1. Session 3C: Monitoring and Evaluation of C/DRR: Tools and Strategies
A Self-Monitoring Tool on Education Policies and Plans for Conflict and Disaster Risk Reduction
Credit UNICEF Laos
Leonora MacEwen, UNESCO-IIEP

2. Presentation outline
Steps of the planning process and explain the importance of monitoring C/DRR
Objectives of the self-monitoring questionnaire
Key findings of the analysis of the completed self-monitoring questionnaires
Strengths and weakness of the self-monitoring questionnaire

3. The five steps in the planning process
Sector diagnosis
Where are we now?
Monitoring and evaluation
How do we know we have reached there?
Policy formulation
Where do we want to be?
Cost and financing
How much will it cost and who will pay?
Selection of objectives and priority programmes
How do we get there?

4. C/DRR in the education planning process
Phases of the planning cycle
Conflict and disasters aspects: examples
Education Sector Diagnosis
Conflict and disaster risk analysis (security, political, economic, social) – conflict and disaster impacts on education and vice versa
Policy formulation
Policies on e.g.: Schools as safe and child-friendly spaces (zones of peace); equity policies; curriculum policy; etc.
Objectives and programmes
Priority programmes: Curriculum review; teacher training; school-based emergency preparedness plans; relocate, retrofit schools; etc.
M&E framework
Conflict and disaster indicators integrated into data collection; maps; EMIS review; e.g. attacks on schools
Cost & financing framework
Ensuring adequate financing, including from humanitarian sources and government budgets.

5. Objectives of the self-monitoring questionnaire
Assess MoEs current status in terms of integrating C/DRR into education policies and plans at the national level, and to a limited extent at school level;
Identify key areas where C/DRR can be included in education policy and planning documents and processes;
Help MoEs determine what actions are needed to make C/DRR an integral element of education sector planning.

6. Sections of the self-monitoring questionnaire
I. Conflict and Disaster Risk Assessment
II. Policies for Risk Reduction
III a. Education Sector Plans for Risk Reduction
III b. Implementation of priority C/DRR programmes
III c. Teaching and Learning
IV. Organizational Arrangements and Coordination
V. Costing and Financing
VI. Monitoring & Evaluation
VII. Capacity development

7. Methodology
Each section of the questionnaire requires inputs from different government officials in each country
A list of suggested relevant personnel to complete each section was provided to those completing the questionnaire
It was recommended that a focal person in-country be responsible for administrating and explaining the questionnaire to MoE staff

10. Phase II of UNESCO Bangkok “Education in Emergencies for Sustainable Development” Project
Country
Use of the self-monitoring questionnaire
Bangladesh
Completed
Bhutan
Lao PDR
Myanmar
Nepal
Philippines
Sri Lanka
Uzbekistan
Considered that data collected through the questionnaire was politically sensitive
Vietnam
Language issue and considered that data collected through the questionnaire was politically sensitive

11. Key findings from analysis
National policy frameworks for C/DRR exist in all participating countries
Integration of C/DRR in education sector plans is on track but needs to be further operationalized at all levels
Organizational arrangements and coordination efforts need strengthening
Monitoring systems need to be developed and implemented, including C/DRR data collection and integration with EMIS
Further C/DRR capacity development is needed
Consideration of conflict risk reduction may also be appropriate

12. Methodological concerns
Different ways of completing the questionnaire:
By different persons (Bangladesh, Lao PDR, Nepal)
By one single person (Bhutan, Philippines, Sri Lanka)
Data collected through the questionnaires highly depend on the quality of the information delivered by each respondent
The self-monitoring questionnaire should not be used as a stand-alone tool
Important to gather complementary information

13. How can the self-monitoring questionnaire be improved?
Ensure that the most relevant person completes each specific section
Use it as an interview guide to obtain more qualitative comments, and further details and examples (e.g. indicators; timeframe; etc.)
Compare information collected with other sources of information (interviews, working sessions, etc.)
Translate the questionnaire into local languages to facilitate its use and dissemination
Adapt the questionnaire to politically sensitive contexts