Terms of Reference UNICEF Albania Country Office

TOR-ALBA-2016-008

Terms of Reference for the

Evaluation of the “Breaking the cycle of exclusion for Roma children through Early Childhood Development and Education” multi-country project in the Former Yugoslav Republic of Macedonia, Serbia and

Albania,Funded by the Austrian Development Agency

Table of Content

1. Context 22. Object to be Evaluated 43. Rationale for the Evaluation 94. Objectives of the Evaluation 95. Scope of the Evaluation 96. Evaluation Framework 107. Methodology of the Evaluation 118. Work Plan and Evaluation Management 139. Deliverables, including Structure of the Evaluation Report 1710. Procedures and Logistics 1811. Ethical Standards and Safeguards 1812. Quality Assurance 1813. Payment Schedule 1914. Resource Requirements 1915. Remarks and Reservations 19

Annexes:

1. Acronym 6. Stakeholder Analyses2. Characteristics of the Project Environment 7. Dissemination Plan3. Outline of the Evaluation Report 8. GEROS Quality Assurance Review Template4. Evaluation matrix template 9. Project log-frame5. Existing Sources of Information

1. Context

Key Inequity to be addressedToday Roma, with an estimated population of around 12 million people, constitute the largest ethnic minority in Europei. About 35.7 per cent of the Roma population is under 15 compared to 15.7 per cent of the Europe Union (EU) population overallii. The need to address the situation for children amongst Roma is especially urgent considering that they comprise a higher share of this population compared to their share in non-Roma populations in South Eastern Europe (SEE) iii - out of the 3.7 million total Roma population, approximately 1.7 million are children, or 46 per cent.iv

Roma children in SEE experience significant gaps in the realization of their rights, compared to other groups of children. They are often born into impoverished households, and are at a severe disadvantage from the beginning. For instance, in the Former Yugoslav Republic of Macedonia, Roma children are twice as likely as majority children to be stuntedv, and “one in five children from Roma settlements aged 1–2 years is severely stunted”, in Serbiavi. Access to services that could help them have a start in life equal to their non-Roma cohorts is in many cases out of the reach of their families. In the former Yugoslav Republic of Macedonia only around 3.5 percent of Roma children attend some form of early childhood learning services.vii As mentioned their deprivation has roots before even being born with the convergence of multiple discriminations and disadvantages Roma mothers face—along the lines of their ethnicity, economic situation, gender, and sometimes age, in the case of teen pregnancy. The added exclusion Roma women experience is reflected as one in educational attainment. For example in Serbia the percentage of Roma women with no education is 17.1 percent compared to 7.6 percent of Roma men; their completion of secondary education is also lower at 13.9 percent compared to 23.1 percentviii. Importantly for young Roma children, in SEE as the economic situation of the Roma has worsened, so has access to prenatal and infant/toddler services for Roma women. Roma women in this region as well as throughout Europe continue to face numerous barriers in accessing health care, prenatal care and health related information, all of which impact heavily on Early Childhood Development (ECD). The social exclusion and deprivation that Roma children and their families in SEE face is therefore a multidimensional and multigenerational phenomenon and its perpetuation starts even before birth, leading to vulnerability, poverty and abuse.

It is fundamentally important to address a set of system barriers related to the environment (societal stigma and discrimination against Roma and other disadvantaged children, lack of explicit inclusive policies and incentives for policy implementation), the demand (poverty of Roma families and inability to pay costs related to attendance of ECD services and schools, lack of awareness of parents of Roma children on the importance of ECD and education and their low expectation for their children, etc.) and the supply (lack of ECD and school infrastructure in the Roma communities, lack of qualified educators and teachers to deal with the challenges of inclusion, lack of specialized programmes to address specific needs of Roma children in kindergartens, ECD centers and schools) and quality at all levels. UNICEF approach to Roma inclusion in the three project countries considers all these barriers and proposes interventions that are relevant to the context, i.e. as the most critical based on evidence, and/or are not addressed by the Government or other partners. Governments in SEE have supported initiatives to address barriers related to access of Roma children to high quality ECD and education services. While access to ECD and education services has improved over time, in most of the countries impact on children’s lives in terms of improved child outcomes, mainstreaming and sustainability of interventions has been limited. One of the reasons has been the low levels of funding allocated to Roma Decade Action Plans in general, and lack of systematic monitoring and evaluation.

Breaking the cycle of exclusion for Roma children is at the core of UNICEF programming in (CEE/CIS) Region. As part of the broader ECDix and Educationx programme agenda, UNICEF addresses system barriers above mentioned that affect all marginalized children, not just Roma, and not just Roma children, but also children from other minorities such as Ashkali and Egyptians, children from difficult socio-economic background and children with disabilities. However, UNICEF recognizes that without additional targeted efforts to address specifically Roma as the most excluded groups, it will not be possible for countries to meet their obligations as Parties to the Convention of the Rights of the Child and to achieve the Millennium Development Goals (MDG s)”xi. Thus as part of this project, UNICEF applies a human rights-based approach to analysing and conceptualizing system barriers and specific challenges faced by Roma children. UNICEF is engaged in developing a systematic and coherent engagement with Roma issues through the key entry points of ECD and basic education.xii This approach means supporting specific targeted interventions that address the specific needs of Roma children in the context of system reforms in ECD and education as opposed to replicating “the same old ineffective and inefficient models” of service provisionxiii. UNICEF’s comparative advantages include access to high-level international expertise in ECD and Education, ability to convene national, regional and local government, civil society, donors and other partners, facilitate national reforms, and monitor and advocate for child rights - allow the organisation to ensure complementarity of efforts supported by other partners and add value to ongoing country reforms.

Relevant Governmental and Sectoral PoliciesFollowing the European Parliament Resolution on the European Union (EU) Roma strategy (2011), the European Commission put forward An EU Framework for National Roma Integration Strategies up to 2020. This framework puts special emphasis on the importance of ECD, early education, and quality primary school. In addition to monitoring new Roma inclusion National Action Plans developed by the EU's 27 countries, Roma integration strategies and actions plans of accession countriesxiv, including the three project countries, will be reviewed under this framework. The EU, through the Instrument for Pre-Accession Assistance, continues to promote social and economic integration and equality of Roma and monitors the development of anti-discrimination legislation, and administrative actions in all three countries.

Albania: The intervention contributes to the objectives set forth in the National Policy Paper for Social Inclusion (2015-2019), regional Decade Action Plan for Roma Inclusion (2005-2015), Albania’s national Action Plan for Roma Inclusion (2010-2015), and National Action Plan for Children (2012-2015). Albania has committed to improving early education by approving the Pre-University Education Strategy (2014-2020). Access to pre-primary year to all children aged 5 has become one of the goals of the National Strategy for Development and Integration (2015-2020)xv .

The Former Yugoslav Republic of Macedonia: The proposed intervention is aligned to the Roma Decade strategy on social inclusion of Roma 2012-2014 and its concomitant action plan—with increasing access to ECD and early learning services for Roma children as a priority. The new Law on ECD (February 2013) constitutes the basis for ECD system reform. It foresees the expansion of ECD through community-based ECD centres as cost-effective alternative suited to the needs of the most marginalized groups of children such as Roma, and improvements in quality based on the Early Learning Development Standards (ELDS) as the reference framework for quality support and improved child outcomes. The project will contribute to accelerating the so far weak implementation of Roma inclusion policies and interventions by expanding ECD quality provision and ensuring sustainability in the context of the recently adopted law on ECD.

Serbia: Serbia has adopted a National Roma Inclusion Strategy (2005-2015) and National Action Plans (NAP) for its implementation and the new Strategy for Inclusion of Roma women and men

(2015-2025). The Strategy and NAPs cover a wide range of issues relevant for Roma young children, including improving the quality and access of preschool education, and inter-sectoral cooperation with the health sectorxvi. The health of vulnerable groups is also a priority in the Plan for the Development of Health Protection 2010-2015 with specific plans for child and youth health and specific groups of women of reproductive age; infants and preschool children; school children and youth; disabled persons; and, socially marginalised groups.”xvii The health care reform strategy document “Better Health for All in the Third Millennium (2003)” makes the connection between health status and social exclusion. The Regulation on the National Programme of Health Care for Women, Children and Youth was adopted in 2009.”xviii In 2016, the Government adopted the Regulation on the National Programme for ECD. A network of Roma Health Mediators to address the health of young children and Roma mothers was established by the Ministry of Health (MoH) in 2009. In the sphere of education, inclusion of Roma children in mainstream pre-, primary and secondary education has been prioritized in the framework law on education. To facilitate inclusion, the mechanism of local inter-sectoral commissions (ISC)xix was established in 2010. Further details regarding the characteristics of the project environment is available as Annex 2.

2. Object to be Evaluated

Objective of the object (i.e. the project)The multi-country project “Breaking the cycle of exclusion for Roma children through ECD and education”, funded by the Austrian Development Agency (ADA), aims at accelerating the equitable inclusion of Roma children in ECD, Early Learning, and quality basic education services in Albania, the former Yugoslav Republic of Macedonia and Serbia. By working within existing structures, the initiative aims to strengthen capacity of duty bearers to guarantee access for young Roma children and their parents to quality ECD, primary school and health services. In this way, the initiative contributes to reaching each country’s social inclusion goals and breaking the intergenerational disadvantage and poverty of Roma. The project aims at providing Roma children an equal start in life, by ensuring they and their families have access to quality basic services and support during their early years. This increases their chances of achieving their highest potential and of having better success in school and in life in general.

Strengthening ECD and education services for Roma children, and improving health care for Roma mothers, will work toward alleviating these specific UN MDGs: GOAL 1:Eradicate extreme poverty and hunger; GOAL 2: Achieve universal primary education; GOAL 3:Promote gender equality and empower women; GOAL 4:Reduce child mortality; GOAL 5: Improve maternal health. In terms of the newly adopted Sustainable Development Goals, ECD is mainly included in Goal 4: “Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” It is specifically mentioned in target 4.2: “By 2030, ensure that all girls and boys have access to quality ECD, care and pre-primary education so that they are ready for primary education.” At the same time, it is widely agreed that ECD has a multiplier effect on many of the Global Goals: Goal 1: Eradicate poverty, Goal 2: End hunger and improve nutrition, Goal 3: Ensure healthy lives, Goal 5: Achieve gender equality, Goal 8: Promote decent work for all, Goal 10: Reduce inequality within and among countries, Goal 11: Make cities and human settlements inclusive, safe, resilient and sustainable, Goal 12: Ensure sustainable consumption, Goal 16: Promote peaceful societies, and Goal 17: Strengthen the means of implementationxx.

ECD is captured in the UNICEF Strategic Plan 2014-2017 (under Outcome 5, Education) and is reflective of the CEE/CIS Regional Priority on “A child's right to inclusive quality early learning and education” (i.e. Regional Knowledge and Leadership Agenda 3/4) as well as “A child’s right to health and well-being” (Regional Knowledge and Leadership Agenda 6/7).

Expected Results of the ProjectSerbia1.1. Knowledge generated about ECD risks and vulnerabilities (in relation to health, early stimulation

and nutrition practices, family separation, abuse and neglect, etc.) used to inform trainings and protocols for service delivery.

1.2. Quality of provision of ECD services as part of the health system (trained professionals, higher quality standards and pro-active outreach) for Roma children and their parents improved.

1.3. National Human Rights institutions enhance their role in ensuring child rights situation reporting, or redress of rights violations, of Roma children and mothers in the areas of health, child development and child protection.

Interventions: In Serbia, the project focuses on quality early childhood care services for young Roma children and their parents, particularly mothers. The project ensure that Roma children and their parents are supported for ECD and care through interventions and education opportunities provided by the relevant service providers (health mediators, paediatricians and patronage nurses). Activities also support improved knowledge, and development and use of effective tools for early identification of developmental risks and psychosocial issues of vulnerable children, and adequate follow-up, support and protection. The project ensures that Roma children and women are better informed about their entitlements in the areas of health care, education and social welfare; and it will facilitate their utilisation of existing services and benefits.

The former Yugoslav Republic of Macedonia and Albania:2.1 Number of Community-Based ECD Centres increased in 7 municipalities in the former

Yugoslav Republic of Macedonia.2.2 Quality of provision in early learning and development improved in 7 municipalities in the

former Yugoslav Republic of Macedonia and four regions in Albania (where Roma children attend available kindergarten and pre-school facilities).

2.3 Policies provide incentives for Roma participation in pre-school in Albania.2.4 Local plans and resources support increased provision of early learning services for young Roma

children, including mechanisms to monitor attendance and child outcomes, in selected municipalities in the former Yugoslav Republic of Macedonia and Albania.

2.5. School staff and other service providers at the local level refer and take actions about out-of-pre-school and out-of-primary-school Roma children in four regions of Albania.

Interventions: In the former Yugoslav Republic of Macedonia and Albania, the project focuses on improving access of Roma children aged 3 to 6 years to inclusive, high quality, cost-effective early learning services. By linking existing system structures to best practices in Roma ECD and education the initiative intends to expand quality early learning and care services in seven municipalities. All capacity building efforts address issues of stigma and discrimination and low expectation that service providers hold for Roma children In Albania the activities support the change in attitudes of public officials toward ECD and education for Roma; and follow up on a recent study to increase quality access of Roma children to existing preschools.

