Impact analysis of e-learning in Dolpa (external evaluation)

Evaluation report of four project sites in the Dolpa region / Nepal

Summary Evaluation Report – Education Project in the Dolpa Region, Nepal

Introduction

As part of an external monitoring exercise, the educational project was evaluated in the partner schools in the Dolpa region, one of the most remote areas of Nepal. The goal of the project was to support the schools through child-friendly libraries, solar-powered computer labs, and the introduction of e-library systems. The following findings and recommendations result from the evaluation and serve to further develop the project and ensure its sustainable impact.

1. Strengthening children’s participation in program design

Knowledge:
A positive trend is evident: children are increasingly being informed about educational initiatives such as e-libraries, computer labs, and teacher training courses and are being involved in their design. This involvement promotes a deeper understanding and stronger identification with the project, which is reflected in increased motivation to learn.

Recommendation:
Children's participation should be further strengthened through regular orientation sessions. These should convey the goals and content of digital educational resources in a child-friendly manner. Feedback formats should also be established through which students can contribute their perspectives. This strengthens a sense of responsibility and active participation.

2. Strengthening teaching skills in the use of digital resources

Knowledge:
A key obstacle is the limited ability of many teachers to integrate digital resources such as e-libraries or computer labs into their teaching. A lack of training leads to inefficient use, thus failing to fully exploit the potential of digital educational offerings.

Recommendation:
A continuous, practice-oriented continuing education program is necessary. In addition to regular training sessions, mentoring formats and accompanying training measures should be established. Furthermore, local authorities should contribute to the long-term retention of qualified teachers through incentives for professional development and performance-based recognition.

3. Activation of school committees and parent associations for sustainable impact

Knowledge:
The limited involvement of school committees (SMCs) and parent-teacher associations (PTAs) compromises the project's sustainability. Low participation in decision-making processes, inadequate resource maintenance, and political tensions diminish project success.

Recommendation:
Capacity-building programs for SMC and PTA members are needed. These should provide skills in resource management, monitoring, and the implementation of school development plans. Awareness-raising campaigns can increase community ownership, promoting resource identification and sustainable use.

4. Involvement of local authorities for sustainable educational development

Knowledge:
Despite financial support, local authorities' engagement in key areas such as monitoring, resource allocation, and strategic integration of digital education is limited. Knowledge of the tools used is often lacking, making effective management difficult.

Recommendation:
Targeted training for local authorities on the use and application of digital educational tools is necessary. In addition, clear monitoring guidelines should be introduced. Regular coordination meetings between schools, project sponsors, and authorities promote cooperation and strengthen local ownership.

5. Retaining trained teachers to ensure project success

Knowledge:
The high turnover of trained teachers impairs the continuity and effectiveness of digital education offerings. With the departure of trained individuals, valuable expertise is lost.

Recommendation:
A comprehensive staff retention strategy must be developed. This includes local hiring policies, training opportunities, career prospects, and on-site housing. Mentoring and knowledge transfer programs help secure and share expertise within the school.

6. Strengthen sustainable infrastructure and resource management in schools

Knowledge:
Despite the successful installation of digital infrastructure, challenges remain in the areas of maintenance, infrastructure quality, and seasonal disruptions. Long-term resource conservation plans are lacking.

Recommendation:
Schools should permanently allocate funds for the maintenance and upkeep of digital infrastructure. The School Development Plan (SIP) should be expanded accordingly. Furthermore, investments in school buildings, security facilities (e.g., perimeter fencing), and solar-powered systems are necessary to ensure continuous access to resources.

7. Promote coordination and cooperation among all stakeholders

Knowledge:
A lack of coherent collaboration between schools, children, communities, parents, school committees, and authorities hampers the effectiveness of the project. Unclear role allocation and a lack of needs assessments at the start of the project hamper implementation.

Recommendation:
Comprehensive needs analyses should be conducted before implementing new projects. The roles and responsibilities of all stakeholders must be clearly defined. Training on collaboration and project ownership promotes a common understanding. Regular evaluations of coordination help close existing gaps and create synergies.

Contact person Project Office Switzerland

Pranita Chettri pranita@booksforchange.org +41(0)79 899 55 80

As an Indian, I know the value of education and equality. With heart, commitment, and enthusiasm, I work to provide children with access to education and equal opportunities.