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IIEP/WGESA/2002/INF. 4 Education Sector Analysis

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Same starting logic as flow analyses, but capable of simulating costs, depending ... Finance for salary information; Civil service commission for teacher career info. ... – PowerPoint PPT presentation

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Title: IIEP/WGESA/2002/INF. 4 Education Sector Analysis


1



IIEP/WGESA/2002/INF. 4Education Sector
Analysis
  • ADEA Working Group on
  • Education Sector Analysis (ESA)
  • Presented by
  • Richard SACK

2



IIEP/WGESA/2002/INF. 4Objectives
  • A brief, one-day overview of the purposes, uses
    and utility of ESA
  • Participants are expected to gain a general
    understanding of why ESA is useful and how it is
    done

3




IIEP/WGESA/2002/INF. 4Context background
  • Sector analysis policy analysis, which has been
    around for years
  • Underlying assumptions
  • Effective policy needs empirical grounding
    rational analyses
  • ESA can produce framework for assigning
    objectives, targets, criteria, priorities
  • This will promote stakeholder confidence,
    including that of external financing agencies
  • Ideally, ESA is a process that develops both
    knowledge capacity, together (I.e., the process
    is part of the product) return

4




IIEP/WGESA/2002/INF. 4Ambitions objectives
  • Promote dialogue on goals, objectives, needs,
    methods, resources constraints
  • Provide thorough knowledge of status of the
    sector the impact of government policies
  • Identify strengths weaknesses, resources
    constraints, demands needs
  • Establish database methodology for planning

5




IIEP/WGESA/2002/INF. 4Ambitions objectives
  • Specify (i) areas for investments (ii)
    reallocations of existing resources for improved
    cost-effectiveness performance
  • Monitor system performance
  • Provide basis for long-term improvements in
    planning, implementation monitoring of the
    system
  • Identify methods means for improved management
    implementation

6



IIEP/WGESA/2002/INF
. 4Who promotes ESA
  • In Africa, mostly the development agencies
  • Models for ESA have, largely, come from the World
    Bank

7




IIEP/WGESA/2002/INF. 4Issues
  • Are assumptions realistic?
  • How by whom is the ESA agenda determined?
  • Who benefits?
  • Capacity building for doing ESA for policy
    formulation

8




IIEP/WGESA/2002/INF. 4Tools and skills data
  • First of all, identify, find exploit the raw
    informationthe DATA on
  • Numbers of students (attendance, age) by grade
    teachers schools, classrooms
  • Costs teacher salary career structure books
    other materials buildings other
  • Financing who pays what how much who
    parents, students, communities, local national
    governments
  • Outcomes learning results

9




IIEP/WGESA/2002/INF. 4Tools and skills data
  • Where to find the data?
  • Is there an EMIS?
  • Is there an assessment system (e.g., SACMEQ)?
  • What do you know about the quality of the data?
  • Level of disaggregation?

10




IIEP/WGESA/2002/INF. 4Flows quantities
  • Student flow analyses ? projections, forecasting
  • This is the traditional tool of education
    planners (cohort analyses, etc.)
  • Financial (computer) simulation models ?
    projections, forecasting
  • Same starting logic as flow analyses, but capable
    of simulating costs, depending of assumptions
    data quality
  • Its all quite mechanicalconceptually
    straightforward mathematically complex

11




IIEP/WGESA/2002/INF. 4Demand for education
  • Assessing demand using household surveys
  • Identifying factors that influence demand
  • This will be very helpful for developing policies
    aimed at increasing demand
  • Policies for EFA, girls could benefit from this

12




IIEP/WGESA/2002/INF. 4Learning outcomes
improving quality
  • Learning assessment studies, such as SACMEQ
  • Quantitative approaches that assess achievement
    levels contributing factors

13




IIEP/WGESA/2002/INF. 4Processes Management
implementation
  • If policy is as implementation does
  • And implementation depends on ability (capacity,
    willingness) to get the work done
  • Then, attainment of policy goals will greatly
    depend on the existing institutional capacities

14




IIEP/WGESA/2002/INF. 4and, Therefore
  • Institutional capacities are crucial for
    successful implementation of the complex tasks
    (processes) of the education system
  • Successful implementation requires capable
    institutions
  • Which requires understanding how they work, or
    dont (their dysfunctionalities)

15




IIEP/WGESA/2002/INF. 4Operational Conclusion
  • Careful analysis of institutional capacities
  • is key to
  • getting the policy right

16




IIEP/WGESA/2002/INF. 4Issues
  • Data reliability, quality
  • Accessibility of the tools
  • Building capacities, learning-by-doing
  • Who does the work
  • Replicability
  • Usability by policymakers

17




IIEP/WGESA/2002/INF. 4 Finding the information
  • The usual places
  • Within the education system Statistics on
    enrollments, teachers, examination results
  • Elsewhere Ministry of Finance for salary
    information Civil service commission for teacher
    career info.
  • Unusual places Faculties of education
    libraries for research

18




IIEP/WGESA/2002/INF. 4Issues
  • What is valued knowledge, what information
    knowledge have currency?
  • Locally developed research? Research done by
    external bodies people, by powerful
    institutions?
  • Does some knowledge/information have greater
    legitimacy than other?
  • What/whose knowledge speaks to power? What/whose
    knowledge does power listen to?
  • Is there knowledge that is overlooked and
    undervalued?

19




IIEP/WGESA/2002/INF. 4Capacity building
  • Two major issues
  • Capacity to do/perform ESA (the supply side).
  • Capacity to use it in policy formulation (the
    demand side).
  • Capacity is required on each side

20







IIEP/WGESA/2002/INF.
4Skills for ESA on the supply side
  • Quantitative skills
  • Statistics understanding data collection,
    quality analysis
  • Research design
  • Qualitative skills
  • Functional analysis of institutions

21




IIEP/WGESA/2002/INF. 4Skills for ESA on the
demand side
  • Willingness to base policy on empirical analysis
  • Ability to absorb the logic and rationale of ESA
    analyses
  • Ability to reconcile technical analyses and
    political imperatives and pressures

22
Skills for ESA between the supply demand sides
  • Communication capabilities that include
  • Presentational skills (writing, graphics,
    avoiding presentations that nobody understands)
  • Willingness ability to make the analytical
    results known to, and understood by, all
    stakeholders

23
Strategic options forCapacity building
  • From the beginning, ESA conceived as a capacity
    building exercise
  • External experts focus on capacity building
    skills development
  • Extensive use of local expertise linked to
    education sector (I.e., avoid the commando
    approach)
  • Learning-by-doing
  • Tools methods that are not overly sophisticated
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