This evaluation is part of a larger GPE study that comprises a total of 20 summative and eight formative country level evaluations. The overall study is part of GPE’s monitoring and evaluation strategy 2016-2020, which calls for a linked set of evaluation studies to explore how well GPE outputs and activities contribute to outcomes and impact at the country-level.
The objective of each summative evaluation is to assess (i) GPE contributions to strengthening education systems and, ultimately, the achievement of education results within a partner developing country in the areas of learning, equity, equality and inclusion; and hence (ii) the relevance, efficiency and effectiveness of GPE’s theory of change (ToC) and of its country-level operational model.
The report presents findings related to the three ‘key questions’ (KQs) from the evaluation matrix, which trace the contribution of GPE support to country-level objectives (KQ I); of country-level objectives to better systems (KQ II); and of better systems to progress towards impact (KQ III).