Right to Education in East Jerusalem

Report Cover Image
Evaluation Plan:
2012-2017, Palestine
Evaluation Type:
Final Project
Planned End Date:
03/2018
Completion Date:
03/2018
Status:
Completed
Management Response:
Yes
Evaluation Budget(US $):
7,000

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Download document Right To Education Final Evaluation Report - March 7 2018.pdf report English 2070.46 KB Posted 136
Title Right to Education in East Jerusalem
Atlas Project Number: 00087760
Evaluation Plan: 2012-2017, Palestine
Evaluation Type: Final Project
Status: Completed
Completion Date: 03/2018
Planned End Date: 03/2018
Management Response: Yes
Focus Area:
  • 1. Cross-cutting Development Issue
  • 2. Others
Corporate Outcome and Output (UNDP Strategic Plan 2014-2017)
  • 1. Output 1.4. Scaled up action on climate change adaptation and mitigation across sectors which is funded and implemented
Evaluation Budget(US $): 7,000
Source of Funding: Norway
Evaluation Expenditure(US $): 7,000
Joint Programme: No
Mandatory Evaluation: No
Joint Evaluation: No
Evaluation Team members:
Name Title Email Nationality
Joan Jubran Center for Continuing Education, Birzeit University Joanjubran@gmail.com OCCUPIED PALESTINIAN TERRITORIES
GEF Evaluation: No
Key Stakeholders: Beneficiaries, national counterparts, project implementation staff
Countries: OCCUPIED PALESTINIAN TERRITORIES
Comments:

ATLAS # 87760

Lessons
1.

1) Building new schools or renovating existing building for educational purposes in East Jerusalem necessitates good knowledge and experience in obtaining permits from the Israeli authorities. Effective project implementation should hence incorporate skilled resources with adequate knowledge to assess needs for permit requirement and financial costs allocated to either building new schools or renovating existing buildings. In addition, this process requires substantial time.

2) Projects focusing on the establishment of new schools should be regarded as a “learning transformational process” whereby both hard (infrastructure and equipment) and soft aspects (training, counseling, orientations, etc.) are given equal attention. In addition to ensuring quality buildings, adequate and qualified human resources, good planning processes and community engagement in the establishment and opening of the school are all important aspects.

3) Effective engagement of school directors, counselors and teachers, the comprehensive assessment of needs per school, the engagement of parents in their children’s guidance process, and extra-curricular activities for students are all critical components for enhancing children’s learning outcomes.

4) Counseling and supervision support services, in the way it has been delivered in the project to date, improves skills and knowledge of counselors and teachers, but does not systematically change practices for all or raise their capacity in the same manner. Promising ways to improve the impact of these services suggested include incorporating specialized trainings for counselors and supervisors, provision of coaching, and increasing the quality of technical support and visits at schools.

5) Successful planning mechanisms for the education sector in East Jerusalem should engage all stakeholders (MoEHE, donors, NGOs, private schools, etc.) involved in this area, via regular forums and guided by a strategic plan, while basing that on evidence (studies, research, policy papers, and knowledge production).


Findings
Recommendations
1

Going forward in the second phase of the Project’s design, UNDP is strongly encouraged to provide a strategic framework for the Project’s results, identifying clear aims and SMART objectives that are Specific, Measurable, Achievable, Realistic, and Time bound. Such a strategic framework can be presented in a clearly articulated logical framework matrix that will ensure coherent linkages between the proposed objective, outcomes and outputs. 

2

UNDP should design an M&E plan to monitor and assess progress against Project key performance indicators. Baseline and end-line information should be collected for all indicators. Collaboration with the (Ministry of Education and Higher Education) MoEHE on data collection for some indicators (particularly at objective level) should be established. In designing the M&E plan, UNDP is strongly encouraged to consider the resources, both financial and human, that would be needed to put this system in place.

3

UNDP is strongly encouraged to redesign the new Project taking into consideration the following strategies and adjustments to its various components: 

  • When providing counseling and supervision support, any future project design should take into consideration a comprehensive assessment of the capacity of schools, in terms of the availability of counselors and an evaluation of their skills and needed development areas. This could help UNDP in the selection of targeted schools based on needs. Also, the time frame for the implementation of interventions should be well estimated to ensure effective coordination and visiting of all targeted schools.
  • Prior to starting implementation of any intervention, it is imperative to conduct orientation stage to school directors, teachers and counselors on the objective of the intervention and key activities designed. This stage is crucial to enhance ownership and ensure relevance of interventions to the needs and expectations of the different stakeholders involved.
  • In building new schools in East Jerusalem, it is recommended to identify the available possibility of purchasing land instead of remodeling residential areas, particularly because this latter needs more time, extensive remodeling and infrastructure adjustments, as well as financial resources to get the needed approval from the Israeli Ministry of Education. As part of the Project, a simple mapping/database is recommended to be undertaken in collaboration with the MoEHE/JDoE and AlWaqf.

