Internet metrics and the evaluation of projects

In project evaluation, it is common to use techniques such as document reviews, semi-structured interviews, focus groups, and surveys. However, increasingly, development projects can leave their mark on the internet, leading to internet metrics becoming a new evaluation technique. ECOPER regularly evaluates United Nations projects that aim to implement improvements in public policies in developing …

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Transparency in trade regulation in the Pacific islands

Regulatory transparency is considered a central tenet of international trade and vital to the success of the recently signed Pacific Agreement on Closer Economic Relations (PACER) Plus. ECOPER recently presented its final evaluation report for the UNCTAD project ‘Transparency in Trade Regulation and Facilitation in the Pacific Agreement on Closer Economic Relations (PACER) Plus’, a …

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ECOPER conducts review of Afghanistan literacy project evaluation

The services of ECOPER were called upon to review an evaluation report on the UNESCO project ‘Enhancement of Literacy in Afghanistan (ELA)’, which had previously been presented by another evaluation team. It was requested that ECOPER consultants rewrite the existing report in order to improve its structure and coherence. The review was conducted in September …

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Investing in the Sustainable Development Goals

ECOPER has completed the evaluation of the UNCTAD project ‘Investment promotion partnerships for the development, marketing and facilitation of bankable Sustainable Development Goal projects’.

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Livelihood programmes for Myanmar refugees

This month ECOPER completed a systematization of the livelihood programmes run for Myanmar refugees by the Catholic Office for Emergency Relief and Refugees (COEER) as part of its project ‘Strengthening capacities and developing sustainable livelihood opportunities for the Myanmar refugees largely encamped along the Thai-Myanmar border in preparation for eventual repatriation.’

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Increasing teacher participation in education reform

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 project ‘Improving Teacher Support and Participation in Local Education Groups (LEGs)’ sought to address this deficit.

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