The former Yugoslav Republic of Macedonia and Serbia3.1 Coordination between schools, service providers, Roma mediators and parents at the local level

supports access of Roma children to primary schooling in 7 municipalities in the former Yugoslav Republic of Macedonia.

3.2 All local Inter-sectoral Commissions for Education Inclusion (ISC) assess the needs for additional support of Roma and other vulnerable children across Serbia, and 10 municipalities establish sustainable financing of additional support.

Interventions: In the former Yugoslav Republic of Macedonia and Serbia, the project also support

access of Roma children aged 6 years and above to quality basic education services. Activities in the former Yugoslav Republic of Macedonia support the establishment of coordination mechanisms to improve the successful transition and enrolment of Roma children into the first year of primary school. In Serbia the project serves to support the enrolment of vulnerable children into first grade, by augmenting the capacities of local inter-sectoral commissions.

Logic model/Theory of ChangeThe theory is that ensuring Roma children and their families have access to quality health services and quality support in early years will increase their chances of achieving their highest potential and of having better success in school and in life in general. As such the project purpose is to improve access to quality health/ECD services for young Roma children and mothers, and increase access to basic education services. Below is a more detailed intervention logic. A complete log-frame is also available as Annex 9.

Overall Objective: Effect an acceleration of the equitable inclusion of Roma children in ECD, Early Learning, and quality Basic Education services in three countries in SEE.

Assumption on Objective: Through the proposed intervention disparities in the wellbeing, health, education and social inclusion between young Roma children and non-Roma children will be narrowed. The intervention will benefit all vulnerable children, especially Roma children; mitigating the intergenerational poverty many Roma endure, and increasing their inclusion into society.

Project Purpose 1: Access to quality early childhood services by young Roma children and their parents is improved in Serbia.

Assumption Purpose 1: Health care workers will be sufficiently able to and have the desire to participate in actively delivering higher quality early childhood care and education, adjusted to the additional needs of young Roma children and their parents/mothers. Roma mothers and fathers will be able to afford and will be trusting/willing to take part in higher quality Early Childhood Development and Care (ECDC). Roma health mediators will remain active in the system.

Risk: turnover of management and inability to ensure continuum in support

Project Purpose 2: Access of Roma children aged 3 to 6 years to inclusive, high quality, cost-effective Early Learning services is improved in seven municipalities of the former Yugoslav Republic of Macedonia and four regions of Albania.

Assumptions Purpose 2: All relevant authorities and school staff in selected municipalities and regions will be able to and sufficiently willing to improve access of Roma children to inclusive, high quality, cost effective early learning services. Risk: frequent turnover of staff and inability to ensure continuum in support.

Project Purpose 3: Access of Roma children aged 6 years and above to quality Basic Education services is improved in seven municipalities of the former Yugoslav Republic of Macedonia and ten municipalities in Serbia.

Assumptions Project Purpose 3: All relevant authorities and school staff in selected municipalities and regions will be able to and sufficiently willing to improve access of Roma children aged 6 years and above to quality basic education services. Inter-sectoral committees are functioning in the selected municipalities. Risks: Discrimination towards Roma children by other children and teachers challenges inclusion.

Bottlenecks addressed in the project: One of the main reasons for low access of Roma mothers and children to services and benefits is the lack of information about entitlements and awareness about

health care and the benefits of early learning and schooling. The intervention will strengthen the link between providers and families at local level, through outreach support by the existing social workers and Roma mediators: an expanded and well-equipped network of outreach workers – as opposed to ad-hoc and short term communication campaigns - will ensure sustainable access to information and individualised support for the progressive adoption of better parenting behaviours. Expanding the provision of cost-effective community based ECD centres and subsidizing children from deprived background are two components of this intervention that will address financial barriers and supply of ECD for the poor Roma and non-Roma children. Discrimination by service providers, lack of involvement of Roma in the planning process and low accountability of service providers and local authorities will be addressed through targeted communication campaigns and advocacy for service providers and Roma communities; and anti-bias training to change behaviours of duty-bearers, but also support to local planning processes and setting up of systems of accountability. In addition, national Human Rights institutions will be supported to reach out to Roma communities in the exercise of their claims to equal access to rights for their children. Quality gaps in the identification and support to children and families at risk, and in the health and education provision, are other major bottlenecks will be addressed with training of service providers on highest quality standards. Lastly, to make up for persisting data gaps, the intervention will support ongoing efforts to improve the systems to monitor the situation of Roma children on the ground.

The Theory of Change (TOC) is reflected in a generic way below – demonstrating the association between UNICEF’s Monitoring for Equity Results (MoRES) framework and the standard evaluation criteria.

Figure 1. Generic Theory of Change

Stakeholder Analysis (Roles/Contributions to the Project and Interest in the Evaluation)A range of stakeholders have 1) interest in and influence on this multi-country project and 2) interest in the evaluation. A thorough stakeholder analysis has been conducted and is attached as Annex 6. In general, below are the key stakeholders of the project.

o Boys and girls in Albania, the former Yugoslav Republic of Macedonia, and Serbia, in particular young children who identify themselves as ethnically Roma and their parents but also young children who self-identify with ethnic groups such as Ashkali and Egyptians,

young children from difficult socio-economic background and children with disabilities, who live in the areas of the intervention.

o UNICEF Country Offices in Albania, the former Yugoslav Republic of Macedonia, and Serbia.

o Government of Albania, the former Yugoslav Republic of Macedonia, and Serbia.o UNICEF CEE/CIS Regional Office.o Implementing Partners.o Donors.o

Time period The project started in October 2013 and is expected to be completed by December 2016.

BudgetItem No. Cost items according to the contract EUR Project budget EUR

1Expected Result 1.1 Knowledge generated and targeted measures defined for preventing the separation of young Roma children from their families.Expected Result 1.2 Quality of provision of health services for Roma children and mothers improves.Expected Result 1.3 National Human Rights institutions play a more active role in realization of rights or redress of rights violations of Roma children and mothers in areas of health, child devlopment and child protection.Access to early health and care servicesSerbia 334,500.00 334,500.00

Sum Expected Result 1 334,500.00

2. Expected Result 2.1 Number of coummunity based ECD centres increases in 7 municipalities in FYROM 126,000.00

AlbaniaExpected Result 2.2 Quality of provision in early learning and development improves in 7 municipalities in FYROM and in 3 regions in Albania 80,000.00

Albania Expected Result 2.3 Policies provide incentives for Roma participation in pre-school in Albania 15,460.00

AlbaniaExpected Result 2.4 Local plans/resources support increased provision of early learning services for young Roma children including monitoring mechanisms for attendance and outcomes in FYROM and Albania 40,000.00

AlbaniaExpected Result 2.5 School staff and other service providers at the local level refer/take action about out-of-preschool Roma children in 3 regions of Albania 387,000.00

Access to pre-school educationAlbania 522,460.00FYR Macedonia 284,000.00

Sum Expected Result 2 806,460.00

3.Expected Result 3.1 Coordination between schools, service providers, Roma mediators and parents at the local level ensures access of Roma children to primary schooling in 7 municipalities in FYROMExpected Results 3.2 All local Inter-sectoral Commissions for Education Inclusion (ISC) are able to assess needs for additional support of Roma/vulnerable children across Serbia, and 10 municipalities will establish sustainable financing of additional supportAccess to quality basic educationFYR Macedonia 196,000.00Serbia 157,000.00Sum Expected Result 3 353,000.00

4. Costs of project implementation on site (a.) (b.)4.1 Cross-country coordinator 65,000.00

Albania4.1 Salaries 50,000.00Albania4.2 Transport, logistic & operational costs 8,040.00Serbia 4.1 Salaries 51,000.00Serbia 4.2 Fuel, electricity & telecommunication/internet 12,000.00

FYROM4.1.1 Salaries 54,000.00FYROM 4.2.1 Fuel 10,800.00

Personnel costs (a.) (b.)Sum item No. 4. 250,840.00

5 Consulting services (b.)Sum item No. 5. 0.00

6 Investments (b.)Sum item No. 6. 0.00

7 Evaluation (b.), (g.) 27,000.00Sum item No. 7. 27,000.00

8 Documentation and public relations (b.), (g.)Serbia 8.1 Printing of publications 20,500.00

FYROM 8.1 Printing of materials 44,000.00Sum item No. 8. 64,500.00

9 General measures of organizational development (c.), (g.)Sum item No. 9. 0.00

Contingency (d.) 0.00 0.00Sum item No. 10. 0.00

I. DIRECT COSTS (Items No. 1.-10.) 1,836,300.00II. Indirect costs (e.) 128,541.00

TOTAL (f.) 1,964,841.00

Geographical Coverage Albania: Fier, Elbasan, Korca and Shkodra regions (Note: UNICEF mobilised funding from Swiss Development Cooperation, which enabled nation-wide expansion/coverage – 12 Regions in total); the former Yugoslav Republic of Macedonia: Suto Orizari, Stip, Tetovo, Gostivar, Prilep, Bitola, and Kumanovo municipalities; Serbia: National coverage with the focus on 14 municipalities in the regions of Vojvodina, Belgrade and South East Serbia (TBC by Serbia) (Novi Sad, Pancevo, Zemun, Pozarevac, Smederevo, Kragujevac, Nis, Leskovac, Pirot, Vranje, Bojnik, Vladicin Han, Bela Palanka, Kovin).

3. Rationale for the Evaluation

PurposeThis is a summative evaluation which will assess UNICEF’s three country offices’ ability to fulfil their commitments as laid out in the original project document (2013) and requirements specifically envisaged from Austrian Development Agency. It is expected to provide quality evidence to inform key stakeholders at national and county level in planning and delivering programs/services for inclusion of the most vulnerable children in quality universal services, rather than in special programmes for specific groups. Additionally, it will shed light on remaining barriers and bottlenecks that have a significant influence especially on sustainability and replicability of results, especially relevant to early inclusion of Roma children.

Expected Users and Intended UseKey audiences for the evaluation are the Governments of Albania, Serbia and the former Yugoslav Republic of Macedonia; UNICEF; UN agencies; International Cooperation Partners and Donors, including the Austrian Development Agency; authorities at regional level, and relevant sectorial service providers and Civil Society Organization (CSOs). The evaluation findings and recommendations will lay the ground for UNICEF and stakeholders in the three country offices to better programme for Roma early inclusion and education as part of the joint partnership programmes with respective Governments.

4. Objectives of the Evaluation

The main objectives of this summative evaluation are to: Assess the relevance, efficiency, effectiveness, sustainability, coherence and, to the extent

possible, impact of the project interventions; Identify any unintended outcomes; Identify and document lessons learnt in relation to strategies and interventions used to address

certain critical bottlenecks; and Provide recommendations and guide the strategic planning for improved programmes for Roma

early inclusion and education as part of the joint partnership programmes with respective Governments.

5. Scope of the Evaluation

The evaluation covers all of the geographic areas where activities were conducted: Albania: Fier, Elbasan, Korca and Shkodra regions; The former Yugoslav Republic of Macedonia: Suto Orizari, Stip, Tetovo, Gostivar, Prilep, Bitola, and Kumanovo municipalities;

Serbia: National coverage with the focus on 14 municipalities in the regions of Vojvodina, Belgrade and South East Serbia (Novi Sad, Pancevo, Zemun, Pozarevac, Smederevo, Kragujevac, Nis, Leskovac, Pirot, Vranje, Bojnik, Vladicin Han, Bela Palanka, Kovin).

Albania: Equitable access of Roma children and their parents to quality ECD services; children aged 3-6);

Serbia: Equitable inclusion of Roma children in Early Learning services (children aged 3-6); Equitable inclusion of Roma children in Basic Education services (children aged 6 and beyond);

The former Yugoslav Republic of Macedonia: Equitable inclusion of Roma children in Early Learning services (children aged 0-6) and equitable inclusion of Roma children in Basic Education services (children aged 6 and beyond);

National, sub-national and local level system change within specified timeframe; and Period between October 2013 – December 2016.

While the project aims to improve the equitable access of boys and girls in Albania, the former Yugoslav Republic of Macedonia, and Serbia, in particular young children who identify themselves as ethnically Roma and their parents but also young children who self-identify with ethnic groups such as Ashkali and Egyptians, young children from difficult socio-economic situations, taking into account the financial and time elements of the evaluation, the scope of the evaluation will be limited; the evaluation will not cover (explicitly) the equitable access of any other marginalized group in particular (i.e. non-Roma marginalized groups).

The limitations foreseen for the rolling out of this evaluation is the complexity of undertaking a multi-county evaluation under relatively limited resources, but this will be mitigated by utilizing the appropriate methodology approaches. It must also be noted that data on ECD and Early Learning do not form a systematic and regular part of national data collection and monitoring systems. However, information is available through household surveys such as Multiple Indicator Cluster Survey (MICS), specific studies, administrative data from MoH, MoEs and MoLSPs, etc. which can be accessed for the evaluation. In addition, the project period is rather short to influence significant changes in the outcomes for children.

6. Evaluation Framework

The proposed set of evaluation questions aligned to the evaluation criteria above, has been developed by UNICEF. These are listed below. This list can be refined by the evaluation team to be hired for this evaluation. They have been selected as a) the standard international criteria for development evaluation, as reflected in UNEG standards, to which UNICEF adheres to, and b) appropriately geared to the Purpose and Objectives of the evaluation, as set out above. Equity is a cross cutting principle which will be analysed as part of each of the criteria, as elaborated below.

