Criteria for selecting promising practices

Promising practice in refugee education will be evaluated using the following criteria and each case-study will need to be able to address each of these issues in some way:

  1. Relevance: For the promising practice to be relevant it must demonstrate a socio-culturally sensitive and economically appropriate response to the context and challenge of education delivery in a specific context as well as the identified needs and priorities of the target population. How is your intervention relevant to the education needs of refugee children, and how engaged have refugee community been in the design and implementation?
  2. Innovation: The good practice should involve some type of innovation. This means some new idea or method, or an innovative adaptation of existing methods or practices to a particular context. How is your intervention innovative?
  3. Impact: This looks at the impact of the intervention and how it is measured and there a number of ways of understanding impact.
    • Reach: Reach is the number of people directly impacted by the programme or potentially impacted if in the project is in the early stages. What is the number of people directly impacted by your program?
    • Lift: Lift is the degree to which the programme improves the outcomes for the target population. What is the margin of improvement your program is achieving, in terms of education for refugees?
    • Catalytic effect: Promising practice has the potential to inform behavioural change in partners and within the systems in which it operates. Has your intervention catalysed positive change outside of the direct impact of the programme itself?
    • Monitoring and evaluation: The promising practice includes an effective M&E system. The development of this system depends on the stage at which the intervention is at, with early stage projects providing evidence of a planned M&E system. An effective M&E system should be able to demonstrate: a) impact on the intended group or system in measurable terms; or b) at least offer preliminary evidence of the effectiveness of the intervention; & or c) demonstrate potential for generating data based on the extent to which the intervention is effectively monitored and evaluated to assess performance and impact. How is the intervention monitoring and evaluating its activities and impact, and how is the community engaged in this process?
  4. Participation and partnership orientation: Good practice in refugee education involves participatory approaches, especially with children and young people and partnership with the community and other actors. How has your intervention engaged with stakeholders?
  5. Sustainability: This analyses how sustainable the intervention is in the long term.
    • Efficiency and cost-effectiveness: Efficiency and cost effectiveness define whether the project is good value based on cost per beneficiary or costs compared to the impact on system strengthening. What is the amount of money you have spent on your project? What is being spent per beneficiary?
    • Sustainability: Sustainability is the ability for the intervention to continue long term without harmful effects. Leveraging funds for continuation, securing policy adoption of an intervention or approach, or building capacity of actors to integrate the initiative into existing systems of service delivery -- whether government, academia, civil society, schools, communities or other - to ensure continued institutional and financial support are all examples of sustainability. How has your intervention demonstrated aspects of sustainability?
    • Scalability: Scalability is the ability to increase, potentially quite quickly, the scale of the project while keeping per unit costs low. What is the incremental cost of reaching the additional beneficiaries?
    • Replicability: Replicability is the ability for the good practice to be replicated in different contexts. What are the constraints for replicating your programme in a different context or country?
  6. Lessons learned: The promising practice should reflect on and identify conditions that facilitated success, potential constraints in moving forward and unintended consequences.
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Share this image with: Education helps build refugee futures. Submit your #promisingpractices www.promisingpractices.online

 

 

Photo credits: 

Franco, aged 5, a Colombian refugee in healing through the art therapy in Canada. © Giovanni Capriotti | UNHCR 

Khadija, aged 7, a refugee, after class in Greece. © Yorgos Kyvernitis | UNHCR