Recent research by international organisations has found that teachers do not sufficiently participate in key discussions on educational reform in developing countries, therefore depriving the process of teachers’ input and undermining teachers’ sense of ownership and commitment. The UNESCO project ‘Improving Teacher Support and Participation in Local Education Groups (LEGs)’ sought to address this deficit. Having run since 2015, ECOPER and Ockham IPS evaluators have recently completed an evaluation of the intervention. A mixed method approach was used for the evaluation, involving interviews with stakeholders at international and national levels, an online survey and field missions to Ivory Coast, Nepal, and Uganda, which provided a deeper understanding of how the project had operated at a country level.
Evaluation of the Asia Regional Child (ARC) Labour Project
ILO published the midterm evaluation of the Asia Regional Child (ARC) Labour Project conducted by ECOPER. The ARC project focuses on six countries in the Asia-Pacific region: Afghanistan, Bangladesh, India, Myanmar, Nepal, and Pakistan, which all have a high prevalence of child labour. ILO ARC aims to eradicate, in alignment with the Sustainable Development Goal …