Evaluation Criteria and Questions1) Relevance: The extent to which the objectives of interventions addressed the rights and needs of

most marginalized groups (especially Roma children), reduced inequities, and were consistent with equity-focused development priorities at global, national or local level. To what extent did the project respond to the project priorities on improving access to quality

ECD, Early Learning and quality education services for Roma children and their parents? Were the needs of the most marginalized groups addressed?

2) Impact: Assessment around impact would be limited to immediate signs of impactxxi.

What plausible contribution to changes for children have UNICEF’s ECD and education interventions had at the system level, directly or indirectly, intended or unintended, on the most-marginalized groups as well as inequities between best-off and most marginalized groups?xxii

3) Effectiveness: The extent to which the results/system level changes (enabling environment, supply and quality of services and demand for services) as intended by the project have been met, and whether a UNICEF contribution has been demonstrated towards those which could have been reasonably expected and the extent to which the objectives of interventions reduced inequities. Did the project results meet the set objectives in the logical framework of the interventions? Did the intervention results contribute to reducing the underlying causes of inequality and

discrimination? To what degree did participating stakeholders change their policies or practices to improve

human rights and gender equity fulfillment (new services, greater responsiveness, resource re‐allocation, improved quality)?

4) Efficiency: A measure of how economically resources/inputs (funds, expertise, time, etc.) were converted to system level results. Were the project interventions cost effective in reaching Roma children (boys and girls alike)

with no access to ECD, Early Learning and Education Services compared with alternatives? Could the same results have been achieved using different strategies (or set of strategies) and

less resources? Were all items purchased under this project used as planned? Was funding leveraged from

external and internal sources?

5) Sustainability: The continuation of benefits to most marginalized groups (i.e. probability of continued long-term benefits to most marginalized groups) after major development assistance has been completed. What are people’s resources, motivation and ability to continue advocacy on delivering

messages of importance of ECD and Roma inclusion? Has the project contributed to placing young Roma children on policy agendas at national levels?

To what degree did participating stakeholders change their policies or practices to improve human rights and gender equity fulfillment (new services, greater responsiveness, resource re‐allocation, improved quality)?

7. Methodology of the Evaluation

Evaluability assessmentThis is a preliminary evaluability assessment. At inception stage, the evaluation team is expected to conduct a thorough review and analysis of the wide array of secondary data available in order to identify information gaps and other evaluability challenges and discuss solutions to address these.

The comprehensive results framework developed from the project onset, will allow for the assessment of the progress achieved and evaluation of the project results. In this context, the evaluation will consider the baselines and annual results reported during the implementation years as well as other available reliable data and materials collected through monitoring and evaluation activities, such as: databases of services/beneficiaries; reporting materials; monitoring reports, surveys, etc. While there are some restrictions in the result framework and hence certain targets and baseline indicators are missing, there will be renewed effort to fill the

data gaps, particularly those observed in the results framework submitted to the donor in the form of Progress Report. The evaluation team will undertake all reasonable efforts within the limits of resources available to this evaluation to fill in the data gaps from alternative sources and/or through collecting new data (qualitative and quantitative) in each country. As such, during the inception phase, the evaluation team is expected to agree with the UNICEF team on alternative approaches, including additional data collection to complement what cannot be assessed through desk review and to fill data gaps, the use of less rigorous evaluation designs and/or the selection of the evaluation questions that can indeed be answered.

Assessment of reliability of the disaggregated dataAlbania: Reference can be made to data collected and reported by each implementing partner and administrative data of MoES. The level of disaggregation is gender and ethnicity. Hence, data can be accessed in regards to enrolment numbers of children, level of education (pre-school), school location, sex and ethnicity.

The former Yugoslav Republic of Macedonia: Reference can be made to data collected and reported by implementing partners for EDC in inclusive basic education services and administrative data by the Ministry of Labour and Social Policy. Data can be accessed in regards to enrolment numbers for children by level of education (pre-school and basic education), municipality, ethnicity and students achievement at the end of the first and second cycle in basic education.

Serbia: Reference can be made to data collected and reported by each implementing partner as well as from additional analyses of the data related to defined ECD and education inclusion indicators – from projects, routine statistics and reports and available research. Data disaggregation by gender, age and ethnicity is ensured.

Existing sources of informationExisting sources of information are available as Annex 5.

Evaluation Methods and ApproachThe evaluation methodology to be proposed by the evaluation team should demonstrate impartiality and lack of bias by relying on a cross-section of information sources (e.g. stakeholder groups, including beneficiaries, etc.) and aiming to use if possible a mixed methodological approach to ensure triangulation of information through a variety of meansxxiii.

Generally, the evaluation will have to use a non-experimental design. The Evaluation Matrix forms the ‘spine’ of the evaluation. It provides the main analytical framework against which data will be gathered and analysed. It is shaped around the evaluation questions and embeds the criteria above. All other enquiry tools, such as interview guides and the field study template, are geared towards it. The Evaluation Matrix, including the evaluation criteria and associated questions, indicators and prescribed data gathering tools and methods, will be presented at the inception reportprior to the start of field work. Key anticipated data collection methods and data sources will be set out in the Evaluation Matrix, but in general, the methodology of the evaluation will include:

Desk review and analysis of existing project related documents as provided by UNICEF; Analysis of existing international and national policies/priorities; Development of questionnaires focus group protocols (and possibly quick on-line survey) with

list of questions/indicators against set objectives; Field visit in the three countries where the project is being implemented.

During the field-visit and meetings and /or video-conference calls: Structured interviews with key stakeholders, including government representatives; Structured observations of project activities within the project framework (the scope will

depend on time and availability of these); Structured interviews with project partners in each country; Focus groups with service providers (education, health sectors, Roma/non-Roma Non-

Governmental Organization (NGOs) etc.)

Methods for ensuring validity and reliability at analysis stage will include: Triangulation – to confirm and corroborate results reached by different methods Complementarity - to explain and understand findings obtained by one method by applying a

second. E.g. explaining and understanding the nuances around the design of particular strategies and interventions

Interrogation - where diverging results emerge from the application of different methods – these will need to be interrogated to either reconcile, or explain, the differences apparent.

The UNEG Guidance on Human Rights and Gender Equality in Evaluation will be fully applied throughout.xxiv In addition to investigating and analysing attention to human rights through the evaluation questions, attention will be paid to human rights dimensions during identification of stakeholders and their interests, during selection of interviewees and in the selection of methods, timeframe etc. While children will not be directly interviewed, the evaluation will take a participatory approach by including the voices of parents (as representatives of children), teachers, and other stakeholders. In addition, Human Rights Based Approach and gender considerations shall be integrated across the evaluation matrix and within each evaluation criteria, to be elaborated by the evaluation team.

Based on these general guidelines, the methodology and the sample will be further elaborated during the Inception Phase, when the site selection criteria and evaluation questions will be refined. At this point, the evaluator(s) should also develop a more precise evaluation work plan.

UNEG Norms and StandardsThe evaluation will apply the UNEG norms and standards, including evaluation criteria of relevance, efficiency, effectiveness, impact, and sustainability, and the UNEG ethical guideline, including UNICEF Procedure for Ethical Standards in Research, Evaluation, and Data Collection and Analysis (effective as of 1st April 2015), in order to ensure quality of evaluation process. Moreover, the evaluation will mainstream gender and human rights considerations, using gender-sensitive, child-sensitive and human rights-based lenses throughout.

8. Work Plan and Evaluation Management

Evaluation PhasesThe evaluation process will consist of three phases: 1) Inception Phase, including desk review and drafting of inception report; 2) Data collection phase, including an appropriate mix of data collection methods, as indicated above; and 3) Analysis and reporting phase, in which following the completion of the fact-finding and analysis phase, a draft and final report (in English) should be submitted. The process will be guided by the following schedule (October 2016- February 2017).

Phases and DeliverablesThe main tasks and deliverables for the evaluation team as part of this assignment are presented in the following table attached:

Activity Deliverable Working days Who INCEPTION PHASE1. Desk review Memo on the

result of the desk review

OCTOBER 20163 working days per each member of the evaluation team

Evaluation team

2. Drafting of Inception Report to include: Refined evaluation questions and adjusted data collection, sampling (list of stakeholders to be interviewed and locations to be visited), and analysis methods, and operational work plan.

Inception Report OCTOBER 20166 working days for team leader and 2 working days for each national consultants to provide feedback

Evaluation team

3. Revision based on the UNICEF feedback /peer review, according to the quality assurance procedures as per RO RSE SoPs.

Skype call with reference group and evaluation team.

Final Inception Report

NOVEMBER 2016Within 2 weeks for UNICEF COs

1 working day per each member of the evaluation team

UNICEF COs and Peer Review by external body Evaluation team

IMPLEMENTATION, DATA COLLECTION PHASE4. Data collection and

documentation in countriesData matrix, as provided within the Inception Report

NOVEMBER 201615 working days for national consultants10 working days for Team Leader, guidance and field visits to countries

Evaluation team(Team leader visiting the countries during the data collection process)

ANALYSIS AND REPORTING PHASE5. Conduct analysis based on data

received/collected.DECEMBER 20168 working days

Team leader of the evaluation team (from residence)

6. Develop the draft report. Draft report DECEMBER 20166 working days for team leader and 1 working day for

Evaluation team(from respective residence)

each national consultant

7. Feedback session with UNICEF, according to the quality assurance procedures as per RO RSE SoPs.

Skype call with reference group and evaluation team.

JANUARY 2017 Within 2-3 weeks for UNICEF COs

1 working day per each member of the evaluation team

UNICEF/ peer review; Evaluation team(from respective residence)

8. Submission of final report, including an extended executive summary; and a power point presentation of main findings and recommendations.

Final Report, and PowerPoint presentation of main findings and recommendations (generic and country specific)

JANUARY 20175 working days for team leader, 1 per each national consultant working days

Evaluation team

9. Presentation of findings for each Cos.

PowerPoint presentation findings and recommendations specific for each country

FEBRUARY 20171 working day per each national consultant

National Consultants (from respective residence)

Total number of days 15 working days for each national consultant; 41 working days for the team leader

All reports will be delivered to UNICEF Albania, Early Learning and Education Specialist, based on the calendar in the table above. All reports should be submitted electronically in English language.

Team Composition, Roles and ResponsibilitiesLead Responsibilities and Components

Evaluation team leader/International Consultant

Coordinating evaluation processes and overseeing the tasks of the evaluation team, in communication with the UNICEF team.

Providing daily guidance and manages national consultants. Maintaining timeframe of the evaluation, identifying any potential issues,

bringing these to the attention of the relevant stakeholders, and resolving challenges at the earliest opportunity.

Desk review of the core documents. Participates partly at the field work with national consultants Developing the Inception Report, including stakeholder identification

and sampling; Finalising the evaluation method and tools and ensuring their validity, reliability and quality, and incorporating relevant comments from UNICEF.

Quality assuring data collection, storage, analysis and triangulation and all other inputs provided by the evaluation team members.

Safe guarding standards of ethics, data protection, and independence. Drafting an evaluation report in line with UNICEF and UNEG standards,

and finalising the report and presentation on the basis of comments

Lead Responsibilities and Componentsreceived.

Evaluation Team Members/National Consultants

Pre-mission review of all core documents. Participating in skype discussions with International Consultant and

UNICEF team. Conducting and systematically and rigorously documenting interviews,

data collection, findings, and providing inputs to the evaluation team leader needed for drafting of the evaluation report.

Safe guarding standards of ethics, data protection, and independence. Present evaluation findings and recommendations (respective country).

UNICEF Country OfficeAlbania

UNICEF ECD/Education specialist and UNICEF team in Albania will fully support the evaluation through: Drafting evaluation TOR (with support from the RO). Recruiting and managing Evaluation Company. Supporting the

evaluation team in organizing evaluation meetings for Albania. Establishing and updating a DropBox with a well-organized materials for

the evaluation team. Ensuring internal and external quality assurance reviews are undertaken. Submission of final draft report to the Representative for approval. Uploading evaluation report on Evaluation Research Database,

developing the management response and tracking implementation of recommendations for Albania.

Ensuring wide dissemination and follow up of the recommendations of the evaluation in Albania

Mainstreaming of the key recommendations into the next programmes/interventions as appropriate.

UNICEF Country Offices (the former Yugoslav Republic of Macedonia, Serbia)

UNICEF ECD/Education Sections and UNICEF team in Serbia and the former Yugoslav Republic of Macedonia will fully support the evaluation through: The provision of necessary documentation. Supporting the Evaluation team in the organization of evaluation

meetings in the respective countries. Full engagement in the discussion of evaluation findings and

recommendations. Ensuring wide dissemination and follow up of the recommendations of

the evaluation in the respective countries.

Reference Group

Comprised of ECD/Education Specialists and Monitoring and Evaluation Specialists from the three participating UNICEF COs will serve as the technical mechanism, to ensure quality throughout the entire evaluation process as per RO RSE SoPs.

Members of the Reference Group will be responsible to inform the respective CO teams.

The Reference Group, chaired by Albania country office will coordinate overall the involvement of all stakeholders, particularly making sure that adequate participatory mechanisms are in place at key milestones to

Lead Responsibilities and Componentsallow general consensus and guarantee ownership over the findings.

Regional Advisors

Provide technical advice as necessary as per RO RSE SoPs.

