MID-TERM EVALUATION BASIC INTEGRAL EDUCATION ...

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MID-TERM EVALUATION
BASIC
INTEGRAL EDUCATION
PROJECT
USAID Project
Number
520-0364
Undertaken
On Behalf
of USAID/Guatemala
By:
The Clearinghouse
on Development
Communication
International
Institute
For
Research, Inc.
1815
N. Ft. Myers
Drive, 6th
Floor
Arlington,
VA 22209
Evaluation
Team:
Joseph F. Burke,
Sustainability
(Team
Leader)
Rodrigo
Cabrera-Gaete,
Education
Stephen Stewart,
Case Studies
Maria
S. Carlo, Testing
Guatemala,
March
1991
CONTEXT AND BACKGROUND
AID and NFE
* 
1974-1987 BVE, BRE, NFRE
- performance
frustration
* 
ACPO & Other Positive
NFE Examples
* 
Funds Availability
AAP and AID
* 
1986
FUNDESA
* 
May 1987 MEDCON Study
* 
FUNDES./AAP
Project Propoaal
AID-AAP Grant
Agreement Particulars
* 
July 31, 1987. Four Years
* 
Operating
Program Grant
* 
AID $1.5 million
* 
AAP $4.5 Million Counterpart Equivalent
-
sales, donations, services
AID Major Ojective
Better Quality
of Life of Beneficiaries
* 
Better
Economic Potential of Beneficiaries
AID-AAP Aq~eemnt Objectives
* 
Support CONALFA
With Post-Literacy
-
newspaper (300,000
weekly)
- high-interest materials
for low-proficiency
readers
-
teacher training
- social
communications
THE MID-TERM
EVALUATION
General Purpose
* 
Provide
AID, AAP/PEBI
and Development
Communiry With
Information
for Improved Reinforcement
of Literacy
Skills
Specific
Objectives
* 
Assess
Progress to Date
in Objectives' Achievement
* 
Assess Program
Effectiveness
* 
Identify
Innovative/Replicable
Activities
* 
Assess Institutionalization
Level
* 
Assess Financial
Sustainability
Potential
* 
Provide
Recommendations
to Made Needed
Changes to Assure
Programmatic and
Institutional Success
Methodology
* 
File Reviews
* 
AID and AAP/PEBI
Interviews
-
preliminary,
structured, and clarifying
* 
Client
and Collaborating
Agencies Interviews
*
Community Level
Case Studies
Evaluation Team
* 
Joe Burke,
Sustainability
(Team Leader)
* 
Rodrigo
Cabrera, Programmatic
and Materials
* 
Steve Stewart,
Case Studies
* 
Mariso].
Carlo, Testing
(
PROJECT PROGRESS
Project Design
Original
Objectives
-
Population
-
Product
-
Activities (Chart)
*
New Objectives
-
Literacy
-
Post Literacy
*
Operational
Strategies
-
Controlled
Population
-
Controlled
by CONALFA
-
Open Population
PROJECT
EFFECTIVENESS
Modification
of the Original
Model
*
Literacy
I (Chart)
*
Literacy
II (Chart)
*
Post Literacy
(Chart)
*
Methodological
Process (Chart)
*
Operational
Strategies
Effectivene_
Implqeai
*
Controlled
Population
(Chart)
*
Controlled by CONAT.FA
(Chart)
*
Open
Population
INSTITUTIONAL
BUSTAINABILITY
Institutiona
ization
of PEBI
* 
AAP's
historic role
is to facilitate
new entities,
not to
institutionalize
program implementation
within
itself.
* 
PEBI should be
institutionalized
within its
own PVO and have
a Board composed
of both
AAP private sector
members and
development
professionals.
Management
The General Managers
w6re not
"indoctrinated"
in development
program
processes and management.
* 
Technical
assistance
funds provided
by AID were
ill- and
under-utilized
for general
management guidance,
target
population
research,
market rationalization,
planning
and
decisior management
(MIS), and
organizational
dynamics.
* 
Projects
management
and development
Is scant:
PEBI is
basically
a mono-project
program;
first farms and
now Rotary.
Resource
solicitation
has not
been organized.
