Context: High Indebted Poor Countries HIPC initiative 1999

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

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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
  (gt3.5 for country with GDP/Clt300)
• 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

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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