Evaluation Institution/Company: Required qualifications and areas of expertiseThe evaluation will have to be conducted by an institution/company that presents the profile as defined by the below requirements.

University degree in Social Sciences or related fields; Extensive experience, knowledge and expertise in M&E, in conducting research and different

kinds of surveys, assessments, and evaluations; Proven extensive experience in quantitative and qualitative data collection and analysis; Excellent analytical and report writing skills; Experience in monitoring and evaluation of ECD/Education or other social programmes; Previous experience of working with UNICEF in evaluations in the Central and Eastern

Europe/ Commonwealth of Independent States (CEE/CIS) region is an asset; Excellent writing and oral skills in English and ability to synthetize complex information; Knowledge of the local language in each of the counties for national consultants; and Proven ability to communicate in a multi-cultural and multi -country environment required.

The institution/company will propose a team of evaluators, led by an evaluation team leader to assure technical expertise at each stage of the evaluation. The Evaluation team will also comprise national expertise (a national consultant for each country). The team is responsible to ensure that the process is in line with the United Nations Evaluation Group (UNEG) Ethical Guidelines (http://www.unevaluation.org/document/detail/102) and UNICEF Procedure for Ethical Standards in Research, Evaluation, Data Collection and Analysis (http://www.unicef.org/supply/files/ATTACHMENT_IV-UNICEF_Procedure_for_Ethical_Standards.PDF). The evaluators should be sensitive to beliefs, manners and customs and act with integrity and honesty in their relationships with all stakeholders. Furthermore, they should protect the anonymity and confidentiality of individual information. All participants should be informed of the context and purpose of the evaluation, as well as of the confidentiality of the information shared.

The consulting firm/institution will propose a multidisciplinary team of experts – led by an Evaluation Team Leader - in order to ensure technical expertise at each point of the evaluation. The Evaluation Team shall include national expertise (national individual experts).  UNICEF shall approve all members of the team (national and international) upon receipt of individual CVs and work samples for the entire team. UNICEF reserve the right to request the replacement of any team member, at any time, throughout the evaluation process.

9. Deliverables, including Structure of the Evaluation Report

As described in in “Work Plan and Evaluation Management”, the expected deliverables are the following:

Inception report – to be delivered in November 2016; Draft report - to be delivered by December 2016; Final report and presentations - February 2017.

Final Report ContentA final report of not more than 50 pages including an executive summary of 5 pages will need to be produced. Draft deliverables will be submitted in Word format, with final deliverables delivered in both word and pdf. The report should be provided in electronic version in English in the required UNICEF format. All objects/graphics in the evaluation report must be editable to allow for eventual translation and/or reformatting. Presentations may use PowerPoint or other formats, as appropriate. The Evaluation Report should include an extended executive summary, description of sampling and evaluation methodology used, data collection instruments, types of data analysis, assessment of methodology (including limitations), findings, conclusions, recommendations, and lessons learned. It should also contain Annexes, including: Terms of Reference, data collection tools, developed list of indicators and questionnaires and other relevant information (see Annex 3).Completed data sets will need to be submitted using techniques ensuring anonymity and confidentiality criteria (especially applied to administrating questionnaires as well as records of individual interviews and focus group discussions).Besides overall analyses and recommendations, there should also be clear evidence of country-specific analyses and recommendations. The evaluation team should prioritize 5 top recommendations/actions per country to be followed by the management response afterwards.

The evaluation will apply the UNEG norms and standards, including evaluation criteria of relevance, efficiency, effectiveness, impact, and sustainability, and the UNEG ethical guideline, including UNICEF Procedure for Ethical Standards in Research, Evaluation, and Data Collection and Analysis (effective as of 1st April 2015), in order to ensure quality of evaluation process. Moreover, the evaluation will mainstream gender and human rights considerations, using gender-sensitive, child-sensitive and human rights-based language throughout.

The Evaluation Report should comply with UNICEF Evaluation Report Standards as outlined at http://www.unicef.org/evaldatabase/files/UNICEF_Eval_Report_Standards.pdf. Its quality will be assessed through UNICEF Global Evaluation Reports Oversight System on the basis of these standards.

10. Procedures and Logistics

The evaluators will be assisted with logistics related to the assignment. Laptops/computers will not be provided.

11. Ethical Standards and Safeguards

The UNEG Guidance on Human Rights and Gender Equality in Evaluationxxv will be fully applied throughout. In addition to investigating and analysing attention to human rights through the evaluation questions, attention will be paid to human rights dimensions during identification of stakeholders and their interests, during selection of interviewees and in the selection of methods, timeframe etc. The evaluation will be conducted in full coherence with the UNEG Ethical Guidelines and Code of Conduct.

Key features to be applied are: Respecting gender and human rights principles throughout the Evaluation process, including:

the protection of confidentiality; the protection of rights; the protection of dignity and welfare

of people; and ensuring informed consent. Feedback will be provided to participants wherever possible, and data validation will take place at all levels with participant consent, including with UNICEF.

Maximizing the degree of participation of stakeholders in the Evaluation itself wherever feasible and a commitment to using participatory approaches in field studies in particular.

Ensuring that the Evaluation matrix (above) integrates the Convention on the Elimination of all forms of Discrimination against Women (CEDAW), Convention on the Rights of the child (CRC) and human rights commitments.

Disaggregating data by gender, geography, and social groups where feasible. Ensuring that outputs use human rights and gender-sensitive language. Special care taken in

relation to any contact that the evaluation team has with children.

12. Quality Assurance

UNICEF retains an external company who reviews TORs, Inception Reports and Final Reports using a quality matrix based on UNEG Standards. The evaluation report will not be cleared by UNICEF until the report is assessed as “green” or highly satisfactory by the external facility (see Annex 8).

The Evaluation Team members takes the primary responsibility for the Quality Assurance process, ensuring a rigorous process of data collection, analysis and synthesis to minimise errors. The process of on-going triangulation and verification, described above, will help ensure this, as will the proposed validation session. No evaluation team member will have any potential conflict of interest with the evaluation object or UNICEF.

13. Payment Schedule

The assignment will be remunerated upon delivery of the agreed deliverables.

14. Resource Requirements

The budget for the evaluation will be subject to financial offers agreed with the selected institution/company, based on ‘best value for money’ selection process. Funding source: SM SC130618 and others

15. Remarks and Reservations

UNICEF reserves the right to withhold all or a portion of payment if performance is unsatisfactory, if work/outputs are incomplete, not delivered or for failure to meet deadlines. Evaluators are responsible for their performance and their produces.

All materials developed will remain the copyright of UNICEF and that UNICEF will be free to adapt and modify them in the future. UNICEF reserves the copyrights and the products cannot be published or disseminated without prior written permission of UNICEF.

Companies interested in the consultancy should submit a proposal with approximate methodological proposal, estimated fees/cost, time line, and resumes. Proposals should also be submitted to <email address>.

Terms of Reference UNICEF Albania Country Office

ANNEX 1. Acronyms

ADA Austrian Development AgencyCEDAW Convention on the Elimination of all forms of Discrimination

against WomenCEE/CIS Central and Eastern Europe and Countries of Independent StatesCSO Civil Society OrganizationCRC Convention on the Rights of the ChildCRU Child Rights Unit ECD Early Childhood DevelopmentECDC Early Childhood Development and Care ELDS Early Learning Development StandardsEU European UnionFYROM Former Yugoslav Republic of MacedoniaISC Inter-sectoral CommissionMDGs Millennium Development GoalsMICS Multiple Indicator Cluster SurveyMLSP Ministry of Labor and Social PolicyMoES Ministry of Education and Sports MoH Ministry of Health National Action Plan National Action PlanNGO Non-Governmental OrganizationRECI Roma Early Childhood InclusionRHM Roma Health MediatorsSEESOP

South East EuropeStandard Operating Procedures

SSO State Statistics OfficeUNICEF United Nations Children’s Fund

ANNEX 2. Characteristics of the Project Environment

All three countries have signed and ratified the United Nations Convention (CRC) and committed to reaching the MDGs. All three countries are still going through intensive social, political and economic reforms. Before 2000 efforts were mostly centred on economic reform and in building democratic institutions. Since 2000 EU accession has been the driving force for a focus on social policy and public administration reformxxvi and for aligning legislative and policy frameworks to fulfil standards under the EU accession process and the Stabilisation and Association agreements. Since the 1990s, the transition to a market economy in Serbia, Albania, and the Former Yugoslav Republic of Macedonia has translated to smaller social safety nets. An ever greater economic responsibility is being passed onto individuals and families and this has affected the poor, especially poor children. The current economic crisis is further widening wealth gaps, and leading to cuts in budgets for social protection and welfare. It is all the more important now that governments in SEE are encouraged and shown that budgeting for social inclusion measures, especially for young vulnerable children, is a cost-effective investment for the future and also financially feasiblexxvii,xxviii,xxix. UNICEF advocacy is key in this regard.

Politics in all three countries occurs within a multi-party, parliamentary democracy, with a Prime Minister as the head of government. The countries are still in varying processes of decentralisation. Frequent changes in government in all of the SEE countries contribute to Roma inclusion reforms not always been sufficiently entrenched within systems, to sustain changes. This initiative will withstand political changes in part by making concerted efforts to sensitise stakeholders, service providers, and relevant authorities to the needs of Roma children and families.Though progress has been achieved in Roma inclusion across countries, widespread discrimination against Roma and a general lack of understanding and mistrust on both sides, Roma and non-Roma, is pervasive. Furthermore, Roma women and girls often face additional discrimination within the Roma communities.

Albania’s 2010 Law “On Protection from Discrimination” and the Law on Preuniversity education 2012 guarantees the principle of equality before the law and protection against discrimination on grounds that include, ethnic, language, social status or ancestry with regard to access to education. Albania’s Law on the Protection of Child Rights (2010), contains two distinct parts: a) The loyal reproduction of the rights of the child as prescribed in the CRC; and b) Provisions regarding the national child rights machinery. The latter consists of structures at the central and local level including the Child Rights Units in each of 12 sub-national (regional) administrations. In addition, there is a civil society run Child Rights Observatories network that collects data on children at the sub-national level. The availability of preschool education remains still limited especially for Roma children despite the growing trend in access of the last years and political commitment undertaken by Government. There is systematic reliance on civil society organizations to provide child protection services at local level.

Since 1997 the former Yugoslav Republic of Macedonia with the signing of the Framework Convention for the Protection of National Minorities, the country has taken steps to protect vulnerable populations. The Constitution explicitly recognizes Roma as an ethnic community following the Ohrid Framework Agreement 2001, which set the stage for more substantive measures to protect minorities-participation in governance, protection against discrimination, use of minority languages, etc. The Law on Child Protection guarantees access to preschool education for all children. Still EC reports express a continued high level of concern about Roma in education and preschool services, the need to remove barriers of segregation of Roma children in special schools, address discrimination and stereotypes, and increase efforts for inclusive education.

Serbia’s legal framework is aligned with EU standards. “The right to health care is guaranteed to all citizens of the Republic of Serbia by the Constitution of the Republic of Serbia, regardless of national, ethnic or religious affiliation. Pursuant to Article 68 of the Constitution, children, pregnant women, mothers during maternity leave and single parents with children up to seven years of age are provided with health care from public revenue […].” (RECI 2012). The national laws provide for the promotion of inclusive education, including for children from marginalised groups, and for a free Preparatory Preschool Programme for children aged 5.5 to 6.5 years. Primary education is mandatory for a period of eight years. There is a network of 171 preschool institutions often hampering access for Roma children, many of whom live in rural areas.

ANNEX 3. Outline of the Evaluation Report

A final report of not more than 50 pages including an executive summary of 5 pages will need to be produced. Draft deliverables will be submitted in Word format, with final deliverables delivered in both word and pdf. All objects/graphics in the ER must be editable to allow for eventual translation and/or reformatting. Presentations may use PowerPoint or other formats, as appropriate.

The Evaluation Report should include: Executive summary (not more than 5 pages) Description of sampling and evaluation methodology used Data collection instruments, types of data analysis, assessment of methodology (including

limitations) Findings Conclusions Recommendations Lessons learned Attachments with developed list of indicators and questionnaires. Annexes, including Terms of Reference, data collection tools, developed list of indicators and

questionnaires and other relevant information, national reports with specific findings and recommendations for each of the countries.

Terms of Reference UNICEF Albania Country Office ANNEX 4. Evaluation Matrix Template

Indicative evaluation questions Anticipated methods Anticipated judgement criteria

RELEVANCE

EFFECTIVENESS

EFFICIENCY

SUSTAINABILITY

IMPACT

COORDINATION AND COHERENCE

Terms of Reference UNICEF Albania Country Office

ANNEX 5. Existing Sources of Information/Bibliography

Albania: National Strategy for Development and Integration (2015-2020) National Policy Paper for Social Inclusion (2015-2020) Action plan for Roma and Egyptian communities 2015-2020 National Pre-university Strategy, Albania (2014-2020) Roma children access to early childhood services, 2014 Mapping of Roma children in Albania, 2011 Administrative instruction for the registration of Roma children in preschool, MOES 2014 Project reports, donor progress reports, human stories, social media, etc.

THE FORMER YUGOSLAV REPUBLIC OF MACEDONIA: ECD Database National Roma Strategy (2014-2020) Roma Segregation in education in the former Yugoslav Republic of Macedonia – research

report Inclusive education for marginalized groups baseline study report Inclusive education for marginalized groups progress study report (to be finalized in September

2016) Human Interest Stories, Project reports, implementing partners and UNICEF websites and

Facebook.

