The Ministry of Education and Research would like to have a participatory evaluation in order to obtain knowledge on the changes in Statped during the period of adjustment. The participatory evaluation is expected to throw light on whether the correct measures and activities have been started to reach the goals of the changes, whether the work is organised appropriately, how the working environment is taken care of during the changes and to what degree the process facilitates professional and administrative cooperation in the entity, with the Norwegian Directorate of Education and Training, as well as with other relevant actors.

The participatory evaluation will ensure a continual communication of experience that will form the basis for any adjustments during the process and for further follow-up after the adjustment period. There must be a dialogue during the process with the contracting authority and Statped, for example, presenting finds and problems in meetings and getting feedback on themes for further reviews by those responsible for the changes. As the knowledge will be used by both the adjustment project and in the Ministry's department management of Statped, some of the problems ought to be answered immediately. Other problems will be best answered at the end of the adjustment. The tenderer will be expected to submit a plan and overview of delivery dates, using different problems as the starting point.

The participatory evaluation must answer.

— how far Statped has succeeded in implementing the new mandate, including:

— how the new mandate is understood and operationalised in Statped, including the professional and administrative work and cooperation in the entity;

— how a new mandate for Statped is communicated to and understood by, cooperation partners and final users (including user organisations);

— how the working environment and co-determination in Statped is taken care of in the change process;

— how the service offer in Statped is developed in line with the new mandate;

— how the new organisation supports such a development of the service offer nationwide;

— how the change is received by municipalities and counties and Statped's final users (including children in the target group for Sami special educational support);

— how the process is implemented between Statped and cooperation partners, (the Norwegian Directorate of Education and Training, municipalities and counties, education and research institutions);

— how Statped contributes with competence in the competence lift;

— how the change process affects the quality of the services that Statped provides in the period.