Measuring and improving effectiveness: the example of Niger

Thanks to the recommendations set out in the evaluation of its programme to promote education quality in Niger, the SDC was able to considerably improve the efficiency of its operations. 

In order to achieve its objectives, Switzerland’s international cooperation has put in place a set of control mechanisms that measure the effectiveness at each stage of the implementation process. The SDC’s results management measures include internal and external evaluations that allow operations to be corrected on the ground and the scope of present and future projects to be increased. 

Every year, the SDC carries out over 100 project evaluations relating to all its activities, with the support of external experts. One analysis revealed that 80–85% of SDC projects that had been assessed were satisfactory or very good. For the remaining 15–20%, the SDC was able to take corrective action, redefine activities or objectives, or even discontinue certain projects. 

Launched in 2011, the SDC’s programme to support education quality in Niger has been adapted in line with the results of the external evaluation conducted in 2014. The evaluation highlighted the project’s strengths and weaknesses and identified potential for improvement. The programme, which is currently in phase II, aims to improve the quality of the education system in Niger.  If the gross enrolment ratio in Niger does not improve, more than 80% of children will leave school without having acquired basic academic skills, particularly in Math and French. Thanks to the programme, 4,500 student teachers have been trained and 13,400 teachers have completed continuing education and training. 

Involvement of all education actors

The evaluation demonstrated that support for teacher training alone – which was the priority of the project – was not sufficient to have a significant impact on pupils’ learning. Consequently, the programme was modified to involve all education actors in a systemic approach to improve education quality. The programme now effectively includes 22 local authorities and some 300 decentralised school management committees, which directly involve decentralised structures and parents in school management and teacher monitoring. A contract is signed directly with local actors (regional offices, local authorities, teacher training colleges) to increase accountability.

Contribution to a common education fund

Another weakness identified during the effectiveness monitoring concerned inadequate involvement of the SDC in discussions on the direction of Niger’s future education strategy. In order to support the government of Niger in its national policy more effectively, the SDC has been contributing to a common education quality fund in collaboration with the Global Partnership for Education and the French Development Agency since 2014. The SDC contributes CHF 5 million to this USD 100 million fund. This commitment positions Switzerland as a key actor: “Through our political dialogue, we are working to improve the quality of the education system in Niger and introduce educational alternatives that are applicable to the context,” explains Chantal Nicod, head of the West Africa Division of the SDC.  

Adapting to the security situation

The 2014 evaluation also highlighted the need to adapt the programme to the emergency situation in the Diffa region, in eastern Niger. Climate change and the presence of armed groups have led to food crises and major population displacements: in the Diffa region, thousands of refugee and displaced children do not attend school. 

The consideration of security imperatives therefore translated into a shift in the focus of the SDC’s engagement towards an emergency programme in cooperation with Swiss Humanitarian Aid. The programme provides special support to host schools for displaced children and local education management structures.  Mobile classrooms have been set up to provide children with safe access to school. The programme has enabled 10,000 displaced children to return to school.