Skills Development

The main purpose of the evaluation was to promote learning and inform the continued development of future capacity development programmes (ITP), as well as a general approach to capacity development as a method for supporting effective and inclusive institutions. The objective was to assess the relevance and effectiveness of five ITPs, to identify what works well and less well. Conclusions: The evaluation concludes that ITP design and methods were generally relevant. All the five ITPs promoted locally driven change, most promoted systemic solutions and a long-term approach, and a majority were adaptive. Less attention was paid to understanding local power relations. Intended outputs were achieved to a great extent although the results of change initiatives were mixed. The most prominent outcome was the forging local partnerships. Key enabling factors included local adaptation, participant engagement, and multi-stakeholder involvement. The key barriers were Covid-19, funding constraints, and lack of leadership buy-in. Recommendations: The evaluation recommends that ITPs should focus more on organisations, target decision-makers, promote more regional exchange, have longer programme rounds, and that measures should be taken to ensure that change initiatives are completed and learning is passed on. It also recommends to invest in alumni networks, build synergies with other projects, and improve M&E systems.

Education is a fundamental human right and
a key to escaping poverty, but despite global
progress millions of children are still out of
school. Children with disabilities are particularly
vulnerable to exclusion from education.
Availability of disability data is a challenge, but
UNICEF estimates that there are nearly 240
million children with disabilities in the world.
Compared to their peers, children with disabilities
are 49 per cent more likely to have never
attended school.