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Context: High Indebted Poor Countries (HIPC) initiative (1999)

Context: High Indebted Poor Countries (HIPC) initiative (1999). Debt relief that mobilizes more resources for the countries than ordinary ODA Moving from projects to programs, from hardware to policies

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Context: High Indebted Poor Countries (HIPC) initiative (1999)

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  1. Context: High Indebted Poor Countries (HIPC) initiative (1999) • Debt relief that mobilizes more resources for the countries than ordinary ODA • Moving from projects to programs, from hardware to policies • Weak relationship between resources and outcomes and the need to help countries identify efficient and equitable policies

  2. Weak relationship between resources and outcomes Pseudo efficiency curve School Life Expectancy (years) Public expenditure in education as a % of GDP

  3. The need to help countries identify better education policies • In 2000, the assessment was that the knowledge was insufficient to help the countries identify the relevant policies • Country Status Report (CSR) has been designed to fill that gap

  4. Analytical dimension of the CSR ► A diagnosis of the education system as a whole: - economic analysis of education, - results-oriented empirical approach based on inter and intra-country comparative statistics Identification of the constraints weighing on the education system as a whole and possible leeway (macro context) Focusing on outcomes, the analysis stresses both quality of learning as well as social (health) and economices (labor market ) outcomes Equity consideration both on access and coverage as well as on the distribution of the public ressources Managment issues, in particular on the distribution of ressources (teachers) to individual shools and transformation of ressources into student learning at the local level Financial Simulation Model, compagnon to the CSR

  5. Capacity building dimension of the CSR ► An analytical capacity building exercise: the method is applied by national teams in African countries with technical support from the development partners team (World Bank and/or Pôle de Dakar, etc. )

  6. Communication and dialogue tools for consensus-building at country level : between ministries in charge of the sector and ministry of economy and finance, teacher unions, parents etc. between the country and its technical and financial partners • As a basis for the Fast track initiative FTI • The CSR is not a document of recommendations or a program document (like an action plan): a CSR enables the identification of problems but does not say how to solve them. It can however provide ideas for problem solving

  7. Main achievement Production of CSR • Complete CSR: 23 • CSR Update: 3 • Country Policy Note: 4 • Financial simulation model: 22 Use of CSR • Sector plan: 19 • FTI endorsement: 14 Knowledge on key strategic issue • Resources and policies do matter but management aspects have a huge importance and require strong attention both from countries and international community (AGEPA initiative)

  8. Few example

  9. Schooling profile % of cohort reaching class x Case I Case II Case III • Case I: Good access but survival problems • Case II: Problems of access but good survival • Case III: Problems of access and survival

  10. PCR 1999-2005

  11. Average gains in percentage points per annum over 2 periods 1990-99 and 1999-2005 for GER and PCR

  12. Average gains in percentage points per annum over 2 periods 1990-99 and 1999-2005 for GER and PCR - GER: increases 3 times faster per annum over the period 1999-2005 than the period 1990-1999 - PCR increases 14 times faster per annum over the period 1999-2005 than the period 1990-1999

  13. Simulation Model • 2 types of Education finance simulation model (EFSM) • National, country specific • Country specific structure, adjustable • Specific country policy taking into account no comparative data nor cross country homogeneity • First generation of International modeling (FTI model) • Homogenous treatment for each single country • Common features with no country specificity

  14. Second generation of International modeling (on progress) • Include detailed structure for all levels of education • Better integration of country level of development (salary and non-salary) • Taking into account geographic specificity (% rural in population) for development of primary and lower secondary • Taking into account labor market in determination of policy for the upper part of the system (TVET and Higher education)

  15. Integration of country level of development • Better integration of country level of development by: • Adjusting teacher salary for the poorest country (>3.5 for country with GDP/C<$300) • Adjusting the part of spending on goods (pedagogical material, etc.) to international level. As a result for poor countries, the % of spending other than teacher salary rises up to 50% of total recurrent spending vis à vis the FTI benchmark 33%

  16. Integration of geographical dimension is essential • Primary education: • Large part of those who are not yet in school are from rural area and for this latest part the unit cost of schooling is higher than the average (small schools, difficulties to stabilize teacher labor force, etc.) • Lower secondary education: • around 85% of its development will take place in rural area (i.e. primary)

  17. Indicative framework for service delivery in post-primary education

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