This report presents findings for the former Yugoslav Republic of Macedonia drawn from the research and data collected as part of the multi-country evaluation (MCE) on early learning and school readiness (ELSR) that was commissioned by the UNICEF CEE/CIS Regional Office (RO) in 2013. The MCE provided findings and recommendations for UNICEF’s work on ELSR in the CEE/CIS region, built on research in six CEE/CIS country cases. This report was commissioned by the RO and the former Yugoslav Republic of Macedonia Country Office (CO) in 2014 to draw out country-specific findings, conclusions and recommendations for the former Yugoslav Republic of Macedonia in more depth than was possible in the regional MCE report.
In line with the research carried out for the MCE, the specific objectives of this report, as set out in the
Terms of Reference, are to:
• Document and report on impact results (in terms of changes in children's life) and reduction of equity gaps in ELSR;
• Assess how such results were made possible through system changes (removal of system bottlenecks) at national and/or local levels; and
• Document the contribution of UNICEF to these system changes.
As a central aspect of the equity focus in these objectives, the evaluation has given specific attention to gender and human rights considerations in its analysis of both system changes and UNICEF contributions. The evaluation covers the period 2005-2012.
It is important to note that because of the multiple influences and actors involved in system level changes, direct attribution to UNICEF interventions could not be sought through this evaluation. The evaluation focuses on a contribution analysis of the part UNICEF interventions played in the processes and influences that led to the system changes identified.
Year Published | |
Type | |
Joint | No |
Partner/s | N/A |
Consultant name | |
Agency Focal Point | Lovemore Mhuriyengwe |
Focal Point Email | lmhuriyengwe@unicef.org |
Managed by Independent Evaluation Office | No |
Geographic Scope | Country |
Country/ies |