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Halsey Rogers HDN, World Bank April 2013

Governance measurement in education Helping to make Learning for All a Reality. Halsey Rogers HDN, World Bank April 2013. World Bank and education. Goal of Education Strategy 2020: Learning for All Why aim beyond Education for All?

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Halsey Rogers HDN, World Bank April 2013

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  1. Governance measurement in education • Helping to make Learning for All a Reality Halsey Rogers HDN, World Bank April 2013

  2. World Bank and education Goal of Education Strategy 2020: Learning for All Why aim beyond Education for All? • Impressive recent progress on increasing enrollment and completion, but: • Millions of children still out of school • Mounting evidence on shortfalls in learning  Learning for All = Improve access/completion and learning

  3. Learning gaps in developing countries: TIMSS data, 2007 grade 8 students with some knowledge of whole numbers, decimals, operations, basic graphs as a % of 14 year-olds grade 8 students as a % of all 14 year-olds clockwise: Disabled student in Slovakia; Students in a health class in Sri Lanka; Primary school girls in Mali; Secondary school students in Turkey. Photos: World Bank

  4. Learning gaps in developing countries: TIMSS data, 2007 grade 8 students with some knowledge of whole numbers, decimals, operations, basic graphs as a % of 14 year-olds grade 8 students as a % of all 14 year-olds clockwise: Disabled student in Slovakia; Students in a health class in Sri Lanka; Primary school girls in Mali; Secondary school students in Turkey. Photos: World Bank

  5. Strategic themesInvest earlyInvest smartlyInvest for all

  6. so what explains learning gaps? Invest smartly ensure that learning happens only 15–18 % of learning gap is explained by more school inputs education systems are complex human organizations and education reform is about changing behaviors of many actors and stakeholders

  7. Expanding the education knowledge base to help countries assess, benchmark, and improve their education policies and governance Education inputs Student enrollment

  8. Expanding the education knowledge base to help countries assess, benchmark, and improve their education policies and governance Quality of policies & institutions Quality of policy implementation Quality and quantity of education delivered Education inputs Learning for all EMIS, student assessments School & household surveys (e.g., SDI in Africa) EMIS SABER now Policy intent SABER in future Implementation

  9. Quality of policies & institutions Quality of policy implementation Quality and quantity of education delivered Education inputs Learning for all EMIS, student assessments School & household surveys (e.g., SDI in Africa) EMIS SABER now Policy intent SABER in future Implementation

  10. Policy intent: SABER • SABER = Systems Approach for Better Education Results • SABER collects and analyzes information on system-level education policy and institutional choices • Mostly de jure, plus some system-level indicators of implementation • Detailed indicators • Collected in 13 domains or policy areas • Can compare across countries or over time • Data collection in 100 countries

  11. SABER domains or policy areas

  12. What SABER provides • Analytical • Framework for policy dialogue, focused on key policies & institutions for Learning for All • Descriptive • Detailed new data on policies and institutions • Evaluative • Ratings of progress toward good-practice policies

  13. Ex: SABER-Teachers maps policies for 8 goals 1.Setting clear expectations for teachers 2. Attracting the best into teaching 8. Motivating teachers to perform 3. Preparing teachers with useful training and experience Effective Teachers 7. Supporting teachers to improve instruction 4. Matching teachers’ skills with students’ needs 5. Leading teachers with strong principals 6. Monitoring teaching and learning

  14. Ex: Goal 1 Settingclear expectations for teachers

  15. Using the policy data for country reports Sample: SABER-Teachers, Uganda

  16. Quality of policies & institutions Quality of policy implementation Quality and quantity of education delivered Education inputs Learning for all EMIS, student assessments School & household surveys (e.g., SDI in Africa) EMIS SABER now Policy intent SABER in future Implementation

  17. Policy implementation: Tools under development, linked to SABER • Are these policies implemented in practice? • SABER focus so far: policies + some system-level implementation • Next step: Add school-level implementation to identify policy-implementation gaps (as in PETS) • Examples (India, Thailand, Mexico) • Teacher recruitment and deployment • Teacher knowledge of standards & duties • Receipt of salaries • School autonomy over finances

  18. Quality of policies & institutions Quality of policy implementation Quality and quantity of education delivered Education inputs Learning for all EMIS, student assessments School & household surveys (e.g., SDI in Africa) EMIS SABER now Policy intent SABER in future Implementation

  19. Quality/quantity of education delivered: Service delivery surveys • Tools for measurement: • Teacher absence surveys • Classroom observation modules • Teacher subject-matter assessments • Widely used in ad hoc way (e.g., impact evaluations), but now more institutionalized • SDI in AFR • Stallings classroom observation in 6 countries in LAC

  20. Goal: map out governance & its consequences all along the service-delivery results chain Quality of policies & institutions Quality of policy implementation Quality and quantity of education delivered Education inputs Learning for all EMIS, student assessments School & household surveys (e.g., SDI in Africa) EMIS SABER now Policy intent SABER in future Implementation

  21. Lessons • Balance between actionability & feasibility • Still working on balance in SABER • Long surveys  data-quality issues more than cost? • Sustainability • WB side: SABER built into WB Strategy indicators • Government/country side: • demand-based, so try to make tools practical • use to audit administrative data? • demonstration  civil society can institutionalize

  22. HDN links on governance in education SABER tools and results: www.worldbank.org/education/saber Teacher absence surveys: http://siteresources.worldbank.org/INTHDOFFICE/Resources/AbsenceBookletNoAnnex.pdf PETS guidebook: http://issuu.com/world.bank.publications/docs/9780821385197/1?zoomed=&zoomPercent=&zoomX=&zoomY=&noteText=&noteX=&noteY=&viewMode=magazine

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