The goals of EFA and MDG are very clear about the need to promote equity by gender (women and girls), special educational needs (SEN), and among ?marginalized? populations (such as illiterate persons, ethno-linguistic minorities, refugees, and so forth). This chapter attempts to describe where M&E might be able to play a role in supporting pro-equity approaches to ICT for education (ICT4E).
Excerpted from the infoDev publication, Monitoring and Evaluation of ICT in Education Projects: A Handbook for Developing Countries.
M&E can play a significant role in supporting pro-equity
approaches to ICT for education.
A pro-equity approach to M&E should try to accomplish at least two goals: First, M&E specialists should engage in data collection with transparency as to who comprises the population target, and where this population fits into the national fabric and policy of poverty reduction. For example, what is the demographic breakdown of the intervention sample by gender, language, Ethnicity, age, location, and income relative to the rest of the national population?
Second, it is important to draw from M&E activities any conclusions about both policy formation and program implementation that can address pro-equity issues. For example, evaluation results should be prepared in a manner that allows expansion of the program to additional marginalized groups (by caste, location and other language groups).
Much can be done to support pro-equity and pro-MDG approaches to ICT and development—efforts that will benefit and be inclusive to nations and all their citizens.