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Mitchell, E. (2012). The Basic Education and Gender Equality in Kandahar through Teacher Training: Report on the Terms of Reference for the Baseline Assessment. UNICEF Project Implemented by the Teacher Education General Directorate of the Ministry of Education, the Islamic Republic of Afghanistan, Kabul, Afghanistan.

has been cited by the following article:

• TITLE: Program Evaluation 2012 of Afghanistan National Teacher Inservice Project

  AUTHORS: Kenneth D. Peterson, Baseer A. Baheer, Richard C. Ponzio

  KEYWORDS: International Program Evaluation, Michael Scriven, Scriven’s Pathway Analysis

  JOURNAL NAME: Creative Education, Vol.15 No.12, December 31, 2024

  ABSTRACT: International educational program evaluation of national teacher inservice program. After the three-year life of the Afghanistan Teacher Directorate implementation, this UNICEF-funded effort of local workshops and data gathering was evaluated for outcomes and possible continued funding. Data included implementation fidelity, teacher tests, attitude surveys, demographic information on teachers and students, interviews of designers and national education leaders, cost-benefits, focus groups, classroom visits, training session visits, video recordings, and bibliographies. The method was a variation of Michael Scriven’s “goal-free” qualitative pathway analysis. Innovations included validation of populations by patterns of skewness and kurtosis. Recommendations for action included formative and summative evaluation. Bookend sections on the USA evaluators’ decision to Undertake Evaluation, and Developments since the site visit and report were completed.