The project’s life cycle should also take into consideration the lengthy time needed for this process, as well as the financial resources for a comprehensive and full opening of a school, including the provision of all needed equipment and learning materials, the training of teachers, the appointment of educational experts to deal with children with learning difficulties, the design of extra-curricular activities, and educational support programs, as well as the after school community outreach programs.

4

In planning for the next phase, UNDP should strive to further strengthen its project management and coordination functions with all stakeholders through availing the required set of expertise to manage and monitor the project, and working out mechanisms to improve the timeliness of reporting and monitoring of results.    The preceding recommendations is intended to stress the need for UNDP to plan for success through ensuring adequate resourcing of the project while also taking to measure what is needed to make sure that project implementation does not confront any unnecessary delays.   While the structure and staffing levels of the project in the next phase cannot be foreseen by the evaluation, it is advisable that UNDP plan on allocating resources to hire a full-time project manager for this project, contract a lawyer to follow up the school’s permit requirements, develop mechanisms and systems to ensure follow up of procedures and infrastructure/remodeling requirements for educational facilities in East Jerusalem. UNDP is also advised to plan allocating a substantial level of effort for an M&E associate to support project monitoring, as well as evaluation and reporting activities.  It is also recommended that M&E activities are based on MoEHE M&E systems to reduce costs.

5

To enhance the effectiveness of the supervision support intervention, it is recommended to: 

* Orient school directors, staff and counselors on the purpose of the intervention, planned activities, time frame and expectations for the school’s management and counselors.  * Organize specialized trainings for teachers, based on their needs.  * Increase the number of supervisors providing support, particularly for lower grade classes, if the large number of targeted schools is maintained. Also, ensure covering all grade levels, when targeting schools.  * Increase the number of visits per school.  * Organize psychosocial support for teachers. * Provide good teaching models and materials for teachers. This could also entail the preparation with teachers of high quality support material including learning activities and resources for teachers on how to actively improve teaching and learning through life skills. * Include a complimentary intervention that aims at enhancing the appropriate environment to help teachers undertake an effective teaching process. This could entail the provision of needed equipment and materials, rehabilitation of space, infrastructure development, etc.  * Organize exchange visits between school supervisors and initiate platforms for the exchange of experiences

6

To enhance the effectiveness of the counseling support intervention, it is recommended to: 

* Focus on schools that need counseling support, particularly those with counselors that lack the needed skills and knowledge to undertake counseling effectively. It is also important to design different type of interventions for schools that have no counselors. This could entail the provision of counseling activities for students and parents.  * Include interventions to involve more closely parents in helping their children.  * Organize group counseling and awareness workshop for students and parents.  * Orient school directors, staff and counselors on the purpose of the intervention, planned activities, time frame and expectations for the school’s management and counselors.  * Organize specialized trainings for counselors, based on their needs.  * Increase the number of counselors providing support, if the large number of targeted schools is maintained.  * Increase the number of visits per school.  * Include a complimentary intervention that aims at enhancing the appropriate environment for undertaking an effective counseling process. This could entail the provision of needed equipment and materials, dedication of safe and appropriate space for counseling, infrastructure development, etc. 

7

Any future geo-mapping system should first assess the existing information systems at the Ministry of Education and Higher Education, as well as at the JDoE. This includes assessing how the current Murshed System can be integrated and updated to incorporate any future geo-mapping system. Furthermore, the challenges in data collection from municipality schools will remain, and potential cooperation with Israeli Human Rights organizations should be investigated to identify their ability to get any data from municipality schools. Finally, stronger cooperation with UNRWA is needed during any future design phase, in order to ensure effective data collection from their schools. 

8

Any future project should also integrate a component with adequate financial and human resources to enhance coordination between stakeholders around education in East Jerusalem, via regular forums, think thanks, research, conferences and policy analysis. 

1. Recommendation:

Going forward in the second phase of the Project’s design, UNDP is strongly encouraged to provide a strategic framework for the Project’s results, identifying clear aims and SMART objectives that are Specific, Measurable, Achievable, Realistic, and Time bound. Such a strategic framework can be presented in a clearly articulated logical framework matrix that will ensure coherent linkages between the proposed objective, outcomes and outputs. 

