International development - inclusive education programme: call for proposals

E. Theory of Change statement

1. The Programme seeks to influence change at a level commensurate with the resources involved, but is not expected to effect large-scale transformation of education systems within partner countries. Instead, it is anticipated that in a small number of well-targeted areas, the Programme can provide well-targeted interventions that supports Government priorities and progress against national and Sustainable Development Goal targets concerning the proportion of disabled learners, women and girls who complete or transition to major phases of education.

2. A complete theory of change, together with the agreement of a simple framework of outputs, outcomes and indicators (including incorporation of gender equality into these) will be finalised during the inception, and should take into account: the UN Sustainable Development Goals agreed by all UN Member States; the indicators and outcomes contained in partner countries’ own national development and sectoral plans^[25]; any existing and relevant sectoral monitoring and evaluation frameworks used by other development actors^[26]; and the perspectives of participants and stakeholders involved at individual project level.

3. The application form will require completion of a simple and brief theory of change or logical framework (no more than 2 page) to enable us to assess your broad approach to programme logic, gender mainstreaming see our Guidance Note) and identification of assumptions. The following Impact level goals can be used as a broad frame of reference.

Impact:

At impact level the Programme should contribute towards UN Sustainable Development Goal 4 (Education) and 5 (Gender Equality):

• 4.1 By 2030, ensure that all girls and boys complete free, equitable and quality primary and secondary education leading to relevant and Goal-4 effective learning outcomes
• 4.3 By 2030, ensure equal access for all women and men to affordable and quality technical, vocational and tertiary education, including university
• 4.5 By 2030, eliminate gender disparities in education and ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities, indigenous peoples and children in vulnerable situations
• 4.B By 2030, substantially expand globally the number of scholarships available to developing countries, in particular least developed countries, small island developing States and African countries, for enrolment in higher education, including vocational training and information and communications technology, technical, engineering and scientific programmes, in developed countries and other developing countries
• 4.C By 2030, substantially increase the supply of qualified teachers, including through international cooperation for teacher training in developing countries, especially least developed countries and small island developing states.
• 5: Ensure women’s full and effective participation and equal opportunities for leadership at all levels of decision-making in political, economic and public life

4. Expected outcomes and outputs of the programme will be determined at inception stage by the external grant holder in consultation with partner country governments and stakeholders, and SG’s International Development Team as part of a more fully developed theory of change.