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This evaluation aims to assess the extent to which the European Commission’s (EC) assistance has been relevant, efficient, effective and sustainable in producing the expected impacts in the education sector. Moreover, the evaluation also assesses co-ordination and complementarity with other donors and actors, coherence with the relevant EC policies and partner Governments’ priorities and activities, and with international legal commitments in education. The evaluation covers basic and secondary education, including the relevant sub-sectors, all regions where EC co-operation is implemented, and aid implementation over the period 2000-2007.[Author vide copyright]

Executive Summary
Purpose and scope of the evaluation
Background to the evaluation
Methodology
Analysis and main findings for each Evaluation Question
Main conclusions
Main recommendations
1 Introduction
1.1 Synthesis of the European Commission’s strategy and programmes
1.1.1 ...
1.2 Intervention logic
1.3 Context of EC support to education : International policy framework for basic and secondary education – and how the EC supports it
1.3.1 ...
1.4 The Evaluation Questions (EQs)
2 Methodology
2.1 Key steps of the evaluation process
2.2 Describing the object of the evaluation (structuring phase ? inventory)
2.3 Developing the methodological framework (structuring phase)
2.4 Collecting data (Desk Study and Field Phase): Overview of process and tools
2.4.1...
2.5 Collecting data: Details
2.6 Analysing and judging: Synthesis Phase
2.7 Dissemination
2.8 Challenges and limits of the evaluation
2.8.1...
3 Inventory: Overview on EC resources to support basic and secondary education
3.1 EC funding towards the education sector
3.1.1...
3.2 EC response to basic and secondary education needs
3.2.1...
3.3 Global financing gaps in basic education
4 Answers to the Evaluation Questions
| 4.1 EQ1-relevance: To what extent is EC support aligned to education development objectives in national development plans, such as PRSPs, and ensures coherence between EC development co-operation policies on education and other EC policies affecting education?
4.1.1...
4.2 EQ2-access: To what extent has EC support to education contributed to improving access to basic education?
4.2.1...
4.3 EQ3-secondary: To what extent has EC support to education contributed to improving transition to secondary level (both lower and upper)?
4.3.1...
4.4 EQ4-quality: To what extent has EC support to education contributed toimproving the quality of education?
4.4.1...
4.5 EQ5-skills: To what extent has EC support to education contributed to enhancing basic education skills, especially literacy and numeracy?
4.5.1...
4.6 EQ6-delivery: To what extent has EC support to education helped in improving education system service delivery and resourcing?
4.6.1...
4.7 EQ7?transparency: To what extent has EC support to education helped in strengthening transparency and accountability of the management of education service delivery?
4.7.1...
4.8 EQ8-co-ordination & complementarity: To what extent, and how, has the EC contributed to improving co-ordination, complementarity and synergies with Member States and other donors to the education sector, in line with the Paris Declaration?
4.8.1...
4.9 EQ9-modalities: To what extent have the various aid modalities and funding channels and their combinations, in particular GBS/SBS/SSP/projects, been appropriate and contributed to improving access, equity and policy-based resource allocation in education?
4.9.1...
