You are viewing an archived web page, collected at the request of United Nations Educational, Scientific and Cultural Organization (UNESCO) using Archive-It. This page was captured on 06:07:36 Jan 07, 2016, and is part of the UNESCO collection. The information on this web page may be out of date. See All versions of this archived page.
Loading media information hide
UNESCO: United Nations Educational Scientific and Cultural Organization

The Organisation


Evaluation reports: Education Sector
spo 1 & 2 thumbnail.jpgEvaluation of Strategic Programme Objectives 1 and 2
August 2009 - The purpose of this evaluation was to assess progress towards achieving the expected outcomes of SPOs 1 & 2 and how progress might be enhanced through improving programme policy, design and delivery. More
SACMEQ thumbnail.jpgEvaluation of Southern and Eastern African Consortium for Monitoring Educational Quality (SACMEQ) / International Institute for Educational Planning (IIEP)
August 2008 - The Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) is an independent organization which functions with the SACMEQ Assembly of Ministers (made up of members from a consortium of countries) making up the SACMEQ Governing Board. More
LLECE thumbnail.jpgEvaluation of the Latin American Laboratory for the Evaluation of Educational Quality (LLECE) / UNESCO Santiago
August 2008 - The Latin American Laboratory for the Evaluation of Educational Quality (LLECE) is an assessment system and network of Latin American countries intended to evaluate the quality of K-12 education in Latin America. More
LAMP thumbnail.jpgEvaluation of Literacy Assessment and Monitoring Programme (LAMP) / UNESCO Institute for Statistics (UIS)
August 2008 - The Literacy Assessment and Monitoring Programme (LAMP) has been under development by the UNESCO Institute for Statistics (UIS) since 2003, in partnership with other international agencies and technical experts. More
education thumbnail.JPGEvaluation of the Capacity Building for EFA (Cap-EFA)
April 2008 - The objective of this evaluation was to improve UNESCO’s performance in education by assessing the utility of the current Memorandum of Understanding (MOU) between UNESCO and five Nordic Countries to the realisation of Education for All, and to help Cap-EFA donors and UNESCO decide on future forms of cooperation. More
chile thumbnail.JPGEvaluation of UNESCO Santiago’s Regional Network of School Leadership Development
March 2008 – This evaluation addressed the relevance, efficiency, effectiveness, impact and sustainability of the Regional Network of Leadership Development. The Regional Network of Leadership Development was established by the UNESCO Regional Office for Education in Santiago (OREALC-UNESCO), Chile, in 1999. More
uis thumbnail.jpgEvaluation of the UNESCO Institute for Statistics
February 2007 - This evaluation is part of an ongoing review by UNESCO of its category one institutes in the context of its decentralisation reform process. Its purpose is to inform UNESCO, Member States and partner agencies about four aspects of UIS: More
education thumbnail.JPGEvaluations of Education Sector Institutes and Centres
February 2006 - The evaluations form a critical part of the Director-General’s review of UNESCO institutes and centres and have taken place against the backdrop of further progress on UNESCO’s decentralization reforms (161 EX/41), notably the rationalization and reorganization of the network of programme implementing offices. More
efa thumbnail.jpgUNESCO's Support to National Planning for Education for All (EFA)
January 2006 - The World Declaration on Education for All (EFA), adopted at Jomtien in 1990, marked a new start in the global quest for universal basic education and the eradication of illiteracy. More
mte efa thumbnail.jpgEvaluation of the Mobile Teams of Experts for EFA Project
April 2004 - The aim of the programme is to "assist UNESCO in forming and operationalizing Mobile Teams of Experts for technical assistance and sending the Mobile Teams of Experts to no less than 10 identified countries". More
marginalized thumbnail.jpgEvaluation of UNESCO’s Programme for the Inclusion of Children from Various Marginalized Groups within Formal Education Programmes
July 2004 - In July 1994, the World Conference on Special Needs Education: Access and Quality (held in Salamanca, Spain) adopted the principle of “inclusive education”. UNESCO was mandated to undertake a number of tasks in order to support the development of inclusive education (IE). More
peer thumbnail.jpgPEER Programme Assessment
February 2004 - The UNESCO Programme of Education for Emergencies and Reconstruction (PEER) provides services to countries in crisis and post-conflict situations in the Horn of Africa and the Great Lakes Region in the field of primary education, civic education and the culture of peace, vocational training and environmental education. More
mongolia thumbnail.jpgSurch-Amidarya Learning for Life: Non-formal Basic Distance Education in Mongolia
October 2003 - In answer to the deterioration of parts of Mongolia’s formal education system in the early 1990s, the UNESCO Distance Education project was designed to assist families in ensuring basic education. More
aspnet thumbnail.jpgUNESCO Associated Schools Project Network (ASPnet)
September 2003 - The Associated Schools Project was founded with the aim of stimulating the development and extension of international understanding in schools by encouraging national pilot programmes linked and coordinated internationally. More
hiv aids edu thumbnail.jpgTraining of Teachers Manual on Preventive Education Against HIV/AIDS in the School Setting
August 2003 - UNESCO, in collaboration with SEAMEO-TROPMED and funded by the Japanese Funds-in-Trust (JFIT), developed a manual for teacher trainers (TOT) on how to integrate HIV/AIDS preventive education into the teacher training curriculum. More
appeal thumbnail.jpgAsia-Pacific Programme of Education for All (APPEAL) (2001-2002)
March 2003 - APPEAL has as its goal the promotion of literacy, primary and continuing education as interdependent components of basic education, and as a precondition of sustainable human development and poverty eradication through the implementation of three main programmes: More
human rights edu thumbnail.jpgAn Evaluation of UNESCO Publications on Human Rights Education
April 2002 - The purpose of this evaluation was to contribute to the formulation of a future strategy on Human Rights Education (HRE). The evaluation focused on nine publications commissioned by UNESCO Headquarters and field offices between 1997 and 2001. More
pronem thumbnail.jpgSupport Mobilization Project for Mayan Education (PROMEM)
January 2002 - The project (Phase I: 1995-1999 and Phase II: 1999-2002) seeks to mobilize national efforts in Guatemala to provide Mayan children with a bilingual and intercultural education following three decades of armed conflict. More
peace burundi thumbnail.jpgEvaluation of UNESCO's National Culture of Peace Programme in Burundi
January 2002 - The central objective of the evaluation was to appraise the activities of the Burundi National Programme in the broader context of UNESCO’s Culture of Peace Programme and impact on the beneficiaries, and to formulate precise recommendations for future development in addition to drawing lessons from observed best practices with a view to adapting them to other similar situations. More

Evaluation Section (EVS)

Audit Section (AUD)

Investigation Section (INV)

Europe and North America Latin America and the Caribbean Africa Arab States Asia Pacific