Checklist Feasibility Appraisal

Tool 4.2: Checklist

ECE Implementation Feasibility and Capacity Appraisal for the ESP

ECE Operational Plan Implementation Feasibility and Alignment Checklist

Rapid ESP ECE Implementation Capacity Assessment

This checklist builds on and is adapted from the MOOC Module 5 , Pre-Primary Subsector Analysis Tool, and IIEP-UNESCO and GPE’s Guidelines for ESP Appraisal to support ECE TWGs as they appraise:

ESA ECE Section(s)’ Alignment with ESP’s ECE Components

ESP’s ECE Components’ Internal Coherence, Alignment and Feasibility

ESP’s ECE Components’ Alignment with ESP’s Education Sector Priorities

How to use the checklist: Read each question and select the most relevant answer. Provide a rationale for your answer.

If you wish to use the online format of the tools, you may create an account to save your progress and return to the tool at a later time. You can create an account by clicking on the login icon at the top of the page.

1

Current Section 1
2

Section 2
3

Section 3
4

Section 4
5

Complete

Alignment of ECE priorities and strategies with ESA data and evidence

1.1 Are the ECE strategies based on the evidence and data from the ESA?

Yes

Somewhat

No

Please refer to the following sections and tools of the toolkit:

Section 2 Tool: 2.1 Spreadsheet: ECE Data Mapping and Evidence Plan
Section 2 Tool: 2.4 Checklist: Review and Strengthen the ECE Section(s) of the Education Sector Analysis (ESA) Report
Section 3 Tool: 3.1 Guiding Questions and Tips: Refining, Selecting and Prioritizing ECE Strategies and Developing Corresponding Activities

Rationale

1.2 Do the ECE strategies respond to the underlying subsector challenges identified in the ESA?

Yes

Somewhat

No

Please refer to the following sections and tools of the toolkit:

Section 2 Tool: S2.2 Pre- Primary Subsector Analysis Tool (and additional resources: template to support problem tree analysis; and Activities 3, 5, 6 and 7 of Suggested activities for a workshop)
Section 3 Tool: 3.1 Guiding Questions and Tips: Refining, Selecting and Prioritizing ECE Strategies and Developing Corresponding Activities

Rationale

1.3 Are the ECE strategies responsive to the crosscutting programmatic needs identified in the ESA (i.e. inclusion, gender, crisis, advocacy)?

Yes

Somewhat

No

Please refer to the following sections and tools of the toolkit:

Section 2 Tool: 2.1 Spreadsheet: ECE Data Mapping and Evidence Plan
Section 2 Tool: 2.2 Pre- Primary Subsector Analysis Tool (and additional resources: template to support problem tree analysis; and Activities 3, 5, 6 and 7 of Suggested activities for a workshopSection 2 Tool: 2.4 Checklist: Review and Strengthen the ECE Section(s) of the Education Sector Analysis (ESA) Report)
Section 2 Tool: 2.4 Checklist: Review and Strengthen the ECE Section(s) of the Education Sector Analysis (ESA) Report

[Forthcoming] Cross-cutting considerations across all toolkit sections.

Rationale

Rapid ESP ECE Implementation Capacity Assessment

A rapid implementation capacity assessment of the education system (which includes the ECE subsector and members of the ECE TWG) or of the ECE subsector on its own by the ECE TWG should be conducted:

As part of the feasibility check either during the iterative process of identifying ECE components of the ESP;

When reviewing and validating these components.

This is recommended to ensure that there are sufficient resources and capacities across all system levels to deliver on the ESP’s objectives and targets for the ECE subsector. However, if a larger, sector-wide institutional capacity assessment has been conducted or is planned, this may not be needed.

To conduct a rapid ESP ECE Implementation Capacity Assessment, the ECE TWG should review the ECE components included in the ESP against the following factors (note: factors have been adapted from MOOC Module 5 p. 6-8).

Reflections on these factors will help the ECE TWG determine whether adjustments are needed to some of (or some aspects of) the ECE components.

Read each question and insert the answer relevant to your context.

If you wish to use the online format of the tools, you may create an account to save your progress and return to the tool at a later time. You can create an account by clicking on the login icon at the top of the page.

1

Current Factor 1: Public sector management and institutions
2

Factor 2: Effectiveness of educational administration
3

Factor 3: Profiles and competencies of individuals
4

Factor 4: Aid Effectiveness (e.g. Effectiveness of contributions from development partners and other actors)
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Complete

Factor 1: Public sector management and institutions

1.1 Which institutions (state and non-state) are involved in implementing the ECE components of the ESP (consider all relevant institutions, entities, organizations)?

1.2 For non-state: What is the role of the non-state actors in the implementation of the ECE components (including civil society, faith-based organizations, humanitarian coordination institutions and/or agencies)?

1.3 Do the institutions have the necessary capacities and structures in terms of:

Budgetary and financial management and resource mobilization (as relevant)?
Mechanisms for transparency and accountability (i.e. regular communication, coordination, and reporting procedures)?

1.4 How is transparency and accountability managed and at which frequency within and across departments and systems level in an institution - (also refer to Factor 3)?

1.5 How is transparency and accountability managed and at which frequency within and across departments and systems level across institutions – (also refer to Factor 3)?

1.6 How will these institutions’ capacity affect the implementation of the ECE strategies and activities in the ESP?

1.7 What is leading ministry in overseeing or supporting non-state ECE actors fulfill their role and what is the ministry’s capacity to carry out this task?

1.8 Does the leading ministry overseeing or supporting non-state ECE actors vary in “typical” development settings and during transitions when there is an acute or protracted crisis?