Management Response: [Added: 2018/04/20] [Last Updated: 2018/04/20]

Strategic framework for project’s results for the 2nd phase was built in consultation with the line ministry through full engagement of the donor (Government of Norway), it took into account the recommendation for developing SMART objectives. The developed strategic framework went through an intensive review by M&E department at the government and donor levels.

Key Actions:

Key Action Responsible DueDate Status Comments Documents
1.1 Action already taken in improving the Strategic results framework for the 2nd phase of the project. Mid-term review is planned for the 2nd phase, consequently review will be made to ensure correlation between the proposed objective, outcomes and outputs.
[Added: 2018/04/20]
Motaz Dawabsheh and Nour Nasser 2017/11 Completed This key action was already completed and taken into consideration.
2. Recommendation:

UNDP should design an M&E plan to monitor and assess progress against Project key performance indicators. Baseline and end-line information should be collected for all indicators. Collaboration with the (Ministry of Education and Higher Education) MoEHE on data collection for some indicators (particularly at objective level) should be established. In designing the M&E plan, UNDP is strongly encouraged to consider the resources, both financial and human, that would be needed to put this system in place.

Management Response: [Added: 2018/04/20] [Last Updated: 2018/04/20]

The 2nd phase of the project took this significant recommendation into its core design. M&E was fully built-in through participatory approach with the line ministry. Indicators were designed in line with the MoEHE M&E strategic framework. Baseline information were gathered tapping into available government resources. Financial resources were allocated to ensure the realization of this scope within the project operation. Close follow up by the project team will be ensured throughout the lifecycle of the new phase .

Key Actions:

Key Action Responsible DueDate Status Comments Documents
2.1. Under M&E for the upcoming phase, data collected and indicators built in line with the Ministry strategic results framework.
[Added: 2018/04/20]
Motaz Dawabsheh Nour Nasser 2017/11 Completed
2.2. Systematic update and close follow for M&E plan under the 2nd phase
[Added: 2018/04/20] [Last Updated: 2018/05/01]
Motaz Dawabsheh Nour Nasser 2019/01 Initiated
2.3 Allocation of adequate financial resources for M&E plan under the 2nd phase
[Added: 2018/04/20] [Last Updated: 2018/05/01]
Motaz Dawabsheh Nour Nasser 2017/12 Completed
3. Recommendation:

UNDP is strongly encouraged to redesign the new Project taking into consideration the following strategies and adjustments to its various components: 

  • When providing counseling and supervision support, any future project design should take into consideration a comprehensive assessment of the capacity of schools, in terms of the availability of counselors and an evaluation of their skills and needed development areas. This could help UNDP in the selection of targeted schools based on needs. Also, the time frame for the implementation of interventions should be well estimated to ensure effective coordination and visiting of all targeted schools.
  • Prior to starting implementation of any intervention, it is imperative to conduct orientation stage to school directors, teachers and counselors on the objective of the intervention and key activities designed. This stage is crucial to enhance ownership and ensure relevance of interventions to the needs and expectations of the different stakeholders involved.
  • In building new schools in East Jerusalem, it is recommended to identify the available possibility of purchasing land instead of remodeling residential areas, particularly because this latter needs more time, extensive remodeling and infrastructure adjustments, as well as financial resources to get the needed approval from the Israeli Ministry of Education. As part of the Project, a simple mapping/database is recommended to be undertaken in collaboration with the MoEHE/JDoE and AlWaqf.

The project’s life cycle should also take into consideration the lengthy time needed for this process, as well as the financial resources for a comprehensive and full opening of a school, including the provision of all needed equipment and learning materials, the training of teachers, the appointment of educational experts to deal with children with learning difficulties, the design of extra-curricular activities, and educational support programs, as well as the after school community outreach programs.

Management Response: [Added: 2018/04/20] [Last Updated: 2018/04/20]

Land availability in Jerusalem is scarce and expensive. Irrespective, the 2nd phase of the project took this significant recommendation into its core design. Under the new phase, school construction was agreed as a feasible solution, land was donated by Islamic Waqf General Department and school construction is co-funded by the Government of Norway and Islamic Development Bank. Quality education has been built-in within the programme in full coordination with the Ministry of Education. Adequate orientation on the design activities for this 2nd phase will be provided to school directors, teachers and counsellors ahead of implementation. The Ministry is empowered to manage and implement quality education interventions utilizing existing knowledge and capacity, while at the same time, enhancing national ownership.

