Conducted Result Oriented Monitoring Missions evaluating various education related projects in the region

Year: 2017 | Country: South East Asia | Client: European Delegations in the region
  • Worked with Landell-Mills, a company with its base in the UK and ECORYS, Holland

Several evaluations have taken place: in Thailand involving refugees currently in the country, Indonesia and Pakistan.

By order of the European Commission and together with a British consultancy firm, Landell-Mills and ECORYS, RRD was engaged in project monitoring missions. These missions are conducted as a continuing function using systematic collection of data on specified indicators to provide project management and the main project stakeholders with information on the extent of progress and achievement of the project objectives and progress in the use of allocated funds.

ROM methodology

The ROM methodology is based on the Logical Framework and assesses project performance according to four of the five standard criteria of

  1. Relevance, including intervention logic and quality of project design;
  2. Efficiency of implementation to date;
  3. Effectiveness to date;
  4. (Potential) sustainability.

A first of such missions has been conducted in Thailand where two projects have been visited. The projects are both implemented in nine refugee camps in Thailand, all of them located near the Myanmar border, stretching from the North of Thailand to the Middle and Southern regions. The camps harbour Myanmar refugees who have fled civil war at home between government forces and various ethnic groups.

The first of the projects aims to significantly improve education for students and teachers in the nine refugee camps. The first aim is to ensure that students in the 82 basic education schools have access to a quality learning environment, including adequate teaching material, support from education staff and access for all students. The second aim is to improve the overall quality of education in the context of high teacher turnover, low compensation and motivation and changing population dynamics. The third aim is, in the context of working towards preparedness for potential voluntary repatriation, to build cooperation and collaboration amongst key stakeholders on both sides of the border in order to work towards education solutions that are in the best interests of refugee students and educators.

The second project aims to provide vocational and life skills to the refugees. Life skills are skills typically associated with managing and living a better quality of life for instance to be able to effectively associate and communicate with others.

The opportunity to provide refugees with vocational skills that are, and will increasingly be, in demand in Myanmar is a significant investment not only to prepare refugees for potential repatriation, but also to ensure that economic development in Myanmar benefits those who have been most affected by conflict.
Children leaving school in one of the camps

Children leaving school in one of the camps

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