ITOCA has designed and implemented numerous multi- country and multilingual evaluation Programs in Sub-Saharan Africa and other regions.
ITOCA conducted the Research4life (R4L) User Drop-off study during June to November 2022 using a combination of desk research, interviews, and a survey. The study was prompted by a developing trend observed where some registered institutions stopped using R4L soon after registration. The study had two main purposes: a) to help us understand the reasons behind the user drop-off institutions, and b) to establish what strategies institutions could adopt to sustain the use of R4L at the institutions. The multi-country, and multi-program evaluation covered 29 African and South East Asian countries. The study recommended technical programmatic and policy changes based on evidence gathered to further advance the Research4life focus, adopted theory of change and future strategic areas of focus.
This multi-country, multi-program (and multi-lingual) evaluation will assess the impact of three United Nations programs--Hinari, AGORA and OARE--that provide developing-country researchers and educators with online access to current research publications in life sciences and medicine, agriculture, and the environment. This evaluation involves development of qualitative and quantitative approaches involving site visits to institutions in 12 countries plus online surveys of subscribing institutions and of researchers.
ITOCA in partnership with the University of Rwanda and Syracuse University of USA received a grant under the Innovation For Education program funded by DfID, UK to deliver the project “Improving Teacher-Librarian Education In Rwanda” program from 2013 to 2015. A major component of the project was the MEL to establish the effectiveness of the program and assess the Process of Innovation. The evaluation covered five specific areas and deliverables: Economic analysis (value for money), replicability, scalability, Sustainability (including institutionalization), Analysis and justification supported by data and realism. To research these issues the team interviewed teachers, head teachers and District Education Officers, convened multi-stakeholder meetings and held regular review conferences with participants from state, non-state, CSOs, academics and researchers interested in education and education policy in Rwanda to discuss the implications of the program..
The project aimed to provide a strategic framework for development in the Tertiary Agricultural Education and Extension sector in sub-Saharan Africa in order to support future investment decision making in the sector. It created a robust and strategic view of the landscape for tertiary agricultural education and extension (TAE) in the Sub-Saharan Africa (SSA) countries and generated a strategic framework for considering whether this was an area that would warrant further exploration and potential investment. It established the Tertiary Agricultural Education and Extension system(s) needed to ensure countries had the human resources and knowledge base to achieve sustained agricultural development for small holder farmers (SHF). This project was developed to contribute towards achieving the Foundation’s core goal of improving agricultural development for smallholder farmers in the SSA. A series of studies were implemented to assess gaps, challenges and opportunities within the country and across sub-regions of SSA in order to build a framework that takes into consideration ongoing development initiatives, governments and private sector input and future potential opportunities that would make the most impact in the sector. The design and formulation of desk and field studies incorporated data collection and communication challenges and over 30 country TAE systems were assessed, findings analysed and documented. The study outputs formed the bases of the strategy framework development and clear grant-making options laid out in line with the Foundations goals on how TAE can have impact on SHF.