Key Actions:

Key Action Responsible DueDate Status Comments Documents
3.1 Propose school construction instead of purchasing of buildings
[Added: 2018/04/20] [Last Updated: 2018/06/06]
Motaz Dawabsheh Nour Nasser 2018/03 Completed
3.2 Enhance national ownership through designing and implementing quality education interventions
[Added: 2018/04/20] [Last Updated: 2018/06/06]
Motaz Dawabsheh Nour Nasser 2018/06 Completed Field visits were conducted during pilot 2 project and based on the visits we identified the needs for building capacities for 28 schools and other needed interventions as mentioned in the attached document.
3.3 Control new project time-frame
[Added: 2018/04/20] [Last Updated: 2018/06/06]
Motaz Dawabsheh Nour Nasser 2018/06 Completed The new pilot project Annual Work Plan for the Support to Education Program is providing ample of time for activities to be implemeneted for the duration from 2018-2020 (See attached AWP)
3.4 Develop comprehensive selection criteria in line with the recommendations highlighted under the evaluation report
[Added: 2018/05/01] [Last Updated: 2018/06/06]
Motaz Dawabsheh Nour Nasser Muna Hidmi 2018/05 Completed Selection criteria was developed and cleared by the donor and the ministry of education (See attached)
4. Recommendation:

In planning for the next phase, UNDP should strive to further strengthen its project management and coordination functions with all stakeholders through availing the required set of expertise to manage and monitor the project, and working out mechanisms to improve the timeliness of reporting and monitoring of results.    The preceding recommendations is intended to stress the need for UNDP to plan for success through ensuring adequate resourcing of the project while also taking to measure what is needed to make sure that project implementation does not confront any unnecessary delays.   While the structure and staffing levels of the project in the next phase cannot be foreseen by the evaluation, it is advisable that UNDP plan on allocating resources to hire a full-time project manager for this project, contract a lawyer to follow up the school’s permit requirements, develop mechanisms and systems to ensure follow up of procedures and infrastructure/remodeling requirements for educational facilities in East Jerusalem. UNDP is also advised to plan allocating a substantial level of effort for an M&E associate to support project monitoring, as well as evaluation and reporting activities.  It is also recommended that M&E activities are based on MoEHE M&E systems to reduce costs.

Management Response: [Added: 2018/04/20] [Last Updated: 2018/04/20]

UNDP is taking note of this recommendation. Further improvement at the project management and coordination functions are already streamlined under the 2nd phase of the project. A full-time project manager and coordinator were hired, and both are in-charge of the implementation of the project, under the oversight of dedicated Programme Analyst. The Project team is support by technical engineering staff. An outsourced technical capacity familiar with construction rules and regulations in Jerusalem will be provided, and legal support will be sought if required

Key Actions:

Key Action Responsible DueDate Status Comments Documents
4.1 Hire full-time project manager under the 2nd phase
[Added: 2018/04/20] [Last Updated: 2018/05/01]
Motaz Dawabsheh 2018/01 Completed
4.2 Hire full-time project coordinator under the 2nd phase
[Added: 2018/04/20] [Last Updated: 2018/05/01]
Motaz Dawabsheh 2018/03 Completed
4.3 Provision of adequate technical capacity familiar with construction rules and regulations in Jerusalem
[Added: 2018/05/01] [Last Updated: 2018/06/06]
Motaz Dawabsheh Nour Nasser 2018/05 Completed A new local authority consultant, with the needed capacity, recruitment was almost finalized (See attached TOR)
5. Recommendation:

To enhance the effectiveness of the supervision support intervention, it is recommended to: 

* Orient school directors, staff and counselors on the purpose of the intervention, planned activities, time frame and expectations for the school’s management and counselors.  * Organize specialized trainings for teachers, based on their needs.  * Increase the number of supervisors providing support, particularly for lower grade classes, if the large number of targeted schools is maintained. Also, ensure covering all grade levels, when targeting schools.  * Increase the number of visits per school.  * Organize psychosocial support for teachers. * Provide good teaching models and materials for teachers. This could also entail the preparation with teachers of high quality support material including learning activities and resources for teachers on how to actively improve teaching and learning through life skills. * Include a complimentary intervention that aims at enhancing the appropriate environment to help teachers undertake an effective teaching process. This could entail the provision of needed equipment and materials, rehabilitation of space, infrastructure development, etc.  * Organize exchange visits between school supervisors and initiate platforms for the exchange of experiences

Management Response: [Added: 2018/04/20] [Last Updated: 2018/04/20]

Provision of supervision services for the Private Schools was made as a pilot intervention. Highlighted recommendations were taken into high consideration for the formulation of the 2nd phase. 

