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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

In 2007, five donors (European Commission, Belgium, Denmark, France and Luxembourg) decided to work together to evaluate their cooperation with Niger over the 2000-2008 period. Together, the five Donors taking part in the evaluation (DPE) accounted for more than half the Official Development Assistance (ODA) delivered to Niger over the period.Because it is a joint evaluation, specific aspects had to be taken into account: the aim was not to assess the individual performance of each DPE but to analyse the conception, implementation and effects of their joint action. Two analytical frameworks have been used to achieve this:An analysis of the implementation of the Paris Declaration Commitments, focusing on the cooperation process, and the relationship between the aid partners in particular (DPE-Government on the one hand, between DPEs on the other).The evaluation criteria of the Development Assistance Committee (DAC), which help assess the collective performance of DPEs by analysing their aims, resources, achievements, results and impacts.The evaluation is structured on the basis of these two analysis frameworks. It deals with the strategic cooperation frameworks between each DPE and the Government of Niger, as well as their priorities and interventions in a selection of sectors (rural development, water and sanitation, transport, culture, craft industry, health, education and training, macroeconomic support), taking into account cross-cutting issues (regional development, environment, gender issues, demographics and youth issues). The evaluation is also based on an extensive document review, field visits to selected sites in Niger, and on a survey about the perception of development aid in Niger, led concomitantly by the Laboratory for the Study and Research on Social Dynamics and Local Development (LASDEL). [Author vide copyright]

LIST OF ACRONYMS
SUMMARY
1. MANDATE OF THE EVALUATION
1.1. A joint evaluation
1.2. Scope of evaluation1.3. Evaluation monitoring
1.4. Parallel perception survey by LASDEL
2. METHODOLOGY
2.1. Strengths of the evaluation
2.2. Weaknesses of the evaluation
3. DEVELOPMENT CHALLENGES IN NIGER
3.1. Geography and climate
3.1.1. A vast, land-locked country bordered by Nigeria
3.1.2. A harsh, instable and deteriorating agro-climatic context
3.2. Population and poverty
3.2.1. One of the highest population growth rates in the world
3.2.2. Chronic food insecurity
3.2.3. One of the poorest populations in the world, facing a worsening situation
3.2.4. Rural economy in permanent crisis
3.2.5. Mining products, an asset which is still not used to its full potential
3.2.6. A very low level of education
3.2.7. Less developed migration trends than in some other Sahelian countries
3.2.8. Niger belongs to a solid monetary area... Is it too solid?
3.2.9. Close economic integration with Nigeria and other coastal countries
3.2.10. Economic integration hindered by an insufficient transport network
3.3. The Nigerien State
3.3.1. The political stability experienced during the period of evaluation has recently been undermined
3.3.2. A decentralisation process which is still in its early stages and not very advanced
3.3.3. A better controlled State budget, but which still depends a lot on foreign aid
3.3.4. More formal policies
3.4. SWOT analysis
4. GOVERNMENT STRATEGIES AND DPE RESPONSES
4.1. Niger’s Poverty Reduction Strategy, a framework to adapt to development challenges
4.2. General strategies of the DPEs with Niger
4.2.1. Belgium
4.2.2. European Commission
4.2.3. France
4.2.4. Denmark
4.2.5. Luxembourg
4.3. Financial commitments of the DPEs in Niger
4.3.1. Weight of aid granted by DPEs in Niger
4.3.2. Regional distribution of aid by the DPEs in Niger
| 4.3.3. Sectoral distribution of aid by the DPEs in Niger
5. ANALYSIS
5.1. An approach based on 11 evaluation questions
5.2. Two complementary analysis frameworks
5.3. First analysis framework: Implementation of the Paris Declaration Commitments
5.3.1. Paris Declaration: implied hypotheses
5.3.2. The concept of cooperation area
5.3.3. The cooperation cycle
5.3.4. What deductions can be made regarding the Paris Declaration Commitments?
5.4. Second analysis framework: the DAC evaluation criteria
5.4.1. Relevance
5.4.2. Coherence
5.4.3. Effectiveness
5.4.4. Impact
5.4.5. Sustainability
5.4.6. Efficiency
6. CONCLUSIONS AND RECOMMENDATIONS
| Volume II: Annexes
ANNEXE 1. TERMES DE RÉFÉRENCE
ANNEXE 2. METHODOLOGIE ET CONCEPTS
ANNEXE 3. LOGIQUES D’INTERVENTION
ANNEXE 4. LES ENJEUX DE DEVELOPPEMENT DU NIGER
ANNEXE 5. ENGAGEMENTS FINANCIERS DES DPE AU NIGER : ANALYSE SECTORIELLE ET REGIONALE
ANNEXE 6. AUTRES COOPERATIONS SIGNIFICATIVES AU NIGER
ANNEXE 7. RAPPORTS SECTORIELS
ANNEXE 8. REPONSE AUX QUESTIONS D’EVALUATION
ANNEXE 9. FOCUS GROUPS ORGANISES DANS LE CADRE DE LA MISSION DE TERRAIN
ANNEXE 10. BIBLIOGRAPHIE
ANNEXE 11. MEMBRE DE L’EQUIPE DE CONSULTANTS ET DU COMITE DE GESTION

The paper highlights the importance of a stronger commitment to more effective European coordination on the field in the context of crisis and fragility. It aims at presenting a first analysis of the characteristics that are specific to situations of crisis and fragility and the needs encountered on the field in order to draw recommendations for coordination among European actors that are better suited to Fragile States.[Author vide copyright]