์๋ฃ
์ธ๊ณ์๋ฏผ๊ต์ก์ ๋ํ ์ดํด๋ฅผ ๋ํ๊ณ ์ฐ๊ตฌ, ์นํธ ํ๋, ๊ต์, ํ์ต ๋ฑ์ ํฅ์์ํฌ ์ ์๋ ๋ค์ํ๊ณ ์ ์ฉํ ์๋ฃ๋ฅผ ์ฐพ์๋ณด์ธ์.
2 ๊ฑด์ ๊ฒฐ๊ณผ๊ฐ ๊ฒ์๋์์ต๋๋ค
Evaluation of UNESCO's Programme Interventions on Girls' and Women's Education ๋ฐํ ์ฐ๋: 2017 ์ ์: Michael Reynolds, Martina Rathner, Estelle Loiseau ๋จ์ฒด ์ ์: UNESCO Internal Oversight Service (IOS) Since 2008, Gender Equality has been one of two global priorities for UNESCO. In May 2011, UNESCO launched the Global Partnership for Girlsโ and Womenโs Education, also known as โBetter Life, Better Futureโ, which aims to increase learning opportunities for adolescent girls and women and to find solutions to some of the biggest obstacles to their education. To further advance the global priority of Gender Equality, since 2015 a dedicated Section of Education for Inclusion and Gender Equality specifically addresses the gender dimensions in education that contribute to differential access, participation, completion, and learning outcomes by boys and girls, and men and women. The evaluation examines UNESCOโs programme interventions in girlsโ and womenโs education during the period 2015 to 2017, in particular to ascertain the relevance, effectiveness, efficiency and sustainability of initiatives, and to clarify the strategic role and positioning of the Organization in supporting girlsโ and womenโs education at regional and country levels.The evaluation found that although UNESCOโs efforts for enhancing girlsโ and womenโs education are clearly aligned to SDG 4 and SDG 5 and also broadly in line with the overall principle of leaving no one behind, there is at times a trade-off between targeting the hardest to reach and other donor priorities, and UNESCO needs to more clearly position its efforts in support of girlsโ and womenโs education and its niche in the 2030 Agenda. Furthermore, continued efforts are required to scale up and/or replicate small-scale interventions, to better ensure sustainability and to consolidate mechanisms for coordination and information sharing among different interventions to seize synergies and enhance organizational learning. 
Evaluation of UNESCOโs Action to Prevent Violent Extremism ๋ฐํ ์ฐ๋: 2020 ๋จ์ฒด ์ ์: UNESCO Internal Oversight Service (IOS) The purpose of this evaluation was twofold. To provide evidence, ideas and insights on how UNESCOโs efforts on PVE in the period from 2015-2018 have contributed to enhancing UNESCOโs action and position in the PVE sphere in light of the decisions of Member States. And to provide evidence and formulate lessons learned and good practices on the intersectoral approach with the aim of informing what works and what does not work in intersectoral cooperation.The evaluation found that UNESCOโs work on PVE was context specific and adjusted to respond to the needs of the countries and sub-regions where the work was being implemented.UNESCOโs work is aligned with the agencyโs mandate and expertise and makes the most of its strong relationships with government bodies and civil society actors. UNESCOโs work on PVE has led to positive results around the quality, use and effectiveness of guidance documents, around capacity building of UNESCO partners and stakeholders, and around the provision of expertise and policy advice both at national and global level. Using an intersectoral approach led to an increase in information sharing and coordination. However, this was not always translated to intersectoral implementation or delivery of PVE initiatives.