Millennium Challenge Corporation (MCC)

ISG was recently selected by the Millennium Challenge Corporation (MCC) to carry out an ex-post performance evaluation for the education sectors in Morocco and Namibia as part of MCC’s M&E policy.

Since 2004, the MCC has invested over $450 million in educational compacts, or in other words, multi-year educational agreements between the MCC and eligible countries. This includes investments in primary and secondary education, as well as higher education and technical vocational education and training (TVET). In order to determine the effects of each compact, ex-post performance evaluations are performed. For this particular assignment, ISG will evaluate the Morocco Compact Artisan Fez Medina Project, Vocational Training Activity (2010-2013) and the Namibia Compact Education Project (2009-2014)

The Morocco Compact Artisan Fez Medina Project, Vocational Training Activity consisted of three sub-activities: 1) provision of functional literacy to adults in the artisan, agriculture, and small scale fishery sectors and the introduction of additional practical and employable skills into the literacy curriculum; 2) vocational training targeted at artisans in the traditional handicraft sector; and 3) a competitive skills development program which offered grants to private sector or civil society entities that proposed innovative initiatives supporting the existing functional literacy or vocational training system by making them more attractive and accessible to socially or geographically marginalized groups within the beneficiary populations.

The Namibia Compact Education Project focused on quality education through improved infrastructure, equipment, access to textbooks, and improved teaching methodologies in primary and secondary schools. Specifically, this evaluation will cover two major Activities of the compact: 1) The Improving the Quality of General Education Activity which was aimed at rehabilitation and renovation of infrastructure (including teacher housing) and equipment in approximately 47 primary and secondary schools; and 2) Improving Access to and Management of Textbooks Activity which aimed to i) reduce gaps in textbook provision by supplying textbooks to schools around the country; ii) increase the efficiency in textbook delivery by refining the curriculum and improving the procurement process; iii) establish a per capita capitation allotment formula to determine yearly textbook need; and iv) develop a textbook management information system as well as textbook usage and management processes and trainings.

For each Compact, ISG will first perform an Evaluability Assessment to gain an in-depth understanding of each Compact’s Theory of Change, map available monitoring data, and determine the relevance of indicators in understanding the effects of the Projects. Following the Evaluability Assessment, ISG will continue with the document review, develop a Workplan, and carry out a field visit to each country to ensure the appropriateness of the evaluation design; culminating in the creation of an Evaluation Design Report. After approval of the evaluation design, data collection, analysis, and synthesis will take place using a suite of tools including desk review, virtual and in-person interviews, focus group discussions, and direct observation in both countries.