Monitoring and Evaluation Unit 
Pursuing an integrated 
approach in education:
Promoting access and improving quality 
Cross-section evaluation on education
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Contents
1. Cross-section evaluation on education 
02
Objective, design and database
2. Good technical quality – insufficient evidence of results  
03
Factors influencing the success or failure of GIZ education projects
3. Learning from the evaluation process and taking appropriate action 
08
Conclusions drawn for future education projects
1
4. Database 
10
‚Projects‘ refer to all technical cooperation measures 
(both programmes and projects).
Cross-section evaluation on education // Contents 
_01
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1. Cross-section evaluation on education 
Objective, design and database
Learning from evaluation
In cross-section evaluations, al 
l staff members responsible for technical, regional 
Objective
projects on this basis. 
Cooperation with academic institutions
Economics of Education (IBB) of the University of Teacher Education Zug, Switzerland were tasked with 
carrying out the cross-section evaluation. 
Design
lowing 
Database 
to be included in the synthesis ended in November 2014.
Focus on basic education
-
tion and education quality. 
02_
Cross-section evaluation on education // Objective, design and database
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2. Good technical quality – insufficient evidence of results 
Factors influencing the success or failure of GIZ education projects
Average rating 2.5
l rating. The average rating 
High degree of relevance
with national sector policies. 
Progress made on education quality and access to education 
GIZ projects also performed wel 
participating educational institutions.
Room for improvement in the field of efficiency
Overal 
results were either not achieved at all or were not sustainable. On the other hand, projects that were able 
appraised positively. Overal 
documentation on costs was insufficiently precise to allow the outputs of the projects to be allocated to 
specific cost items.  
Very little evidence of impact on schoolchildren
on school pupils. One reason for this is that they were generally considered to be indirect beneficiaries 
schoolchildren in addition to results on the direct target groups.
Cross-section evaluation on education // Factors influencing the success or failure of GIZ education projects 
_03
* The Development 
Assistance Committee 
(DAC) of the Organi-
sation for Economic 
Cooperation and  
Development (OECD) 
has laid out the fol-
lowing five criteria for 
the assessment of in-
ternational cooperation 
projects: relevance, 
effectiveness, impact, 
efficiency and  
sustainability. For 
each of these criteria, 
ratings were awarded 
on a scale from 1 to 6.
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Little impact at system level
also be attributed to the fact that some of the projects, e.g. in Pakistan and the DR Congo, were operating 
RECURRENT FACTORS INFLUENCING SUCCESS OR FAILURE
GIZ’s education projects were considered to have performed well from the point of view of their technical 
identifi ed which approaches and instruments regularly infl uenced the success (or failure) of projects. 
the quality of monitoring and evaluation systems.
TECHNICAL ASPECTS
access to education for al 
services they provide. These goals are mutually reinforcing. When school pupils have the feeling that the 
receptive to education and more willing to support education. The cross-section evaluation confi rmed that 
distinct issues, but rather were taking an integrated approach.
04_
Cross-section evaluation on education // Factors infl uencing the success or failure of GIZ education projects
DAC criteria 
Education 
Health 
Crisis management  
Vocational education
and peacebuilding 
Relevance 
1,6 
1,9 
2,0 
2,2
Effectiveness 
2,4 
2,4 
2,4 
2,3
Impact 
2,9 
2,6 
2,5 
2,7
Effi ciency 
2,7 
2,5 
2,1 
2,6
Sustainability 
2,9 
2,5 
2,5 
2,8
Overall 
2,5 
2,4 
2,3 
2,7
Overall 
2,5 
2,4 
2,3 
2,7
2,5 
2,3 
Cross-section evaluation on education // Factors influencing the success or failure of GIZ education projects 
_05
Ensuring an adequate supply of well-trained teachers is the most important factor in improving access 
to education and education quality. All GIZ’s projects in the field of basic education therefore include  
-
to improve education quality can only take full effect when they are appropriately combined. In this 
bringing the training institutions on board – proved successful.
INNOVATIVE TEACHING MATERIALS – COMPETENT TEACHERS
An example from Ghana
-
lowed the project 
-
simple language and are appealingly designed and illustrated. In addition to the teaching materials, 
Conflict-sensitive and innovative approaches
basic education measures with non-formal vocational education. In Pakistan, support was given to ‘home 
schools’ for Afghan refugees.
BETTER RESULTS IN HOME SCHOOLS
An example from Pakistan
As the GIZ-funded home schools for Afghan refugees in Pakistan demonstrate, teachers do not necessarily  
lages. However, the curricula 
ly beneficial to girls. 
06_
Cross-section evaluation on education // Factors influencing the success or failure of GIZ education projects
Success in promoting gender equality
-
cation structures proved especially effective. Small class sizes, special classes for girls, well-trained 
EDUCATED GIRLS ARE SUCCESSFUL
FIERE – An example from Guinea 
The project ‘Filly disadvan-
result of the project. F
nature of the programme proved to be advantageous.
COOPERATION ARRANGEMENTS
The political wil
sufficiently in planning and implementation or failed to fully understand their partners’ motivation and 
objectives also struggled to achieve their goals.
-
active after the programme had come to an end.
Multilevel approach shown to be particularly effective
conscious decision to pursue a multilevel approach (ideally at local, provincial and national level), their 
activities were more successful.
LEARNING FOR A BETTER FUTURE
An example from Central Asia: Working at all levels to improve the quality of education 
vocational 
countries. Al-
or this pur-
ling out 
No exit strategy/premature completion of projects
the sustainability of these projects. 
MONITORING AND EVALUATION
projects in Mauritania and especially in Mozambique were praised for their complex and detailed moni-
toring processes. These processes involved collecting, discussing and documenting data in a hands-on 
manner.
Anticipated results often overly ambitious 
-
logical weakness in project management, especially for projects operating in countries affected by crises 
and conflict.
Better indicators of education quality needed
skills that wil 
that wil
Cross-section evaluation on education // Factors influencing the success or failure of GIZ education projects 
_07
08_
3. Learning from the evaluation process and taking appropriate action
Conclusions drawn for future education projects 
o ensure that 
ollowing up 
three areas: ‘T
FURTHER INTEGRATE TECHNICAL ASPECTS
l as at all levels of the 
education system.
Promote participatory approaches
l the 
relevant actors are involved, as this allows better results to be achieved both in terms of quality and 
the sharing of ideas and information among GIZ professionals.
Step up cooperation with academic institutions
academic institutions. 
IMPROVE COOPERATION MANAGEMENT
Plan exit strategies at an early stage
-
into partner systems following the completion of the projects. In future, consideration will be given at 
commissioning party.
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