The activities of the Monitoring, Evaluation, Documentation and Research (MEDR) unit include internal and external reporting, overseeing the setup of the monitoring and evaluation system, baseline data collection, and specific research and documentation for internal learning.
The Monitoring and Evaluation (M&E) team of STEP at AKU-IED has established M&E systems and data collection tools to gather information for outcomes at all levels to capture comprehensive quantitative and qualitative data on the three outcome level results: teacher education; education management, teaching and learning; and policy practices, professional development networking. Quantitative trend results with anecdotal evidences on outcome level indicators are regularly shared with the donor agencies.
To evaluate the outcomes of CBMP, WSIP and the capacity building programmes for education managers, an extensive baseline survey has been completed. The key objective of the survey was to establish pre-intervention evidence-based analysis of the schools of selected districts in terms of teaching, learning, available resources and input provided by various stakeholders.
The Student Learning Achievement test (SLAT), conducted as part of the baseline evaluation, focused on assessing students’ skills in the subject areas of Mathematics, Social Studies, Science and English. Comparative analysis was made on the basis of gender, school type, districts and subject areas.
In 2013, STEP engaged two Midterm Review consultants in a qualitative review of the STEP project in The Midterm Review Report made a number of recommendations to strengthen the project M&E system, which have been evaluated and adopted, including the collection of additional data on project outcomes, data on student enrolment, and the usage of teaching and learning materials that have been developed by STEP to monitor the performance of mentees and mentors.
STEP will engage in an Endline Survey and an End of Project Evaluation to assess the impact of the project and to measures changes in students’ learning outcomes in 2014-2015.