level: Status,
Page 49 and 50: Most countries have a focus on the
Page 51 and 52: South Asia (ROSA).” The report no
Page 53 and 54: Figure 5 - Levels of operation in U
Page 55 and 56: Figure 7 - Structure of the NGEI Na
Page 57 and 58: Republic of Tanzania and Uganda), a
Page 59 and 60: ethnic minorities (Cameroon), mothe
Page 61 and 62: The country case studies underscore
Page 63 and 64:
Non‐active partnerships Ten count
Page 65 and 66:
5. The contribution of UNGEI at cou
Page 67 and 68:
partnership’s overall goal is to
Page 69 and 70:
Table 11 ‐ UNGEI’s contribution
Page 71 and 72:
footsteps of two important girls’
Page 73 and 74:
On the other hand, the partnership
Page 75 and 76:
The contribution of UNGEI in Nepal
Page 77 and 78:
Country, goal and starting date Uga
Page 79 and 80:
dissemination of this good practice
Page 81 and 82:
In Nepal, good practices have been
Page 83 and 84:
(1997-2001) formalized this to some
Page 85 and 86:
context and has been important in t
Page 87 and 88:
gains have been at the state level
Page 89 and 90:
Efficiency Efficiency is understood
Page 91 and 92:
Chapter summary This chapter analys
Page 93 and 94:
the regions discussed in the first
Page 95 and 96:
level has amounted to approximately
Page 97 and 98:
Inputs provided by UNGEI to the cou
Page 99 and 100:
6.4. South Asia (SA) In the SA regi
Page 101 and 102:
there has been a growing commitment
Page 103 and 104:
time, the rates of attendance of bo
Page 105 and 106:
Table 20 ‐ UNGEI‐EAP contributi
Page 107 and 108:
Table 21 ‐ UNGEI contribution to
Page 109 and 110:
6.20. Subsequent progress in partne
Page 111 and 112:
again less involved in UNGEI at pre
Page 113 and 114:
Chapter summary Regional‐level su
Page 115 and 116:
To advance specific issues, the GAC
Page 117 and 118:
development policy in general, and
Page 119 and 120:
A spin‐off from the direct work b
Page 121 and 122:
The communication section makes ava
Page 123 and 124:
The UNGEI partnership has clearly b
Page 125 and 126:
landscape, is expected to address t
Page 127 and 128:
The working groups, even when effec
Page 129 and 130:
funding is provided directly to UNI
Page 131 and 132:
Chapter summary At the global level
Page 133 and 134:
8.2. At the regional level The eval
Page 135 and 136:
light of the changing landscape in
Page 137 and 138:
The perspectives of national author
Page 139 and 140:
Bibliography Aikman, Sheila, Book R
Page 141 and 142:
United Nations Girls’ Education I
Page 143 and 144:
UNGEI promotes strategies that put
Page 145 and 146:
As UNGEI evolved over a period of y
Page 147 and 148:
This exercise is a self‐evaluatio
Page 149 and 150:
UNEG Code of Conduct for Evaluation
Page 151 and 152:
used, list of people interviewed, P
Page 153 and 154:
Outcome 1: Policies promote girls
Page 155 and 156:
Outcome 1: Policies promote girls
Page 157 and 158:
Annex 3 - Logic model for UNGEI Vis
Page 159 and 160:
140
Page 161 and 162:
Annex 6 - Detailed schedule and wor
Page 163 and 164:
Ref Output/Tasks 2010 2011 December
Page 165 and 166:
Annex 8 - Country and regional mapp
Page 167 and 168:
) The partnership had a different n
Page 169 and 170:
Annex 10 - Timeline of key events i
Page 171 and 172:
Date General developments on intern
Page 173 and 174:
Date General developments on intern
Page 175 and 176:
UNICEF child info database; UNESCO
Page 177 and 178:
1. Are there any measures in place
Page 179 and 180:
Annex 12 - Global Advisory Committe
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