Contributions
for 1989 and 1990
equalled only
4.5% of budget.
An experienced
development
program
professional
should be
retained
ASAP on a six-month
contract
to coordinate
correcting
actions
and technical
assistance.
Finance & Adminis±ration
* 
Budget
inputs are
unreliable:
PEBI's counterpart
performance
has been
only 37.3% of
budgeted.
Despite having
a complete
database, PEBI
management
does not
produce,
disseminate,
nor act
on budget
and financial
analyses.
* 
Planning
and Evaluation
and Accounting
should both be
in the
Administration
Department and
combine a utilitarian
MIS system
with budget planning
and analysis.
* 
PEBI has
not current plan
that is capable
of making
it a
sustainable institution.
Orgnizational
Strgcturg
* 
The primary
functions required
for PEBI to
fulfill its
programmatic
and institutional
requisites
are: 1)
general
management,
2) program
management and
developimientr 3) resource
solicitation,
4) sales
and distribution,
5) public awareness,
and 6)
administration.
Of these six
PEBI has only
two
departmentalized
as seen
on this organization
chart:
AAP
G~uraI
Manager
Promotion Training
Promtion
and Programing and
Administrative
Puilc Relations
Evaluation 
Mng!
Department Manager  Training Pr t:o.
-q
*
PEBI should
have an organizational
structure
that reflects
primary functions
and needs:
AAP Nominees
m
(Private Sector)
m
PEE!
BOARD
*
Education~ and
Development
Professionals
General
#Mnger
Adminintrative
Manager
PR & Resource
Solicitation
Manager
Projects
Mmwager
Planning
and
Evaluation
Chief
Accountant
ses
manager
Production Praining
Project
Officers
(2)
(I
Benefits:
Validity.
Delivery and
Political Support
Guatemala
- with
the hemisphere's
second highest
illiteracy
rate ­ has
a great need for
services such
as PEBI pretends
to
offer.
* 
As
shown in the
Project Effectiveness
chapter,
PEBI's
performance
has been
lacking: 2,593
graduates versus
Q3.1
million expended;
14,000
issues of Raices
per month.
* 
The GOG
encourages PVOs
to assist in the
effort.
* 
PEBI should
make the necessary
reforms to
become an efficient
and effective
purveyor
of educational
assistance
ani
materials.
Financial Sustainability
PEBI
has failed
to develop
strategies within
a fitting
organizational
and management
dynamic that
would promote
its
own
survival by
assuring an adequate
influx
of financial
resources
through income-generating
and
fund-raising
means.
* 
Raioes' monthly
circulation
is 12,500 versus
a 300,000
weekly
circulation
projected.
A 5% market
circulation
would be about
50,000
issues.
* 
There
has been neither
an effective
social nor an
effective
commercial
approach
to sales
3f the newspaper
and other
materials.
There is both
a lack of distribution
planning
and
understanding
of income
and loss implications
of sales.
Raices
alone loses
4-6,000 quetzales
a month
(120% of sales
value)
without the
benefit of identifying
affectivity
of reaching
the
Program's targeted
beneficiaries.
* 
Total contributions
for
the past two years
were under
Q100,000
-
only 4.5% of
Program expenses.
* 
If AID financing
terminates on
JUly 31, 1991,
PEBI will either
reduce
staff radically
in the following
months
or have to
close its doors.
Lessons
bArped
* 
In making
contracts with
PVOs AID should
determine
if they
have development
program
experience. Those
which do not
should
be educated
in its processes.
* 
AID
should assign
Project Officers
who understand
the
operation
and needs
of the
projects to which
they are
assigned.
It 
Sustainabilitv
Summary
* 
PEBI hat; not
made judicious choices
toward forming a dynamic
organizational
base, developing a
project portfolio, making
agreed-upon
counterpart contributions,
nor assuring
income and
donations
to support the continuation
of the entity.
Recommendations
have been made which
it is believed
will put
PEBI
in a sustainable
(ie. institutionalized,
benefit­
producing,
financially tenable)
position if
acted upon.
However,
PEBI cannot complete
this transition without
access
to unspent AID funds
($585,000) and an
eighteen-month
extension.
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