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Internal Oversight Office IOS/EVS/ … EVALUATION OF UNESCO’S WORK IN INFORMATION

Internal Oversight Office IOS/EVS/ … EVALUATION OF UNESCO’S WORK IN INFORMATION AND COMMUNICATION TECHNOLOGIES (ICT) IN EDUCATION July 2019 Internal Oversight Service Evaluation Office IOS/EVS/PI/177 i Commissioning office: UNESCO Internal Oversight Service (IOS), Evaluation Office Authors: Seán Ó Siochru and Graham Attwell, independent evaluation consultants, Nexus Research Cooperative, Ireland The Evaluation Reference Group includes the following representatives: Mr Jaco DU TOIT, Programme Specialist, Section for Universal Access and Preservation, CI Sector (former Programme Specialist in the UNESCO Multi-Sectoral Regional Office for Eastern Africa in Nairobi) Ms Elspeth MCOMISH, Programme Specialist, Division for Gender Equality Mr Fengchun MIAO, Chief of Unit, Unit for ICT in Education, Division for Policies and Lifelong Learning Systems, ED Sector Mr Svein OSTTVEIT, (former) Director of the Executive Office, ED Sector Ms Astrid GILLET, Chief of the Executive Office, ED Sector Ms Jonghwi PARK, Programme Specialist, Asia and Pacific Regional Bureau for Education in Bangkok Ms Martina RATHNER, Principal Evaluation Specialist, IOS Evaluation Office Ms Eunice SMITH, Programme Planning Officer, Section for Strategic Planning, Monitoring and Reporting, Bureau of Strategic Planning Ms Zeynep VAROGLU, Programme Specialist, Section for ICT in Education, Science and Culture, Knowledge Societies Division, CI Sector Mr Cedric WACHHOLZ, Chief of Section for ICT in Education, Science and Culture (former Chief of the Executive Office, CI Sector) Mr Tao ZHAN, Director of the UNESCO Institute for Information Technologies in Education (IITE) Evaluation period: September 2018 – May 2019 Geographic scope and field missions: The Evaluation covers the work of UNESCO in the field of ICT in Education at the global level, with emphasis on the work of the UNESCO Education Sector and the Communication and Information Sector. It covers work in all Member States with particular emphasis on work in African countries. Field missions were conducted in the period October to December 2018, to the IITE in Moscow, the UNESCO Regional Office for Eastern Africa in Nairobi, and to the UNESCO Asia and Pacific Regional Bureau for Education in Bangkok, covering three UNESCO regions. Report submission: June 2019 Abstract & Acknowledgements ABSTRACT ICT in Education is a fast-growing area globally that offers many strategic opportunities. As the leader and coordinator of the SDG 4 – Education 2030 with the aim to “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all”, UNESCO has the mandate and expertise needed to strategically position itself as a world leader in this field. UNESCO’s work in ICT in Education aims at enhancing the quality and relevance of learning and at strengthening inclusion. While technology can facilitate wider access to education and bridge learning divides, can advance gender equality and inclusion as well as digital skills development, the rapidly changing technologies and work processes require the development of new pedagogies, both for the use of ICT for teaching and learning in the classroom and through open access and distance learning. Compared to other players, UNESCO leverages its comparative strengths in its ICT in Education interventions - especially its impartiality, convening power, and policy expertise - through an inclusive and humanistic approach to achieving quality education in coherence with Sustainable Development Agenda 2030. Its expertise across all levels of Education and its multidisciplinary potential of working across its Programme Sectors are also considered among UNESCO’s specific strengths. The evaluation revealed that UNESCO achieved important results, at the level of the learning environment, at the policy level and in institutional capacity building, but it also showed that UNESCO still needs to strengthen its positioning and visibility within the wider landscape of ICT in Education. For example, UNESCO has to continue positioning itself for producing forward-looking knowledge on ICT in Education and as a laboratory of ideas for future-oriented thinking. While the evaluation came across various specific interventions successfully addressing the needs of disadvantaged groups, the evaluation found that considerations of inclusion and gender equality were not consistently mainstreamed into policy-related and capacity building interventions. Other challenges are mainly linked to the current dispersion of resources and fragmentation of expertise across different entities within the Organization, which also leads to reduced visibility. While the key entities active in this area recognize that they are working within a common theme, collaboration and coordination still needs to be improved. The strategic measures proposed by the evaluation towards an overall organizational framework for ICT in Education aim at establishing an enabling environment for inter- and multidisciplinary approaches and greater coherence and collaboration. ACKNOWLEDGEMENTS The IOS Evaluation Office would like to acknowledge and thank all who participated in and contributed to the evaluation. The evaluation was managed by Ms. Martina Rathner, IOS Principal Evaluation Specialist, and conducted with the help of Nexus Research Cooperative, Ireland. The evaluation team was led by Mr. Seán Ó Siochru, external evaluation consultant and team leader, and Mr. Graham Atwell, lead consultant. The IOS Evaluation Office was responsible for the overall quality assurance of the evaluation process and deliverables. Ongoing quality assurance was also provided by the Evaluation Reference Group that included representatives from the UNESCO Education Sector, the UNESCO Communication and Information Sector, the UNESCO Nairobi and Bangkok regional offices, from the ED and CI Executive