Exploring the meaningful learning occurring in EiEPC contexts: Examining FCDO and G7 programming that contributes to the Global Objectives

• In Event: 40 million more girls in school and 20 million more reading: Examining G7 Global Objectives through protracted crises and digital technologies

Proposal

This paper will summarise the findings form three case study countries with protracted crises – Myanmar, Afghanistan and Syria – where significant amounts of investment in education are being channeled outside of the government system by multilaterals (such as Education Cannot Wait, the Global Partnership for Education and the World Bank) and G7 bilateral donors such as the UK. In all three of these countries there are challenges with working with the de facto authorities which have led to partners supporting education at scale outside of national systems of education. This paper will include an examination of how these funding streams are being coordinated, how programmes are targeted, and what monitoring and evaluation there is of the impact of these education interventions, particularly with regard to achieving the Global Objectives and the degree to which digital technologies contribute to this. Based on the findings from the case studies, the paper will make recommendations for improving monitoring and evaluation of education investments in EiEPC settings.

Author

• Christopher Berry, FCDO