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.
ECOPER conducts evaluation research at UNESCO in Paris
The 2005 UNESCO Convention on the Protection and Promotion of the Diversity of Cultural Expression was a milestone in international cultural policy. It is a standard-setting instrument which affirms the right of states to formulate and implement policies and measures in support of cultural activities, goods and services. Within this framework, it encourages governments to …