4.10Overall assessment of the EC Strategy
5Conclusions and recommendations
5.1 Conclusions
5.1.1 Cluster 1: ...
5.2 Recommendations
5.2.1 Cluster 1:...
| Annex 26: Analysis of EC Country Strategy Papers (CSPs)
Annex 27: List of people interviewed/met
Annex 28: Documents consulted
| VOLUME II: ANNEXES
VOLUME IIa: DETAILED ANSWERS TO THE EVALUATION QUESTIONS
Annex 1: Detailed answers to the Evaluation Questions
VOLUME IIb: MAIN INDVIDUAL ANALYSES
Annex 2: Inventory and typology of EC support to basic and secondary education
Annex 3: EC Support to the education sector in partner countries: Results of the survey to EUDs
Annex 4: Analysis of the European Court of Auditors (ECA) reports on education and GBS in Africa (Niger, Liberia, Namibia, Tanzania, Uganda and Burkina Faso)
Annex 5: Focus Group Analysis (Results of video-conferences with a sample of EU Delegations)
VOLUME IIc: COUNTRY NOTES
Annex 6: Bangladesh
Annex 7: Pakistan
Annex 8: Dominican Republic
Annex 9: Niger
Annex 10: South Africa
Annex 11: Tunisia
VOLUME IId: ToR,SOME DEFINITIONS, FURTHERINDIVIDUAL ANALYSES, REFERENCES
Annex 12: Terms of Reference
Annex 13: Evaluation methodology
Annex 14: Subsector definitions for the education sector
Annex 15: Definitions of major education-related indicators
Annex 16: Final set of evaluation questions, judgment criteria and indicators
Annex 17: Test of EC Guidance for evaluations related to education
Annex 18: International policy framework for basic and secondary education – and how the EC sup-ports it
Annex 19: EC policy related to support to education
Annex 20: EC intervention logic related to basic and secondary education and the process of selecting Evaluation Questions
Annex 21: Support to basic and secondary education: Global financing needs versus relative importance in EC support and humanresources allocated
Annex 22: Note on international education indicators: Overview of EFA goals and indicators, MDGs, MDG targets and indicators, and FTI indicators
Annex 23: Detailed statistical tables related to the desk study countries
Annex 24: Details about compulsory education in the desk study countries
Annex 25: Overview of international and regional surveys related to learning achievements

This report presents the findings of the 2008 Country Level Evaluation of EC support to the Republic of Namibia. The evaluation was carried out to provide meaningful feedback to the European Commission but also to the general public on the results achieved by the Commission’s cooperation with Namibia between 2001 and 2007 since the previous Country Level Evaluation in 2001. This means that this evaluation covered the Country Strategy Papers for the 9th EDF, but also taking into consideration activities that had been financed with resources from 8th EDF and intended effects of the 10th EDF. It covered the different sectors that the European Commission supported and all financing modalities used in this period, including education, rural development, regional integration and trade, HIV and AIDS and organisational capacity development. Lessons from this evaluation are meant to be used to inform the current and future strategies of the EC in cooperating with Namibia.[Author vide copyright]

1 Introduction
1.1 Purpose and Objectives of the Evaluation
1.2 Scope of the Evaluation
1.3 Methodology of Evaluation
1.3.1 Evaluation Questions, Judgement criteria and Indicators
1.3.2 Methodological Note – Evaluation of Budget Support (Education)
1.3.3 Data Collection Process
1.3.4 Selection of and Implementation of Case Studies
1.3.5 Approach for Data Analysis and for Ensuring Data Reliability and Validity of Conclusions
1.4 Limitations of the Evaluation
1.5 Objectives and Structure of the Present Report
2 EC Cooperation with Namibia and its Context
2.1 Strategic Context of the Cooperation
2.1.1 Broad Characteristics of Namibia
2.1.2 EC Concern with Poverty Eradication in the Namibian Socio-economic Context
2.1.3 Good Governance and Human Rights as Central EC Concerns and their Relevance in Namibia
2.1.4 The EC, Namibia and the Drive towards Increased Aid Effectiveness
2.1.5 Regional Integration as a Key Characteristic of Namibia’s Place in the Region
2.2 EC Cooperation with Namibia
2.2.1 General Framework and Principles of EC Co-operation
2.2.2 EC Assistance to Namibia 2001-2007