Serbia: National Roma Inclusion Strategy (2005-2015) and NAP New National Strategy for Inclusion of Roma Women and Men (2015-2025) National Education Strategy, with legislation and by-law on additional support to education

inclusion National Programme of Health Care for Women, Children and Youth (2009) The National Program for the ECD (2016) Roma Early Childhood Inclusion (RECI) report (Roma early childhood initiative) MICS V (Multiple Indicator Cluster Survey 2014) with secondary analyses on analyses on

ECD and education Qualitative Study on Family Care Practices Analyses of inclusive education (as part of the monitoring framework) Analyses of segregation in education and models of prevention Reports from Ombudsman and Reports from Commissioner for protection of discrimination Analysis of the Inter-sectorial Committees made by the project implementing partner Project reports, donor progress reports, human interest stories, case studies, UNICEF Facebook

ANNEX 6. Stakeholder Analysis

Firstly, and primarily, boys and girls in Albania, the former Yugoslav Republic of Macedonia, and Serbia, in particular young children who identify themselves as ethnically Roma and their parents but also young children who self-identify with ethnic groups such as Ashkali and Egyptians, young children from difficult socio-economic background and children with disabilities, who live in the areas of the intervention, are ultimately the main focus of this evaluation and have the interest in getting improved access to quality health/ECD services and basic education services. Also, given the organization’s focus on equity, it is critical to know how vulnerable children are affected.

Interest and involvement in the evaluation: Principal source of information on the relevance, effectiveness and sustainability of activities, obtained through Key Informant Interviews (KIIs), Focus Group Discussions (FGDs) and Survey/Questionnaires on programme performance. Give perspectives on future focus for UNICEF activities.

The UNICEF Country Offices (COs) in the three countries involved in this initiative are responsible for managing and executing the initiative in each country and for liaising with partners at the national and local levels. UNICEF supports the relevant Ministry, NGOs and technical experts to implemented planned activities under this initiative. Within the common regional results framework but based on the specific conditions of the national context, each CO determines its own country action plans and specifies resources needed. These action plans are part of the two-year agreements signed with respective ministries; in addition separate agreements with implementing partners are signed detailing activities and resources. In addition, UNICEF Office in Albania coordinates this initiative and is responsible for the overall project management and for ensuring the linkages between the three countries. The UNICEF Office in Albania is responsible for liaising with Austrian Development Agency. In each of the three countries, the initiative is supported by the in-house technical expertise of one UNICEF ECD/Education Specialist, with the support of an UNICEF Assistant, all with long-term experience in Roma inclusion programming. The UNICEF ECD/Education Specialists communicate among each other and with UNICEF regional and global advisors, participate in relevant national or local technical meetings, and review and assist in the improvement of technical and policy related documents. The UNICEF ECD/Education Specialists and UNICEF assistants also manage the disbursements to government institutions and contracted partners, follow up with counterparts on activity schedules, arrange and assist in the logistics of consultations, meetings and other communications, and monitor the implementation of the activities.

Interest and involvement in the evaluation: Responsible for the country level planning and project implementation, the COs are the primary stakeholder of the evaluation. It has a direct stake in the evaluation and interest in generating substantial knowledge and evidence on achievements of, lessons learnt from the project in order to guide UNICEF future interventions in this area. The CO ECD/Education Specialists will comprise the evaluation Reference Group and will provide the evaluation team with necessary support. The COs will be involved in the evaluation through consultation during the development of the ToRs and selection of the evaluation team (ET); provision of documents, reports, information and data to the team ET; interviewed as key informants; and will comment on the Inception and Evaluation Reports. Direct support to ET in country including administrative and logistic support for the evaluation missions. Provide initial briefing and overview (to ET) of UNICEF

work in Ukraine, strategic thinking, and planned responses for future. Introduce ET to key stakeholders. Participate in debriefings and provide feedback on preliminary findings and conclusions.

For UNICEF corporately, interests and stakes orient around evidence generation of the system approach resulting in all children being included in quality universal services, rather than specific groups in special programmes. The system of social services is adjusted so it works for the most vulnerable children. UNICEF’s corporate interest would be to see that integrated ECD services need to include early childhood health (including prenatal health services for mothers), and education initiatives that are flexible and accessible to all children, including Roma children and other marginalized groups (children from the Ashkali and Egyptian minorities, children from low socio-economic background and children with disabilities).

UNICEF Central and Eastern Europe and Countries of Independent States (CEE/CIS) Regional Office: Regional Advisors provide advisory services at the design level, implementation level, and monitoring/evaluation process of the project.

Interest and involvement in the evaluation: The Regional Office has an interest in an independent assessment of the Multi-Country ECD and Education Austrian Development Agency Project in order to gather evidence of results and challenges of ECD and Education programmes targeting the inclusion of vulnerable groups of children. In the form of Key Informant Interviews.

The Governments of the three countries: In Albania, the Ministry of Education and Sports (MoES) is responsible for preschool education, and the policy framework is provided by the Pre-university Education Strategy and the Law on Pre-university Education (2012). Within the Ministry of Labour, Social Affairs and Equal Opportunities (MoLSAEO), Roma social inclusion interventions are coordinated by the Roma Technical Secretariat (currently social inclusion directorate), in charge of coordinating and monitoring the Roma Decade action plan and currently the National Action Plan for the inclusion of Roma and Egyptian in the Republic of Albania. The project will also complement the wider reform of the Social Care Service by MoLSAEO supported by UNICEF and the Swiss Government. Within the regional structures and municipalities, a key counterpart will be the multi-sectoral Roma Technical Groups responsible to plan, coordinate and monitor the implementation of the national Roma Strategy. Municipal Councils and their executive bodies will also be targeted through this project when planning and budgeting for ECD services. Most importantly, the initiative aims to generate local stakeholder networks which together with the responsible social workers and concerned service providers will become pressure groups to demand and enforce accountability by municipal decision makers. In the former Yugoslav Republic of Macedonia, the overall responsibility for ECD lies with the Ministry of Labour and Social Policy (MLSP), Department for Child Protection (financing of ECD, normative framework, quality assurance and inspection). The kindergartens have been decentralized to municipalities; however management systems are still not in local control. UNICEF has also helped the MLSP in the development of by-laws and is currently supporting the development of a new funding formula. With the new law, municipalities can now open new ECD centres and based on the new funding formula can seek for additional funding from the state. The Unit for Roma Decade Implementation in the MLSP has limited capacities and the ECD and Education initiatives under their responsibility are not coordinated and not mainstreamed in the on-going reforms: the project addresses their weak capacity for planning and monitoring and ensure mainstreaming in the sector reform. The Bureau for Education Development is responsible for curriculum and teacher professional development and the project will contribute to their

capacity development too. At municipal level, municipal commission/focal points for ECD/Education and financial departments are responsible for ECD. Several towns have adopted Local Action Plans for Roma, not accompanied by sufficient allocation of resources, which should be remedied by the new funding scheme. Municipalities have the responsibility to establish ECD services based on needs, funding, monitor delivery of ECD services. In Serbia, MoH has overall responsibility for early childhood health and development. Other stakeholders include Institute of Public Health which is responsible for patronage nurses; Primary Health Care centres which are responsible for delivery of early childhood health and development services; Ministry of education, science and technological development with overall responsibility on pre-school education and education inclusion throughout the system; Inter-sectoral commissions (ISC) with a mandate to assess the needs and recommend adequate additional support measures towards education and social inclusion of vulnerable children; Municipalities which finance the ISC; Serbia also has several independent bodies which monitor human rights, including Roma rights: Ombudsman’s Office with two deputies, one for the protection of minority rights and another for child rights; and Commissioner for Protection of Equality’s with a mandate to prevent and monitor all forms of discrimination against Roma and other vulnerable groups. These bodies play a key role in monitoring policy implementation, including in the case of the Ombudsman and Commission, through individual case work and strategic litigation.

Interest and involvement in the evaluation: For the Governments of the three countries, their interest and stake in the evaluation relates to UNICEF’s commitments to support children’s early development and access to quality education and holding UNICEF to account for the resources and interventions provided. In the form of Key Informant Interviews (KIIs), Focus Group Discussions (FGDs).

Implementing partners: Various civil society organisations in each of the three countries contribute to specific areas of the project, mainly around tackling the demand side bottlenecks of vulnerable groups of children accessing ECD and education services.

Interest and involvement in the evaluation: Interests in the evaluation relate mainly to their strategic and operational relationships with UNICEF, and substantive findings to improve any future ECD programmes. In the form of Key Informant Interviews (KIIs), Focus Group Discussions (FGDs) and Survey/Questionnaires.

Austrian Development Agency: Interest in contributing to the improvement of access to ECD and education services by vulnerable groups of children through the work of UNICEF.

Interest and involvement in the evaluation: Interest in knowing whether their funds have been spent efficiently and if UNICEF’s work has been effective and contributed to their own strategies and programmes. Hold UNICEF accountable for the resources provided (whether the project is aligned with global/regional/national priorities, harmonized with the actions of other partners, meet expected results, and whether/how UNICEF’s work contributed to the interests and priorities of the donors.) Interests in assessing future programmes and collaboration opportunities as well. Through Key Informant Interviews (KIIs) and Focus Group Discussions (FGDs)

ANNEX 7. Dissemination Plan in the Former Yugoslav Republic of Macedonia

Section Planned Dissemination

Activities

Aim Focal Point Timing

ECD/EDU Share and discuss with the implementing partners the findings and recommendations outlined in the draft evaluation report

Validate the findings and recommendations in the draft evaluation report together with representatives from MLSP, BDE, ECD COR and MCEC to provide comments and additional recommendations if needed.

UNICEF ECD/Education team

First quarter 2017

ECD/EDU Present the overall findings and recommendations in the final evaluation report to the key education stakeholders

Introduce the key education stakeholders (MLSP, MOES, BED, SEI, MCEC, primary schools, ECD centres, representatives from the seven municipalities and Donors) to the overall findings and recommendations of the evaluation report and agree on future actions.

UNICEF ECD Education team, ECD COR and MCEC education specialists

First quarter 2017

EDC/EDU Gather representatives from ECD centres and primary schools in the seven municipalities to agree on actions to address the findings and implement the recommendations outlined in the Final Report

These activity will be part of the regular coordination meetings with the ECD centres and primary schools during which specific emphasis will be put on improving the inclusive education practices based on the recommendations in the evaluation report.

ECD COR and MCEC education specialists

First quarter 2017

EDU Present the project and recommendations from the evaluation during a conference on Inclusive Education

Present the ADA evaluation results to the wider audience and initiate actions to ensure improved quality of the inclusive education based on the recommendations from the evaluation report.

UNICEF ECD/ Education team, and MCEC education specialist

TBC (in 2017)

Dissemination Plan in Serbia

Section Planned Dissemination

Activities

Aim Focal Point

Timing

ECD/Health Strategic discussion with all operational/implementing partners on draft evaluation results, lessons learnt and next steps.

Validate all findings of the evaluation, and prepare final comments (if any), select priority action and transform them in into recommendations for future action (2017). At the same time, they will be used in capacity building of partners for improving their action against evaluation criteria.

UNICEF/ECD Specialist with Education and Child Rights Monitoring Specialists

First quarter 2017

ECD/Health/Edu Presentation of evaluation of the ADA funded project and recommendations for future action with the project Advisory board and other relevant strategic partners (as mentioned for ECD and Roma inclusion.

Enrich and approve recommendations for future action in this area.

UNICEF/ECD specialist with Education and Child Rights Monitoring Specialists and co-chaired by MoH and MoESTD

First quarter 2017

Dissemination Plan in Albania

Section Planned Dissemination Activities

Aim Focal Point Timing

Early Learning and Education

Strategic discussion with Government partners and implementers on draft evaluation findings, lessons learnt and next steps as part of the annual review of UNICEF.

Inform the stakeholders of the project and expected and intended users of the evaluation (as mentioned above under the section on the rationale) on the findings and recommendations of the Evaluation with the aim of improving next year interventions and planning for Roma inclusion.

Early Learning and Education Specialist

First quarter 2017

Early Learning and Education

Session of informing on draft evaluation findings, lessons learnt and next steps in the four areas where the project has been implemented.

Inform local government authorities, stakeholders and partners on evaluation findings and recommendations to better plan for early inclusion of Roma children at Municipal level.

Early Learning and Education Specialist, NGO partners.

First quarter 2017

Early Learning and Education

Evaluation report published in UNICEF website and social media for wider dissemination.

Inform child rights organisations, UNICEF partners and public at large on the results of the evaluation of the project funded by ADA.

Early Learning and Education Specialist/ Communication Officer

First quarter 2017

ANNEX 8. GEROS Quality Assurance Review Templates

Global Evaluation Reports Oversight System (GEROS) is a UNICEF organization-wide system and the quality assessment of final evaluation reports is managed by the Evaluation Office’s Systemic Strengthening unit.All final evaluation reports are assessed by an external independent company.  For additional information, please download the GEROS methodology. This is complimented by quality-assurance mechanisms designed and implemented by the CEE/CIS Regional Office. The quality assurance review template for inception reports, also assessed by the external independent company, is available upon request.

