1 / 23

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

IIEP/WGESA/2002/INF. 4 Education Sector Analysis. ADEA Working Group on Education Sector Analysis (ESA) Presented by: Richard SACK. IIEP/WGESA/2002/INF. 4 Objectives. A brief, one-day overview of the purposes, uses and utility of ESA

libitha
Download Presentation

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

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript


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

  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 Education Sector Analysis

  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 Education Sector Analysis

  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 Education Sector Analysis

  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 Education Sector Analysis

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

  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 Education Sector Analysis

  8. IIEP/WGESA/2002/INF. 4Tools and skills: data • First of all, identify, find & exploit the raw information—theDATA 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 Education Sector Analysis

  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? Education Sector Analysis

  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 • It’s all quite mechanical—conceptually straightforward & mathematically complex Education Sector Analysis

  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 Education Sector Analysis

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

  13. IIEP/WGESA/2002/INF. 4Processes: Management & implementation • Ifpolicy is as implementation does • Andimplementation depends on ability (capacity, willingness) to get the work done • Then,attainment of policy goals will greatly depend on the existing institutional capacities Education Sector Analysis

  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 don’t (their dysfunctionalities) Education Sector Analysis

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

  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 Education Sector Analysis

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

  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”? Education Sector Analysis

  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 Education Sector Analysis

  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 Education Sector Analysis

  21. IIEP/WGESA/2002/INF. 4“Skills” 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 Education Sector Analysis

  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 Education Sector Analysis

  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 Education Sector Analysis

More Related