2.2.3 EC Intervention Logic in Namibia
3 Answers to Evaluation Questions
3.1 Relevance with needs / Coherence with GRN objectives
3.1.1 Rationale of the Evaluation Question
3.1.2 Answer to the Evaluation Question
3.2 Coherence, the “3Cs” and Value Added
3.2.1 Rationale for the Evaluation Question
3.2.2 Answer to the Evaluation Question
3.3 Rural Development
3.3.1 Rationale for the Evaluation Question
3.3.2 Answer to the Evaluation Question
3.4 Land Reform
3.4.1 Rationale for the Evaluation Question
3.4.2 Answer to the Evaluation Question
3.5 Human Resource Development / Education
3.5.1 Rationale for the Evaluation Question
3.5.2 Answer to the Evaluation Question
3.6 Trade and Regional Integration
3.6.1 Rationale for the Evaluation Question
3.6.2 Answer to the Evaluation Question
| 3.7 Capacity Development
3.7.1 Rationale for Evaluation Question
3.7.2 Answer to Evaluation Question
3.8 HIV and AIDS
3.8.1 Rationale for the Evaluation Question
3.8.2 Answer to the Evaluation Question
3.9 SWAp and Sector Budget Support
3.9.1 Rationale for the Evaluation Question
3.9.2 Answer to the Evaluation Question
3.10 Global Impact and Sustainability
3.10.1 Rationale for the Evaluation Question
3.10.2 Answer to the Evaluation Question
4 Conclusions
4.1 Design of EC Strategies and Coverage of Sectors
4.2 Use of Aid and Financing Modalities
4.2.1 Use of Sector Budget Support in Education
4.2.2 Policy Dialogue
4.2.3 Other Aid Modalities
4.3 Experiences with Supporting Capacity Development
4.4 Achievement of Sustainable Results (Effectiveness, Impact and Sustainability)
5 Recommendations
5.1 Overall EC Strategy and Coverage of Sectors
5.2 Use of Aid and Financing Modalities across Sectors
5.2.1 Use of Sector Budget Support
5.2.2 Re-orientation of Policy Dialogue
5.2.3 Use of other Aid Modalities
5.3 Capacity Development
| ANNEX A: Detailed background information
A.1 Institutional Context for EU foreign relations with Namibia
A.2 Institutional context of EC support in Rural Development in Namibia
A.3 Institutional context of EC support to Land Reform
A.4 Institutional context of EC support to Education
A.5 Institutional context of EC support to Regional Integration and Trade
A.6 Institutional context of EC support to capacity development
A.7 Institutional context for EC support to HIV and AIDS
A.8 Institutional context for Sector Support
ANNEX B: General view of EC co-operation in Namibia
B.1 EC development assistance for Namibia in figures
B.2 Intervention logic of EC assistance to Namibia
B.2.1 Overall Intervention Logic
B.2.2 EC intervention logic with regard to support to Rural Development
B.2.3. EC portfolio with regard to Land Reform in Namibia
B.2.4. EC portfolio and intervention logic in HRD / Education
B.2.5 EC Intervention Logic with regards to RIT
B.2.6. EC intervention logic with regard to capacity development
B.2.7. EC intervention logic with regard to HIV and AIDS
B.2.8 EC Intervention Principles
B.3 Support of other donors to Namibia
B.3.1 Aid from the member states
B.3.2 Other bilateral donors
B.3.3 The Bretton Woods’ institutions
B.3.4. The United Nations’ System
ANNEX C: Evaluation Matrix
C.1 Relevance with regard to population needs / Coherence with GRN Objectives
C.2 Coherence, The “three Cs” and Value Added
C.3 Rural Development
C.4 Land Reform
C.5 Human Resource Development / Education
C.6 Trade and Regional Integration
C.7 Capacity Development
C.8 HIV and AIDS
C.9 SWAp and Budget Support as Aid Modalities in Namibia
C.10 Global Impact and Sustainability of EC support
C.11 Bibliography
C.12 EC Portfolio Per Evaluation Questions
C.13 Financial Data on SBS in Roads, Water and Education
ANNEX D: Supporting Documentation to Methodology
D.1 Methodological approach
D.2 Evaluation Process
| D.3 Data Collection
D.4 Data Collection Per Evaluation Question
D.5 Case Study Methodologies
D.6 Case Study Fiches
D.7 Interviews held during Desk and Field Phase
D.8 Examples/selection of Documentation of Data Collection during Field Mission
ANNEX E: Inventory of EC Interventions in Namibia between 2001 and 2007
ANNEX F: General documentation collected and reviewed
9 ANNEX G: ETSIP Framework
ANNEX H: Minutes of Dissemination Seminar in Windhoek (1st of July 2009)
ANNEX I: Terms of reference
ANNEX K: POwerPoint Presentation of Seminar in Winhoek