The purpose of this formative evaluation is to review the results achieved by the Inclusive Basic Education component of Education Program over the last and current country program between 2012 and 2018. Specific objectives include:  

1. To examine UNICEF Mongolia’s engagement in policy level activities for improving a policy environment for supporting inclusive education and make suggestions and recommendations for UNICEF Mongolia’s further engagement as well as policy level changes to be undertaken by the Government;  
2. To analyse UNICEF Mongolia’s technical assistance and support to review and improvement of pre-service and in-service teacher training curricula and teacher training institutes’ liaison with regular general education schools for supporting special education within inclusive education settings and make suggestions and recommendations for UNICEF Mongolia’s further engagement as well as further areas of improvement to be undertaken by the Mongolian State University of Education and the Institute of Teachers’ Professional Development;  
3. To assess UNICEF Mongolia’s inclusive basic education interventions implemented in its geographical focus areas and make suggestions and recommendations for improving the existing models and scaling them up in other schools and provinces;  
4. To formulate specific recommendations for improving inclusive education features in programming across UNICEF Mongolia’s program sectors and improving linkages of continuity of inclusive education intervention between early childhood education/ early childhood development and basic education components;  
5. To assess the complementarity of UNICEF’s interventions to the overall Mongolia’s agenda for universal education.  

Description of actual services provided by your staff within the assignment:  

• The team participated in the Reference Group Meeting and introduced project methodology and framework to the project implementers (the Mongolian Education Alliance, Center for Lifelong Education and UB City Education Department) and representatives of government (MECSS) and international organisations (ADB, JICA, Word Bank and Save the Children);  

• The evaluation will apply a mixed-method approach, including in-depth documentary review and desk analysis of program design and implementation approaches, semi-structured interviews and direct observations, focus group discussions and guided discussion with children during site visits to schools.  

• Data collection will conduct in target locations, including Bayankhongor, Gobi-Altai and Zavkhan to visit a total of 6 schools and one NFE Center and two NFE centers in the Bayanzurkh and Nalaikh districts and NFE center and school in the province of Khuvsgul. 

• After field mission, the team will work on the initial data analysis and prepare presentation to a validation workshop to be held in with the Reference Group Meeting to discuss the initial findings and recommendations.   

Report is available on: 2019 Mongolia: Evaluation of Inclusive Basic Education in the UNICEF Country Programmes 2012-2016 and 2017-2021 | UNICEF Global Development Commons