Terms of Reference UNICEF Albania Country Office ANNEX 9. Log-Frame of the Project

(Source: Annex A to the Project Progress Report 2016 Breaking the cycle of exclusion for Roma children through ECD and education in Albania, the former Yugoslav Republic of Macedonia and Serbia) Please note that country-specific data (i.e. indicators, activities, sources, comments etc.) has been highlighted in a specific colour for easier visual identification; i.e. Serbia in blue, the former Yugoslav Republic of Macedonia in green and Albania in red. Abbreviations: n/a = not available; NBD = no baseline defined; NTD = no target defined.\

Intervention logic Indicator as planned (target) Indicator actual status as at 31/01/2016 (achievement)

% achieved Sources of Verification

Deviations/ comments/ observations

Overall Objective: Effect an acceleration of the equitable inclusion of Roma children in ECD, Early Learning, and quality Basic Education services in three countries in South-East Europe.

Percentage of women having at least 4 antenatal visits

Stunting prevalence (disaggregated by age, gender, ethnicity)

Early Child Development Index

Attendance to early childhood education (disaggregated by age, gender, ethnicity)

National enrolment rates, attendance and completion rates (disaggregated by age, gender, ethnicity)

The former Yugoslav Republic of Macedonia:ECD-40 % of children 3-6 enrolled in preschool education at national level (15% in 2010 and 34% in 2013)Roma children – 1.8% in 2012 and 5.5. % in 2014Serbia:- n/aAlbania:- 55% of Roma children attend preschool

NTDPartly NBD

The former Yugoslav Republic of Macedonia:State Statistics Office (SSO) , MoLSP data,National ECD database (future)Serbia:MICS 5, Final project evaluation.Albania:MOES, Roma mapping, Roma Children Access to Early Childhood Services survey data

The former Yugoslav Republic of Macedonia:New ECD database is currently being developed and will serve as additional source of verification.Serbia:As proposed in last year’s progress report, the baseline data was updated to MICS 5 data (2014), as it represents figures closer to the project start.MICS 5:% of women having at least 4 antenatal visits:general population

Intervention logic Indicator as planned (target) Indicator actual status as at 31/01/2016 (achievement)

% achieved Sources of Verification

Deviations/ comments/ observations93.9%, Roma 74.4%No antenatal care visits among Roma women: 4.5%Stunting prevalence(- 2SD) 6% for general population (male 6,8%, female 5,1%, 6 - 11 months 8.9%, 48 - 59 months 2.1%, max 24-35 months 9.6%), Roma 18,5% (male 21%, 15.8%, 6-11 months 17.2%, 48 - 59 months 11%, max 18-23 months 25.8%)(- 3SD) 2.3% for general population (male 2.4%, female 2.1%, 6 - 11 months 5.1% (max), 48 - 59 months 0.8%), Roma 5.3% (male 6.7%, female 3.8%, 6-11 months 10%, 48 - 59 months 3.1%, max 18-23 months 11.4%)ECD index general 95.1, Roma settlements 83.3Attendance to early

Intervention logic Indicator as planned (target) Indicator actual status as at 31/01/2016 (achievement)

% achieved Sources of Verification

Deviations/ comments/ observationschildhood education Roma children 5.7, male 4.9, female 6.5National enrolment rates, attendance and completion rates General populationEnrolment: male 99.8, female 94 Attendance: male 99.1, female 97.9Completion: male 90.5, female 97.9 Roma settlementsEnrolment: male 63, female 75.6Attendance: male 84.5, female 85.2Completion: male 65.1, female 62.8

Assumption on Objective: Through the proposed intervention disparities in the wellbeing, health, education and social inclusion between young Roma children and non-Roma children will be narrowed. The

Serbia:Low priorities and limited public funding remain a critical external constraint on Roma and ECD initiatives.New Strategy on Roma Inclusion and other relevant policies such as EU

Intervention logic Indicator as planned (target) Indicator actual status as at 31/01/2016 (achievement)

% achieved Sources of Verification

Deviations/ comments/ observations

intervention will benefit all vulnerable children, especially Roma children; mitigating the intergenerational poverty many Roma endure, and increasing their inclusion into society.

Integration AP (Chapter 23) as well as National ECD Health program will in the longer run presumably influence prioritisation and budget allocations.

Project Purpose 1: Access to quality early childhood services by young Roma children and their parents is improved in Serbia.

Positive changes in key ECD indicators in targeted municipalities.

Roma mothers and fathers who actively apply early stimulation practices with their young children (boys and girls) in targeted municipalities

Percentage of Roma children with chosen paediatrician in targeted municipalities

- Data will be available in Q3 2016.

- At the beginning of the project, 40.4% of Roma parents were found to be in need of support. All of them attended group and individual educational and informational activities regarding ECD which was organised by visiting nurses (3,500 Roma parents) and increased their knowledge on ECD and positive parental practices. In addition, Roma parents reached through Roma women network (1,094 parents) achieved 90% correct

- n/a;- 100%- 96.8%

- Data on ECD indicators and early stimulation practices: Questionnaire administered by visiting nurses (baseline in Q1 2015 and final assessment in Q3 2016); Target: improvement of ECD indicators among 60% of children in need

- NGO partner’s monitoring data

- Data about percentage of Roma children with chosen paediatrician

Baseline indicators from the RHM database can only be analysed when RHM database is put in function again. RHM database still is not functional due to significant delays and lack of prioritisation within the MoH. UNICEF is continuously investing advocacy efforts to solve this issue. Baseline data on chosen paediatrician and health card are taken from available reports on the work of RHM in the

Intervention logic Indicator as planned (target) Indicator actual status as at 31/01/2016 (achievement)

% achieved Sources of Verification

Deviations/ comments/ observations

answers on the knowledge of their rights, importance of ECD and positive parental practices. In addition, all showed high interest to learn more about positive family practices.

- 2013 – 71.4% (target 95%); 2015 - 92% Roma children have health card and chosen paediatrician in the targeted settlements.

Baseline data: Roma Health Mediators (RHM) database, 2013; Follow up data: Roma women’s network project reports.

selected municipalities at the end of 2013.Visiting nurses are collecting data on ECD indicators and parental stimulation practices through the newly defined instrument (questionnaire/ checklist), however repeated visits are ongoing and data will be analysed in Q3 2016.

Assumption Purpose 1: Health care workers will be sufficiently able to and have the desire to participate in actively delivering higher quality early childhood care and education, adjusted to the additional needs of young Roma children and their parents/mothers. Roma mothers and fathers will be able to afford and will be

In 2015, the challenges related to the recruitment of health personnel described in last year’s progress report remained. More health staff retired without timely replacement. However, the introduction of the new child development-screening tool among paediatricians with

Intervention logic Indicator as planned (target) Indicator actual status as at 31/01/2016 (achievement)

% achieved Sources of Verification

Deviations/ comments/ observations

trusting/willing to take part in higher quality ECDC.Roma health mediators will remain active in the system.Risk: turnover of management and inability to ensure continuum in support

appropriate materials for parents facilitated and strengthened their work in the ECD field.

Project Purpose 2: Access of Roma children aged 3 to 6 years to inclusive, high quality, cost-effective Early Learning services is improved in seven municipalities of the former Yugoslav Republic of Macedonia and four regions of Albania.

Percentage change of Roma children (aged 36-59 months) attending early learning services in targeted municipalities/regions.

Improvement in combined score on four dimensions measuring child development (literacy-numeracy, physical, social-emotional learning) based on ELDS for Roma children (aged 36-59 months).

The former Yugoslav Republic of Macedonia:- Roma children at national level– 1.8% in 2012 and 5.5. % in 2014; No data available for the seven municipality- According to an assessment of a sample of 945 Roma children regularly attending ECD centres, significant increases in all dimensions of child development (see also indicator 2.2.b and Activity 2.2.1)Albania:- Access to preschool for Roma children has reached 55 % (increased by 29 %) compared to

The former Yugoslav Republic of Macedonia:-n/a-100%Albania:-100%-n/a

The former Yugoslav Republic of Macedonia SSO, MoLSP data,National ECD database (future)Albania:Project data, Survey data, Roma Children Access to Early Childhood Services survey data

Intervention logic Indicator as planned (target) Indicator actual status as at 31/01/2016 (achievement)

% achieved Sources of Verification

Deviations/ comments/ observations

baseline from 2011 (26%).- n/a

Assumptions Purpose 2: All relevant authorities and school staff in selected municipalities and regions will be able to and sufficiently willing to improve access of Roma children to inclusive, high quality, cost effective early learning services.Risk: frequent turnover of staff and inability to ensure continuum in support

Project Purpose 3: Access of Roma children aged 6 years and above to quality Basic Education services is improved in seven municipalities of the former Yugoslav Republic of Macedonia and ten municipalities in Serbia.

% of Roma children primary school entry age attending grade onePrimary school net attendance ratio (adjusted)

Monitoring Plan indicates that data should be monitored at the end of the project.

NTD, N.B. Not applicable at this moment

Serbia:RHM database and NGO reports.

Baseline data is indicated in the Overall Objective above. N.B. duplication.

Assumptions Project Serbia:

Intervention logic Indicator as planned (target) Indicator actual status as at 31/01/2016 (achievement)

% achieved Sources of Verification

Deviations/ comments/ observations

Purpose 3: All relevant authorities and school staff in selected municipalities and regions will be able to and sufficiently willing to improve access of Roma children aged 6 years and above to quality basic education services. Inter-sectoral committees are functioning in the selected municipalities.Risks: Discrimination towards Roma children by other children and teachers challenges inclusion.

Inter-sectorial committee in one of the 10 selected municipalities was not functioning during 2015 but was re-established in January 2016.

The former Yugoslav Republic of Macedonia THE FORMER & Serbia:Early elections to be held in April 2016 may delay political decision-making process & impact timely project implementation.

Expected Result 1.1. Knowledge generated about ECD risks and vulnerabilities (in relation to health, early stimulation and nutrition practices, family separation, abuse and neglect, etc.) and findings used as a basis for trainings and

1.1.a. Development of study about ECD risks/vulnerabilities of Roma children and their families; findings used as a basis for trainings and protocols for service delivery 1.1.b. Number of recommendations used in developing training

1.1 a. Study conducted, partners informed about recommendations and findings of the study1.1.b.: All relevant recommendations are used for education modules for health workers particularly in the modules on discrimination, rights and

1.1.a. 100% 1.1.b. 100%

1.1.a. Final study report 1.1.b. Study recommendations

Community was open to the research; relatively new methodological approach was used in the research (8 hours long family home observation besides interviews and focus groups)

Intervention logic Indicator as planned (target) Indicator actual status as at 31/01/2016 (achievement)

% achieved Sources of Verification

Deviations/ comments/ observations

protocols for service delivery in Serbia

Roma culture. They are also used for advocacy purposes.

Major activity planned Current status as at 31/01/2016 Deviations/ comments1.1.1 In-depth research to identify ECD risks and vulnerabilities of Roma children (in relation to health, early stimulation and nutrition practices, family separation, abuse and neglect, etc.) and their families and findings used as a basis for trainings and protocols for service delivery.

Study completed. Research findings and recommendations are presented and embedded in trainings of paediatricians and visiting nurses from 10-selected PHCs. Checklist/instrument for visiting nurses for assessing child development and risk and protective factors for ECD in the family was created based on the research findings. Research was presented at the 1st International Developmental Paediatric Congress in Istanbul, and at the Annual Congress of the Association of Serbian Psychologists. Research data have been used in planning UNICEF next 5 years country programme with the Government of Serbia and with the data gathered through (MICS) has triggered further advocacy efforts around child rights issues.

Result 1.2 Quality of provision of ECD services as part of the health service provision (trained professionals, higher quality standards and pro-active outreach) for

1.2.a Increase in number of paediatricians and patronage nurses sensitised to work with young Roma children and Roma mothers and engaged in promoting ECD practices.1.2.b Percentage of Roma health mediators apply

1.2.a. 90 paediatricians and 92 patronage nurses from 10 PHC were sensitised to work in ECD with young Roma children and Roma mothers and engaged in promoting ECD practices.

1.2.a 70%1.2.b 60%1.2.c 70%1.2.d 100%1.2.e 0%1.2.f 0%

Reports from the trainings, received by the Association of the Paediatricians in Serbia and City Institute for Public Health, and their

1.2.a While total number of trained paediatricians reached 90, number of paediatricians who regularly participate in all trainings has reduced to 80 due to

Intervention logic Indicator as planned (target) Indicator actual status as at 31/01/2016 (achievement)

% achieved Sources of Verification

Deviations/ comments/ observations

Roma children and parents, improves in Serbia.

improved early stimulation, development and positive parenting standards and risk-identification protocols in Serbia1.2.c No. of Roma children and families reached by interventions1.2.d. No. of PHC with improved mechanisms and protocols for early identification/response to ECD risks1.2.e. A pilot system of protocols/referrals is positively evaluated at the end of the intervention and is documented 1.2.f No of newly identified vulnerable/Roma children with appropriate follow-up in three municipalities

80 paediatricians attended 9 courses and 90 visiting nurses passed all 11 courses, high satisfaction and sufficient knowledge (above 80%) 1.2.b Out of 75 in total, 68 (91%) RHM have increased knowledge in ECD topics, 71 (100%, as the total number reduced to 71) on using ICT equipment for parental education on ECD

1.2.c So far, 10,500 families and children were reached by paediatricians and visiting nurses, out of which 4,300 were from Roma families. Visiting nurses made 31.1% visits to new-borns, 50.2% to infants and 18.7% to children of the 2nd and 4th year of age.

