I4DI is leading the evaluation of UNICEF Viet Nam’s education programme components on digital literacy and transferable skills (DLTS), covering the full implementation period from 2019 to 2025. The evaluation spans two consecutive UNICEF Country Programme Document cycles (2016–2021 and 2022–2026) and examines seven digital learning and teaching solutions piloted across Viet Nam, with particular attention to reach and outcomes for ethnic minority children, children with disabilities, girls, and learners in remote and climate-vulnerable areas.
Viet Nam has achieved near-universal primary enrollment and connected nine out of ten schools to the internet, but significant disparities persist in foundational learning outcomes, digital access, and instructional quality across regions and populations. UNICEF’s DLTS portfolio was designed to address these gaps through a mix of policy advocacy, capacity building, and technology-enabled learning interventions ranging from augmented and virtual reality tools for STEAM education to gamified mathematics platforms, computational thinking curricula for preschoolers, and mother tongue-based bilingual digital libraries for ethnic minority students.
The evaluation applies a theory-based, utilization-focused approach with mixed methods, including key informant interviews, focus group discussions, comparative case studies, and quantitative surveys across purposively selected provinces. The I4DI team reconstructed a portfolio-level theory of change to assess pathways from intervention design through system-level adoption, and the evaluation matrix maps fourteen evaluation questions across the OECD-DAC criteria of relevance, effectiveness, coherence, efficiency, and sustainability.
Findings will directly inform UNICEF Viet Nam’s next Country Programme Document (2027–2031) and contribute to regional knowledge on digital education programming across the East Asia and Pacific region.
Core evaluation activities include:
- Desk review and secondary analysis of programme documentation, monitoring data, and financial records across all seven DLTS components
- Primary data collection through semi-structured interviews, focus groups, and school-level observation in selected provinces, with a dedicated focus on engaging children, parents, ethnic minority communities, and people with disabilities
- Reconstruction and assessment of the portfolio-level theory of change linking UNICEF interventions to system-level outcomes
- Validation and recommendations workshops with the Evaluation Reference Group, government counterparts, and UNICEF regional advisors
- Final reporting in English and Vietnamese with policy-oriented recommendations for scaling effective DLTS approaches
