Capacity Development: Measure it, Do it

Capacity Development:Measure it, Do it Further questions, comments? Write lcrouch@rti.org or for materials visit www.eddataglobal.org

Q&A first • Presentation with more Q&A Notes • Try to secure electronic version of this presentation – Lots of additional literature and checklists in clickable icons throughout. • All files included here are also included in the EdData II web site, www.eddataglobal.org (may need to register to access materials). • Kenya used throughout as “case study.” Presentation style

Do we need to be concerned about capacity? • In 7 first FTI countries, 3 policies per country were studied: 21 policies, approx. • Only some 40% had been accomplished, mostly for lack of capacity • Most countries’ plans for FTI did not do a formal capacity analysis • Most bilateral donors (USAID incl) do not formally assess capacity before starting projects • FTI / EFA recognition that money alone won’t solve problem: four gaps: financial, capacity, policy, and data

Do we need to be concerned about capacity? • Decentralization, happening for both political and educational reasons, complicates the capacity issue • FTI has launched a capacity-building plan • Thus, issue of capacity-building is being taken more seriously and is likely to receive much more funding • Capacity building not an academic issue

Types of capacity issues • Broad capacity issues • Policy-making • Technical • Consensus–reaching • Donor handling • Planning • Execution • Actual educational implementation

Types of capacity issues (cont’d) • Actual educational implementation • (List of main areas below, not exhaustive. For exhaustive list see clickable icon.) • Access • Low-cost construction • Site selection • Teacher numbers • Quality (see below)

Types of capacity issues (cont’d) • Quality • Failure to specify clear standards but achievable standards (current: abstract yet over-ambitious) • Failure to train teachers to standard • Failure to supervise and monitor teacher attendance and teaching • Problems coordinating and providing high quality pre-service and in-service training (esp. the latter) • Decentralization can help but also complicates

Ways to assess capacity • Against what research shows is effective/needed • Against national plans/ambitions • What does it take to implement nation’s ambitions? • Assess national plans, example Kenya • Against norms and regulations, if accountability exists • Self-report in plenary sessions of, say, district officers: polling

Ways to assess capacity • Assess locally below district level (schools, circuits, etc.) • Assessment: self report vs. measured capacity • Measured capacity vs. actual delivery • Example: Kenya district capacity assessment • All levels: • National, region, province, district, zone, division, and school • Census, not sample • Not self-report of leaders only • Assess direct performance benchmarks (reported by actors on each other)

Ways to assess capacity • Census or sample: what are issues? • Sample: assumes everyone has same problems or that they vary quite systemically • Census: tailor-fit • (But why bother if cannot tailor-fit.)

Basic choices in building capacity • Your own, or the country’s? • Do it yourself or influence how the country does it? • Model and replicate? • Centrally funded? Locally (district, or province) funded via an ear-mark or ring-fence? Or locally funded out of general funds? • If the latter, how to assure it does take place? • If centrally funded, does it need to be centrally provided?

Basic choices in building capacity • How to determine which type of capacity? • Everyone gets exactly the same support? • Everyone gets different support based on a centrally-driven needs assessment? • Everyone just gets to choose what they need? • Who provides? • The Ministry itself? • Ministry appoints providers and sends them down? • Ministry certifies universities and/or NGOs or consulting firms to provide, but then districts choose? • Ministry does not do any prior certification but establishes a “consumer satisfaction” system • Donors’ role: provide fund, choose providers?

Other general tips, suggestions • On “company time?” • That’s the way we do it • Improver? Illegal? • Don’t withdraw from job, but pay? • Back to issue of “how vocational vs. how general/professional?” How tied to job description, to policy, to accountabilities? • How certified? • Tied to job progression?

Summary • What three points to remember? • Local capacity matters more than money • Capacity is more than training but includes training • Training works only if linked to real accountability to use the knowledge

Relation to other talks in this course • Sector assessment • Assess capacity • Policy reform • Capacity building tied to policies, “job descriptions” created by new policies • Decentralization • Some capacities naturally fostered by decentralization, others not: focus on latter

Group exercise – if time allows • Suppose we end up with a design whereby: • Each district or province is told the areas where it is weakest, against a nationally-standardized list • Each district or province is given money it must spend on improving those areas • But they are allowed to choose the providers

Group exercise – if time allows • Please discuss • Should the central government certify the providers? • What would be the basis for certifying the providers? • How important is it that the functions themselves be normed before certification can proceed? (For example, that there be norms for financial management before financial management training is offered.) • And, what can you do if the norms are not ready? • Would you actually test the providers? • What role would a “consumer feedback” system play?

Capacity Development: Measure it, Do it