Offices, as well as, representatives from the Bureau of Strategic Planning, the UNESCO Gender Equality Division and from the UNESCO Institute for Information Technologies in Education. External quality assurance of the evaluation report was provided by Mr. Geert Engelsmann, independent evaluation consultant. The IOS Evaluation Office would especially like to thank the staff in the Education and Communication and Information Sectors, in particular from the Unit for ICT in Education in the Division for Policies and Lifelong Learning Systems of the ED Sector and from the Section for ICT in Education, Science and Culture in the Knowledge Societies Division of the CI Sector who provided support throughout the evaluation process. Susanne Frueh Director, IOS Cover photo: ©UNESCO/KFIT, UNESCO KFIT project: “ICT Transforming Education in Africa.” iii Table of Contents LIST OF ACRONYMS .................................................................................................................... V EXECUTIVE SUMMARY .............................................................................................................. VI MANAGEMENT RESPONSE ………………………………….………………..……………………………XII 1. INTRODUCTION .................................................................................................................. 1 2. KEY DIMENSION 1: UNESCO’S POSITION IN RELATION TO AGENDA 203010 3. KEY DIMENSION 2: INTERNAL COORDINATION AND COHERENCE ............. 17 4. KEY DIMENSION 3: PARTNERSHIPS, COOPERATION & FUNDRAISING ....... 22 5. KEY DIMENSION 4: RESULTS & SUSTAINABILITY ................................................ 26 6. KEY DIMENSION 5: VISIBILITY AND COMMUNICATIONS................................ 32 7. CONCLUSIONS ................................................................................................................. 35 8. RECOMMENDATIONS .................................................................................................... 39 ANNEXES: ..................................................................................................................................... 44 A. TERMS OF REFERENCE .................................................................................................. 44 B. PROGRAMME DESCRIPTION ........................................................................................ 53 C. LIST OF STAKEHOLDERS CONSULTED ..................................................................... 97 D. LIST OF DOCUMENTATION CONSULTED ............................................................. 100 E. EVALUATION METHODOLOGY .................................................................................. 101 F. EVALUATION MATRIX .................................................................................................. 105 G. THEORY OF CHANGE .................................................................................................... 110 H. DATA COLLECTION INSTRUMENTS .........................................................................114 I. RESULTS FROM THE SURVEY TO NATIONAL COMMISSIONS ....................... 122 J. CASE STUDY 1: THE USE OF ICT FOR TEACHER DEVELOPMENT .................. 140 K. CASE STUDY 2: POLICY SUPPORT FOR ICTS IN EDUCATION ........................ 159 L. CASE STUDY 3: COMMUNICATION, COORDINATION AND COLLABORATION IN ICT IN EDUCATION ............................................................. 178 M. REVIEW OF ICT IN EDUCATION LANDSCAPE STUDY ........................................ 190 N. BIODATA OF THE EVALUATORS .............................................................................. 222 List of Tables and Figures TABLE 1: MAIN AREAS OF ACTION OF THE FOUR KEY ENTITIES IN ICT IN EDUCATION 4 TABLE 2: ICT IN EDUCATION BUDGET OF THE FOUR KEY ENTITIES (2014-2018) ........4 FIGURE 1: NUMBER OF MPI & MPV ICT IN EDUCATION INTERVENTIONS IMPLEMENTED PER REGION, 2014 – 2017 ……………………………...……………16 TABLE 3: AREAS OF WORK FOR KEY UNESCO ENTITIES IN ICT IN EDUCATION ..... 20 TABLE 4: MAJOR DONORS IN ICT IN EDUCATION (THOUSANDS OF USD) ............. 23 TABLE 5: MPI ER5 AND ER7: PERFORAMANCE INDICATORS (PIS), TARGETS, AND ASSESSMENT AGAINST TARGET ........................................................................ 26 TABLE 6: MPV ER4: PIS, TARGETS, AND ASSESSMENT AGAINST TARGETS................ 27 TABLE 7: COUNTRIES RECEIVING SUPPORT TO SCALE UP ICT IN EDUCATION ............ 31 TABLE 8: COUNTRIES RECEIVING SUPPORT TO DEVELOP AND ADOPT OER ............... 31 TABLE 9: FEATURES OF UNESCO LED EVENTS & PLATFORMS 2014 – 2018 ........ 166 v LIST OF ACRONYMS AI Artificial Intelligence ADB Asian Development Bank ADG Assistant Director General ADEA Association for the Development of Education in Africa AfDB African Development Bank BSP Bureau of Strategic Planning BGK/EISD/ICT Unit for ICT in Education, Section for Educational Innovation and Skills Development at the Asia and Pacific Regional Bureau for Education in Bangkok CFT Competency Framework for Teachers CI Communication and Information Sector CI/KSD/ICT Section for ICT in Education, Science and Culture at the Communication and Information Sector COL Commonwealth of Learning CST Competency Standards for Teachers ED Education Sector ED/PLS/ICT Unit for ICT, Division for Policies and Lifelong Learning Systems at the Education Sector ER Expected Result (as defined in UNESCO C/5 Programme and Budget) ERG Evaluation Reference Group GeSCI Global e-Schools and Communities Initiative GEN UNESCO Gender Equality Division HQ Headquarters ICHEI International Centre for Higher Education Innovation ICT Information and Communication Technologies IICBA UNESCO International Institute for Capacity Building in Africa IITE UNESCO Institute for Information Technologies in Education INNOTECH SEAMEO Regional Centre for Educational Innovation and Technology IOF International Organization of La Francophonie IOS UNESCO Internal Oversight Service IT Information uploads/Management/ assessment.pdf