Key Actions:

Key Action Responsible DueDate Status Comments Documents
5.1 Design, implement and monitor quality supervision services through full engagement of targeted groups, Palestinian Ministry of Education and specialized entities in Jerusalem
[Added: 2018/04/20] [Last Updated: 2018/06/06]
Motaz Dawabsheh Nour Nasser Muna Hidmi 2018/06 Completed Engagement of the Palestinian Ministry of Education was ensured by hiring 10 supervisors for quality supervision to fill the existing gap in the schools. For more information please see attached document.
6. Recommendation:

To enhance the effectiveness of the counseling support intervention, it is recommended to: 

* Focus on schools that need counseling support, particularly those with counselors that lack the needed skills and knowledge to undertake counseling effectively. It is also important to design different type of interventions for schools that have no counselors. This could entail the provision of counseling activities for students and parents.  * Include interventions to involve more closely parents in helping their children.  * Organize group counseling and awareness workshop for students and parents.  * Orient school directors, staff and counselors on the purpose of the intervention, planned activities, time frame and expectations for the school’s management and counselors.  * Organize specialized trainings for counselors, based on their needs.  * Increase the number of counselors providing support, if the large number of targeted schools is maintained.  * Increase the number of visits per school.  * Include a complimentary intervention that aims at enhancing the appropriate environment for undertaking an effective counseling process. This could entail the provision of needed equipment and materials, dedication of safe and appropriate space for counseling, infrastructure development, etc. 

Management Response: [Added: 2018/04/20]

Provision of counseling services for the Private Schools was made as a pilot intervention. Highlighted recommendations were taken into high consideration for the formulation of the 2nd phase. 

Key Actions:

Key Action Responsible DueDate Status Comments Documents
6.1 Design, implement and monitor quality supervision services through full engagement of targeted groups, Palestinian Ministry of Education and specialized entities in Jerusalem
[Added: 2018/04/20] [Last Updated: 2018/06/06]
Motaz Dawabsheh Nour Nasser Muna Hidmi 2018/06 Completed Engagement of the Palestinian Ministry of Education was ensured by hiring 10 supervisors for quality supervision to fill the existing gap in the schools. For more information please see attached document.
7. Recommendation:

Any future geo-mapping system should first assess the existing information systems at the Ministry of Education and Higher Education, as well as at the JDoE. This includes assessing how the current Murshed System can be integrated and updated to incorporate any future geo-mapping system. Furthermore, the challenges in data collection from municipality schools will remain, and potential cooperation with Israeli Human Rights organizations should be investigated to identify their ability to get any data from municipality schools. Finally, stronger cooperation with UNRWA is needed during any future design phase, in order to ensure effective data collection from their schools. 

Management Response: [Added: 2018/04/20]

The development of the geo-mapping system was made as a pilot intervention. Highlighted recommendations were taken into high consideration for the formulation of the 2nd phase. 

Key Actions:

Key Action Responsible DueDate Status Comments Documents
7.1 Continue the initial efforts for producing quality geo-mapping system through participation of Ministry of Education, Jerusalem Directorate of Education and respective schools.
[Added: 2018/04/20] [Last Updated: 2018/09/24]
Motaz Dawabsheh Nour Nasser Muna Hidmi 2018/08 Completed RFP for the Geo Mapping activity is produced and endorsed by the steering committee (approval is attached).
7.2 Enhance coordination capacities with targeted schools to ensure provision of required information
[Added: 2018/04/20] [Last Updated: 2018/09/24]
Motaz Dawabsheh Nour Nasser Muna Hidmi 2018/08 Completed Coordination Framework has been established with MoEHE. 3 meetings have been conducted with private schools to ensure provision of required information.
7.3 Deploy specialized technical capacities for producing quality geo-mapping system
[Added: 2018/04/20] [Last Updated: 2018/09/24]
Motaz Dawabsheh Nour Nasser Muna Hidmi 2019/02 Initiated Deployment of specialized technical capacities to produce the geo mapping system is in October 2018. The system will be ready beginning of February 2019.
8. Recommendation:

Any future project should also integrate a component with adequate financial and human resources to enhance coordination between stakeholders around education in East Jerusalem, via regular forums, think thanks, research, conferences and policy analysis. 

Management Response: [Added: 2018/04/20]

The 2nd phase of the project took this recommendation into high consideration. Adequate financial and human resources to enhance coordination between stakeholders around education in East Jerusalem were allocated under the 2nd phase.

Key Actions:

Key Action Responsible DueDate Status Comments Documents
8.1 Enhance coordination between stakeholders around education in East Jerusalem
[Added: 2018/04/20] [Last Updated: 2018/06/06]
Motaz Dawabsheh Nour Nasser Muna Hidmi 2018/06 Completed Thematic working group for education in Jerusalem was formulated as a step forward to enhance coordination between stakeholders around education in East Jerusalem. For more information please see the group TOR attached.

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