1.2.d All 10 PHC have improved mechanisms and protocols for early identification/response to

project reports retirements and restricted new employment policy. However, other more flexible learning opportunities on ECD were offered to larger number of paediatricians throughout the country.

1.2.b 68 out of 75 RHM passed first part of the ECD training in December 2014. New trainings organised in 2015 (for all 71 RHM) were oriented towards using new technology for parental education on ECD, complemented through partnership with Telenor.

Intervention logic Indicator as planned (target) Indicator actual status as at 31/01/2016 (achievement)

% achieved Sources of Verification

Deviations/ comments/ observations

ECD risks for patronage nurses

1.2.e and 1.2.f planned for monitoring for the end of the project

Major activity planned Current status as at 31/01/2016 Deviations/ comments1.2.1 Development of training packages and protocols and relevant information1.2.2 Training of 75 Roma Health Mediators and implementation of work with children and families1.2.3 Training of 90 paediatricians and 90 patronage nurses in ten municipalities in Serbia and implementation;1.2.4 Support the development of mechanisms and protocols for referral and follow-up of children at risk (including Roma) within the health system; 1.2.5 Piloting of the mechanism in three municipalities.

1.2.1 Training packages for health professionals are being developed as planned. 11 modules for paediatricians and 11 for visiting nurses during the lifetime of the project. At least 5 types of protocols developed on various aspects of effectiveness of health professionals (outreach, communication, learning, monitoring, inter-sectoral collaboration etc.). Additional 8 planned advanced ECD modules prepared for teams of developmental counselling units in primary health care centres.1.2.2 So far, 68 RHM had participated in the training, evidence on the implementation of knowledge expected for the next reporting period. 71 RHM received new ICT equipment and training to facilitate communication and health education in Roma communities. 1.2.3. 9 trainings realised for 80 paediatricians and 11 for 90 visiting nurses. 42 professionals passed through

In order to mitigate the risk of unavailability of paediatricians to attend trainings, and to ensure that each course has maximum number of participants, two new primary health care centres from municipalities with “next largest number and % of Roma population” are invited to engage their paediatricians in the trainings and follow-up action. Still the number has reduced to steady 80 paediatricians undergoing full set of 11 module training. Through other forms of ECD education sessions though, 1,400 paediatricians and nurses were reached.

Intervention logic Indicator as planned (target) Indicator actual status as at 31/01/2016 (achievement)

% achieved Sources of Verification

Deviations/ comments/ observations

advance ECD courses. Additional training for national experts was held on the implementation of ASQ-3 questionnaire for monitoring ECD. 47 participants were educated how to use this instrument for developmental screening. More than 1,400 paediatricians and nurses, sensitised on ECD through lectures, round tables, presentations, conferences organised on ECD.1.2.4 One mechanism was defined: early identification of risks by patronage nurses and referral to Centre for Social Work, which was systematised through the new Checklist/instrument introduced. Patronage nurses have also improved efficiency in referring families to other health professionals.1.2.5 Internal documents (protocols, procedures, mode of work and standards) that support effectiveness and efficiency of ECD interventions are developed and they will be tested and applied in at least 3 PHC in the next reporting period.

Expected Result 1.3. National Human Rights institutions play a more active role in ensuring the realization of rights, or redress of rights violations, of Roma children and mothers in

1.3. Increase reference to Roma ECD issues in the reports of the National Human Rights institutions/independent monitoring bodies

Baseline in 2013 – Number of recommendations Commissioner –5Ombudsman – 21No of complaints to Ombudsman – 3752014 – Number of

National Human Rights institutions report, partner NGO report

Intervention logic Indicator as planned (target) Indicator actual status as at 31/01/2016 (achievement)

% achieved Sources of Verification

Deviations/ comments/ observations

the areas of health, child development and child protection in Serbia.

recommendationsCommissioner –15Ombudsman – 33No of complaints to Ombudsman – 417

In 2015, Commissioner for Protection of Equality gave 13 andOmbudsman issued 45 recommendations to institutions to improve their functioning in order to improve access to rights for children Ombudsman received 452 complaints.60 complaints on rights violation were submitted to Ombudsman and Commissioner by Roma NGOs through project.

Major activity planned Current status as at 31/01/2016 Deviations/ comments1.3.1 Support to independent bodies to strengthen expertise and skills on Roma inclusion into ECD services, including support to Ombudsman and Commissioner for equity offices, and the Parliamentary Committee on Child Rights

- Signed two year-long MoUs both with Ombudsman office and Commissioner for Protection of Equality. - Sensitisation of the Ombudsman’s office to ECD issues - Support to organisation of the inter-ministerial round table on street children- The Ombudsman prepared a special Compendium with recommendations

Intervention logic Indicator as planned (target) Indicator actual status as at 31/01/2016 (achievement)

% achieved Sources of Verification

Deviations/ comments/ observations

related to violence against children and organised round table on protection of children from sexual violence reinforcing inter-sectorial collaboration and proposing recommendation based on the analyses of complains in this area- Support the Ombudsman’s Youth Panel and printing and distribution of leaflets with priorities for children developed by the Youth Panelists to enhance children’s participation in shaping of public policies- Commissioner supported through printing of the First report on discrimination against children and the publication of the First and the Second Compendium of Cases of Discrimination against Children in 2014 and in 2015. - Strengthening of the Commissioner’s Youth Panel- Manual for children and complaint forms for cases of discrimination.- Dissemination of issues related to discrimination through public media - The establishment of cooperation between these independent bodies and Roma CSOs. - In cooperation with independent bodies, municipal health protection ombudsmen from 10 municipalities and local health councils were trained on discrimination and protection of the rights of children in the health care system, and independent bodies more

Intervention logic Indicator as planned (target) Indicator actual status as at 31/01/2016 (achievement)

% achieved Sources of Verification

Deviations/ comments/ observations

sensitized to ECD and child health issues.. -The Commissioner and UNICEF provided recommendation for the development of desegregation models as a basis for development of soft laws in education, based on research. -4000 Roma men and women (parents) from 40 Roma settlements in 10 municipalities were empowered to recognize discriminatory acts and violation of rights. -Roma women network activities resulted with improved communication between service providers and Roma. -1094 people who participated in workshops and individual interviews improved their level of understanding of the issues related to exercising and protection of rights – 90% knowledge on the final test. -With NGO activist`s help, they have submitted 40 complaints to the Ombudsman, 20 to Commissioner, several hundreds of complaints to Centres for Social Work, 15 to primary schools, and 16 to primary health care institutions. In conclusion, 120 cases of realized rights are based on the project implementer intervention.

Expected Result 2.1 Number of Community-Based ECD Centres increases in 7 municipalities in

2.1.a Increase in no. of Community based centres in targeted municipalities in THE FORMER YUGOSLAV REPUBLIC OF

In total, 11 ECD centres in Roma communities are functioning. By the end of 2015, 8 of the ECD centres have been

(+45%) 79% MLSP records

Intervention logic Indicator as planned (target) Indicator actual status as at 31/01/2016 (achievement)

% achieved Sources of Verification

Deviations/ comments/ observations

The former Yugoslav Republic of Macedonia

MACEDONIA . registered; and the procedure is almost finalized for 2 in Bitola. One ECD centre in Prilep is pending identification of adequate premises.

Major activity planned Current status as at 31/01/2016 Deviations/ comments2.1.1 Support seven local municipalities in the FRYOM to scale up successful models of ECD

2.1.1. Advocacy activities with mayors, support to local NGOs in identifying premises for ECD centres and sensitising of Roma families on importance of ECD. In 2015, municipalities were supported to finalize the registration process.

Expected Result 2.2 Quality of provision in early learning and development improves in 7 municipalities in the former Yugoslav Republic of Macedonia and four regions in Albania.

2.2.a Increase number of highly trained service providers applying ELDS.2.2.b Improvement in combined score on four dimensions measuring child development (literacy-numeracy, physical, social-emotional learning) based on ELDS for Roma children (aged 36-59 months).2.2.c Number of ECD centres who use child centred and inclusive policies

The former Yugoslav Republic of Macedonia

Albania:2.2.a 100%2.2.b 0%2.2.c 0%The former Yugoslav Republic of Macedonia:2.2.a 65%2.2.b 100%2.2.c 100%

UNICEF project reportsAlbania:MOES reports on capacity building

Major activity planned Current status as at 31/01/2016

Deviations/ comments

2.2.1 THE FORMER YUGOSLAV REPUBLIC OF MACEDONIA, Train local Roma communities and local NGOs for provision of quality ECD (ELDS

The former Yugoslav Republic of Macedonia

Intervention logic Indicator as planned (target) Indicator actual status as at 31/01/2016 (achievement)

% achieved Sources of Verification

Deviations/ comments/ observations

Implementation, work with parents, monitoring child outcomes).2.2.2 Nation-wide communication for behaviour change campaign for service providers in Albania.2.2.3 THE FORMER YUGOSLAV REPUBLIC OF MACEDONIA , Support the development of specific in-service training module and materials for inclusion of the most marginalized children- Roma.2.2.4 THE FORMER YUGOSLAV REPUBLIC OF MACEDONIA , capacity building of national group of trainers for implementation of the module at national level.

2.2.1. In 2015 trained educators were provided mentoring support. 2.2.3. Training modules and materials for Inclusive ECD were developed to address the knowledge gap of ECD teachers related to identifying and addressing the needs of children with developmental delays and difficulties.2.2.4. Teams from ten pilot kindergartens were trained and supported to improve their practices related to inclusion of the most marginalised children and implementing strategies to engage every child in the early learning activities organized in their classrooms. The experience from this pilot phase will be documented and will inform scale up. Albania:2.2.2 Communication campaigning continued as planned

Expected Result 2.3 Policies provide incentives for Roma participation in pre-school in Albania.

2.3 MoES of Albania adopts and enforces decision on enrolment quotas for Roma children in settlements with Roma population

MOES in Albania issued a decision for increased enrolment of Roma children.Strategy of education foresees a yearly 5 % increase in enrolment for Roma children for 2015-2020NSDI ensures that by 2018 all children will attend pre-primary year

100% Official newsletter

MOES

Decision adopted.Strategy signed by Council of Ministers in January 2016.Assessment of enforcement on enrolment increase has been performed annually and will be evaluated at the end of project.

Intervention logic Indicator as planned (target) Indicator actual status as at 31/01/2016 (achievement)

% achieved Sources of Verification

Deviations/ comments/ observations

Major activity planned Current status as at 31/01/2016 Deviations/ comments2.3.1 Advocacy with the MoES in Albania to introduce quotas for Roma participation in pre-school.

4 main events organized with Ministry of Education and other national bodies

Expected Result 2.4 Local plans and resources support increased provision of early learning services for young Roma children, including mechanisms to monitor attendance and child outcomes, in selected municipalities in The former Yugoslav Republic of Macedonia and Albania.

2.4.a Number of municipalities in Albania are implementing solutions for subsidizing pre-school for the most vulnerable children, including Roma2.4.b By the end of the intervention, 7 municipalities in THE FORMER YUGOSLAV REPUBLIC OF MACEDONIA are implementing local action plans inclusive of expanded provision of ECD services for the most vulnerable children

Albania:2.4.a six municipalities in Albania have already started financing enrolment of Roma children in preschoolThe former Yugoslav Republic of Macedonia:2.4.b Seven municipalities took action to ensure sustainability of ECD service provision for the most marginalized children.

Albania:2.4.a 125 %The former Yugoslav Republic of Macedonia :100%

Project reports Albania:2.4.a In terms of numbers, this target has been achieved. However, a lot more is needed in terms of adequate financing schemes for the most vulnerable children (Roma included). Therefore, UNICEF continues its advocacy efforts to promote these schemes.The former Yugoslav Republic of Macedonia:2.4.b As a result of the direct support provided to the seven project municipalities, 6 of the municipalities took action for institutionalizing the ECD centres, thus ensuring sustainable provision of services.

Intervention logic Indicator as planned (target) Indicator actual status as at 31/01/2016 (achievement)

% achieved Sources of Verification

Deviations/ comments/ observationsIn another municipality (Suto Orizari), support was provided by the MoLSP as the municipality did not have the capacities.

Major activity planned Current status as at 31/01/2016 Deviations/ comments2.4.1 In Albania, advocacy with stakeholders at local level to eliminate fees or provide subsidies to participate in early learning; In the former Yugoslav Republic of Macedonia support to local government units in planning and budgeting and to monitoring mechanisms in pre-school.2.4.2 THE FORMER YUGOSLAV REPUBLIC OF MACEDONIA support to local government units in planning and budgeting and to monitoring mechanisms in pre-school

Albania:2.4.1. All municipalities in all qarks in Albania are aware of the need to invest in ECD for the most vulnerable children.6 Municipalities have already taken small measures to finance the activitiesThe former Yugoslav Republic of Macedonia:2.4.2 The activity was not implemented. Planned for the first half of 2016.

Expected Result 2.5 School staff and other service providers at the local level refer and take actions about out-of-pre-school and out-of-primary school Roma children in four regions of Albania.

