The Impact of FTI on Aid Effectiveness in the Education Sector in Rwanda

1
The Impact of FTI on Aid Effectiveness in the
Education Sector in Rwanda
Presented by Mathias Harebamungu, PS MINEDUC
and Richard Arden DFID Rwanda
2
THE AID EFFECTIVENESS CONTEXT IN RWANDA

• Aid Policy 2006 Set out the application of key
  Paris OECD-DAC partnership and harmonisation
  principles in Rwanda particularly common review
  and reporting mechanisms
• EDPRS Common Reporting Framework 2008
• Structure of Working Groups for budget and
  performance reviews,
• Common Performance Assessment Framework
  (CPAF)
• Common Guidelines and Reporting Formats 2009
• Common Structure and Content of Annual Sector
  Reviews
• Common Budget Execution and Reporting Formats
• Re-structured Joint Budget Sector Reviews

3
Government/Development Partner Co-ordination and
Alignment in Rwanda Education Sector

• MoU Partnership Principles 2006
• One Joint Annual Review and Joint Aide Memoire
• All domestic and external resources on-plan,
  on-budget
• Preferred modalities general and sector
  budget support
• MINEDUC/ DP Co-ordination Structure
• Lead Partner Regular policy meetings with
  PS/Director of Planning on behalf of partners
• Education Cluster Meetings Bi-monthly meetings
  of all key Ministry depts. and partners
  co-chaired by PS and Lead Partner
• Technical Working Groups Set up as necessary
  e.g. TVET working group ( GTZ) and Education
  Quality Group (UNICEF) division of labour
• Education Donor Group Agrees common agenda and
  views for Cluster meetings (Also NGO Forum
  clustered )

4
MINEDUC/DP Co-ordination Structure

5
Impact of FTI on Strengthening Alignment in
Education

• General and Sector Budget Support 2006
• Aligned to Education Sector Strategic Plan
  and Long-Term Strategic Financing Framework
• Originally just UK, Belgium and Sweden
• Modality of FTI disbursement
• Almost unique in channelling funds through SBS
  account in Treasury
• Largest single contribution to Sector Budget
  Support
• Encouraged new partners such as Netherlands,
  African Development Bank and CIDA to join SBS and
  other partners such as JICA and GTZ to sign
  common MoU

6
Impact of FTI on Mobilising Silent Partnerships
and Additional Domestic/External Resources

• Delegated Partnerships and Secondments
• Netherlands, Sweden and Canada all developed
  different forms of delegated partnerships with
  DFID
• Belgium seconded adviser to work in DFID
  office
• New partnerships now being formed with Global
  Education Alliance and USAID
• Mobilising increased domestic and external
  resources
• From 2005 -2008, the proportion of SBS has
  risen from 0 to 90 of total external funding to
  education. It is estimated that since 2006 about
  176 million has been leveraged externally from
  SBS and projects..
• Domestic funding has also increased
  significantly

7
(No Transcript)
8
Additional ways in which FTI has impacted on Aid
Effectiveness in the Rwanda Education Sector

• Improved predictability over medium term
• Joint development GoR/partner endorsements of FTI
  Progress Reports and Bridging Grant application
• Audit of Sector Budget Account for FTI purposes
  benefits all SBS partners
• Improved collaboration between MINEDUC and
  partners in terms of analytical sector studies
  and reviews
• Greater rigour in planning and budgeting for
  future.

9
Impact of FTI on Resources for achieving
Education for All

• Consistency in allocations to basic education
  (63 on average)
• Improved disbursements to capitation grants and
  excellent budget execution performance (98).
  Capitation grants increased from RwF 3000 in 2004
  to RwF 7,300 in 2008.
• Financing of quality improvements in terms of
  teacher education, infrastructure and textbooks

10
(No Transcript)
11
Impact of FTI on Aid Effectiveness in Rwanda
Education Sector

• THANK YOU
• MURAKOZE
• MERCI