2.5.a Number of municipalities in Albania whose referral protocols establish accountabilities of professionals in monitoring and ensuring participation of children in pre-school2.5.b Number of Roma children newly enrolled or reintegrated to the pre-school in 3 regions municipalities of Albania

2.5.a 4 municipalities 2.5.b 385 Roma children enrolled for school year 2015-2016 nationally

2.5.a NTD2.5.b 128.3% (target: 300)

2.5.a Project data2.5.b Directorates of education and project data

2.5.a N.B. the project document refers to 3 regions, however this is incorrect as 4 were planned.

Major activity planned Current status as at 31/01/2016 Deviations/ comments2.5.1 Revision of systems of accountability and 2.5.1. All districts are implementing local

Intervention logic Indicator as planned (target) Indicator actual status as at 31/01/2016 (achievement)

% achieved Sources of Verification

Deviations/ comments/ observations

implementation of local solutions for including Roma children in preschool2.5.2 Capacity building to 200 service providers on revised system of coordination; 2.5.3 Communication activities with parents of young Roma children.

solutions for enrolment of Roma children in preschool2.5.2. 750 local government staff have adopted skills for coordination on Roma children early inclusion;2.5.3.1,562 parents have acquired skills in ECD while 4,597 parents have been contacted by the project and informed about preschool enrolment

Expected Result 3.1 Coordination between schools, service providers, Roma mediators and parents at the local level ensures access of Roma children to primary schooling in 7 municipalities in The former Yugoslav Republic of Macedonia

3.1.a Referral mechanisms between schools, Roma mediators and services are operational in 7 municipalities of THE FORMER YUGOSLAV REPUBLIC OF MACEDONIA .3.1.b Results of Roma children in mathematics and language at the end of first and second cycle of primary education in the seven primary schools; 3.1.c Percentage of children with disabilities attending primary education in the seven primary schools

3.1.a All seven primary schools have school inclusion teams established to focus on inclusion of all children in the municipality in the seven municipalities.3.1.b Average score on the test in reading and writing of Roma students at the end of the first cycle of primary education: 28%.

Average score on the test in mathematics of Roma students at the end of the first cycle of primary education: 22%.

Average score on the test in reading and writing of Roma students at the end

3.1.a 100%3.1.b n/a. Will be verified at the end of the project.3.1.c n/a. Will be verified at the end of the project.

UNICEF reports, school record, municipal records, mentors’ reports.

The baseline for new indicators are the results of the baseline study (see Progress Report).

Intervention logic Indicator as planned (target) Indicator actual status as at 31/01/2016 (achievement)

% achieved Sources of Verification

Deviations/ comments/ observations

of the second cycle of primary education: 31%.

Average score on the test in mathematics of Roma students at the end of the second cycle of primary education: 26%.

3.1.dPercentage of students with special educational needs in relation to the total number of students

School* %Dimitar Vlahov, Stip 0.2

Naim Frasheri, Tetovo 0.6

Edinstvo-Bashkimi-Birlik, Gostivar

0.5

11 Oktomvri, Kumanovo

17.0

Dobre Jovanovski, Prilep

4.0

Brakja Ramiz i Hamid, Suto Orizari

7.0

*The school Gjorgji Sugarev-Bitola reported

Intervention logic Indicator as planned (target) Indicator actual status as at 31/01/2016 (achievement)

% achieved Sources of Verification

Deviations/ comments/ observations

that they do not have students with special educational needs.

Percentage of students with physical or intellectual disabilities in relation to the total number of students

School * %Dimitar Vlahov, Stip 0.2

Naim Frasheri, Tetovo

0.2

Edinstvo-Bashkimi-Birlik, Gostivar

0.6

11 Oktomvri, Kumanovo 1.8

Dobre Jovanovski, Prilep

1.6

Brakja Ramiz i Hamid, Suto Orizari

5.5

*The school Gjorgji Sugarev-Bitola reported that they do not have students with physical or intellectual disabilities.

Intervention logic Indicator as planned (target) Indicator actual status as at 31/01/2016 (achievement)

% achieved Sources of Verification

Deviations/ comments/ observations

Major activity planned Current status as at 31/01/2016 Deviations/ comments3.1.1 Support to mechanisms for cooperation of schools with parents, communities and Roma mediators, in 7 municipalities of the former Yugoslav Republic of Macedonia.

The total number of teachers who completed the six-day training on Inclusive education (the content of the training was explained in the previous donor report) is 622. In addition, 248 teachers were covered with three-day training on Acquisition of first and second language of instruction and providing additional support to Roma children in learning.In addition to the capacity building activities in 2015 the seven project schools received intensive in-school support by 12 advisers from the Bureau for Development of Education, 7 inspectors from the State Educational Inspectorate and 5 inclusive education teacher-mentors. By November 2015, 22 in-school support visits were conducted (at least 3 visits per school).

Expected Result 3.2 All local Inter-sectoral Commissions for Education Inclusion (ISC) are able to assess needs for additional support of Roma and other vulnerable children across Serbia, and 10 municipalities

3.2.a Percentage of ISC members who scored above 80% on post-training assessment.3.2.b Number of municipalities allocating resources for additional support needs of Roma/vulnerable children.3.2.c No. of cases of vulnerable children, including Roma,

3.2.a n/a3.2.b 9 out of 10 planned3.2.c n/a

N/A

Intervention logic Indicator as planned (target) Indicator actual status as at 31/01/2016 (achievement)

% achieved Sources of Verification

Deviations/ comments/ observations

will establish sustainable financing of additional support.

assessed and treated by ISC in a selected sample of municipalities in Serbia, at the beginning and end of the intervention.

Major activity planned Current status as at 31/01/2016 Deviations/ comments3.2.1 Capacity building of 156 ISCs; 3.2.2 Provision of matching grants and advocacy for sustainable financing in 10 municipalities in Serbia.

3.2.1 Capacity building to happen in next reporting period3.2.2 Funds provided to 9 municipalities, the remaining financial allocation to 1 municipality is planned for February 2016

In the first phase, 10 ICS are being trained in order to extract experiences for wide-spread basic education of all 156 ICSs.Since the National Joint Body has been established only in December 2015, training of all 156 ISCs is therefore postponed to introduce the novelties of the new by-law to be prepared. Important side result – City of Belgrade will replicate the model developed by the Project, and has signed MoU with UNICEF on receiving support for such.

(Changes of) Assumptions for Expected Results and changes, if any

Serbia:Result 1.2Assumption: The RHM database will finally become active in Q1 2016 and enable closer monitoring of the work of RHM.Result 3.2.Assumption: The National Joint Body will be active and will develop pending by-law in the near future.

Terms of Reference UNICEF Albania Country Office

i UNICEF, OSI, REF (2012) Roma Early Childhood Inclusion, Regional Overview Report http://www.romachildren.com/wp-content/uploads/2010/12/RECI-Overview-final-WEB.pdf ii Ibid iii Fundación Secretariado Gitano ed. [2009] HEALTH AND THE ROMA COMMUNITY, ANALYSIS OF THE SITUATION IN EUROPE. Bulgaria, Czech Republic, Greece, Portugal, Romania, Slovakia, Spain. Fundación Secretariado Gitano, Madrid. pp. 18-19.iv UNICEF Serbia. [2007] Breaking the Cycle of Exclusion. UNICEF.

v Former Yugoslave Republic of Macedonia Multiple indicator cluster survey : 2005-2006 : final report/contributors to the report Suzana Stojanovska, Vesna Dimitrovska, Rut Feuk. - Skopje : State statistical office, 2007. pp 26 < http://www.unicef.org/tfyrmacedonia/MICS-ENG-1(1).pdf>vi Statistical Office of the Republic of Serbia. 2011. Republic of Serbia Multiple Indicator Cluster, Survey 2011, Final Report. Belgrade, Republic of Serbia: Statistical Office of the Republic of Serbia. pp. 54 <http://www.childinfo.org/files/MICS4_Serbia_FinalReport_Eng.pdf>vii Former Yugoslave Republic of Macedonia Multiple indicator cluster survey : 2005-2006 : final report/contributors to the report Suzana Stojanovska, Vesna Dimitrovska, Rut Feuk. - Skopje : State statistical office, 2007 pp 95 < http://www.unicef.org/tfyrmacedonia/MICS-ENG-1(1).pdf>viii Statistical Office of the Republic of Serbia. 2011. Republic of Serbia Multiple Indicator Cluster, Survey 2011, Final Report. Belgrade, Republic of Serbia: Statistical Office of the Republic of Serbia. pp. 44-45 <http://www.childinfo.org/files/MICS4_Serbia_FinalReport_Eng.pdf > ix In ECD, UNICEF has been advocating for new definitions and concepts based on the clearly established body of evidence about the early years’ period being the key for laying the foundation for a future development of an individual. This approach also suggests that child development is holistic, happens simultaneously in the different domains- health, motor, cognitive, social and emotional development. The challenge is then to respond to this crucial window with the right combination of initiatives; as a first step, it implies that governments and local authorities need to cease thinking of ECD only in terms of preschool enrolment one year before compulsory education. ECD services include early childhood health (including prenatal health services for mothers), socialization, early learning and education initiatives that are flexible and accessible to all. Based on this definition, UNICEF has supported reforms in ECD sector including different forms of ECD provision, such as community ECD centers, per capita financing based on the number of children, new learning and teaching standards, curricula and textbooks; upgraded pre-service training of teachers and professional development; and regulations/rules for the ECE services. The approach has been the basis for UNICEF and its partners Open Society Institute (OSI) and Roma Education Fund (REF) to embark on a joint initiative Roma Early Childhood Inclusion (RECI), leading to the publication of the RECI Regional overview report, and a series of country RECI reports (Serbia, the former Yugoslav Republic of Macedonia, and Albania since recently). This exercise was a first attempt in the CEE/CIS region to capture and present systematically the situation of young Roma children. The findings and recommendations of RECI report were promoted across countries as part of the EU funded UNICEF Roma Good Start Initiative (RGSI) which also included development of communication materials and activities. x Similarly in Education, UNICEF has been supporting education reforms in legislation, financing, data collection and monitoring, child-centre learning and assessment, curriculum development, in complementarity with specific measures to make schools accessible and available for Roma children, measures to end segregation of Roma children in special school and promote inclusion in regular schools, measures to remove socio-economic barriers, while at the same time promoting the right to identity and respect for culture and language, participation, personal and physical integrity.xi ibidxii UNICEF (2012) RECI Macedonian ReportxiiiUNICEFF CEE/CIS (2011. The Right of Roma Children to to Education Roma Position paper. UNICEFxiv European Commission. [2011] Communication from the Commission to the European Parliament, the Council, the European and Social Committee and the Committee of the Regions. An EU Framework for National Roma Integration Strategies up to 2020 pp. 11-12.xv UNICEF, [2010] Country Profile, Education in Albania. www.unicef.org/ceecis/Albania.pdfxvi The action plan for 2009-2011 and 2012-2014 (to be adopted in 2013)xvii Aleksandrovic, Marija; Macura Milovanovic, Suncica; Trikic, Zorica (2012) Serbia National RECI Report. UNICEF. pp 43.xviii Aleksandrovic, Marija; Macura Milovanovic, Suncica; Trikic, Zorica (2012) Serbia National RECI Report. UNICEF. pp43.xix As per the Rulebook on Additional Educational, Health and Social Support to Children and Pupils adopted by the relevant ministries, the role of ISCs is to assess the needs and recommend adequate additional support measures towards the education and social inclusion of vulnerable children, including Roma. Local ISCs are financed by municipal authorities while their work is monitored by a national Inter-Sectoral Joint Body (which unfortunately has not functioned in the last years).xx Pia Britto, "Why early childhood development is the foundation for sustainable development, UNICEF (blog), 22 October 2015, at https://blogs.unicef.org/blog/why-early-childhood-development-is-the-foundation-for-sustainable-development/, accessed on 23 May 2016.xxi The project has not yet been completed and therefore it is premature to measure impact in a true and traditional sense; hence immediate signs of impact will be examined.xxii Where it is unfeasible to robustly assess impact given the paucity of results data, some reasonable measure of plausible contribution to changes for children may be feasible applying a systematic approach. An important focus will be on understanding equity issues – how child rights have been achieved for the ALL children and especially Roma children.xxiii The participation of key stakeholders will be promoted, as much as possible, in all phases of the evaluation, including the planning, inception, fact-finding, reporting phases as well as the management response phase when determining the concrete use the findings and recommendations, follow-up decisions, and dissemination strategies as relevant.xxiv UNEG (2011) Integrating Human Rights and Gender Equality in Evaluation – Towards UNEG Guidance.xxv UNEG (2011) Integrating Human Rights and Gender Equality in Evaluation – Towards UNEG Guidancexxvi www.ceecis.org/child_protection/consultation_report.pdfxxvii Heckman, J. and Masterov, D. (2007), “The productivity argument for investing in young children,” Science, 29(3), pp. 446-493, See also: http://jenni.uchicago.edu/human-inequality/papers/Heckman_final_all_wp_2007-03-22c_jsb.pdfxxviii Preventing Social Exclusion through the EUROPE 2020 STRATEGY Early Childhood Development; The annex contains a bibliography of the economic argument for investing in ECD for vulnerable groups. See for instance http://www.romaeducationfund.hu/news/non-ref/preventing-social-exclusion-through-europe-2020-strategy-early-childhood-development-anxxix Heckman, J. J. (2000), “Policies to Foster Human Capital,” Research in Economics, 54, pp. 3–56. Heckman, J. (2007), “Skill formation and the economics of investing in disadvantaged children,” Science, 312, pp. 1900-1902.