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Quality in Development Assistance to Education

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ensuring that the learning needs of all young people and adults are ... poverty and hunger 2.Achieve universal primary education 3.Promote gender equality ... – PowerPoint PPT presentation

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Title: Quality in Development Assistance to Education


1
Quality in Development Assistance to Education
  • Poul Erik Rasmussen
  • U-landsnetværket
  • Tirsdag d. 6. Marts, 2007

2
Dakar Framework for Action on Quality
  • the characteristics of learners (healthy
    motivated students)
  • processes, (competent teachers using active
    pedagogies),
  • content (relevant curricula) and
  • systems (good governance and equitable resource
    allocation

3
UNICEF, on Defining Quality I
  • Learners who are healthy, well nourished and
    ready to participate and learn and supported in
    learning by their families and communities.
  • Environments that are healthy, safe, protective
    and gender-sensitive, and provide adequate
    resources and facilities.

4
UNICEF, on Defining Quality II
  • Content that is reflected in relevant curricula
    and materials for the acquisition of basic
    skills, especially in the areas of literacy,
    numeracy and skills for life, and knowledge in
    such areas as gender, health, nutrition, HIV/AIDS
    prevention and peace.

5
UNICEF, on Defining Quality III
  • Processes through which trained teachers use
    child-centred teaching approaches in well-managed
    classrooms and schools and skilful assessment to
    facilitate learning and reduce disparities.
  • Outcomes that encompass knowledge, skills and
    attitudes, and are linked to national goals for
    education and positive participation in society

6
The MDGs
  • Eradicate poverty and hunger
  • 2.Achieve universal primary education
  • 3.Promote gender equality and empower women
  • 4.Reduce child mortality
  •    Improve maternal health
  • 6.Combat HIV/AIDS, malaria and other diseases
  • 7.Ensure environmental sustainability
  • 8.Develop a global partnership for development

7
The Education for All Goals
  • 1.      expanding and improving comprehensive
    early childhood care and education, especially
    for the most vulnerable and disadvantaged
    children
  • 2.      ensuring that by 2015 all children,
    particularly girls, children in difficult
    circumstances and those belonging to ethnic
    minorities, have access to and complete, free and
    compulsory primary education of good quality
  • 3.      ensuring that the learning needs of all
    young people and adults are met through equitable
    access to appropriate learning and life skills
    programmes

8
The Education for All Goals (2)
  • 4.      achieving a 50 per cent improvement in
    levels of adult literacy by 2015, especially for
    women, and equitable access to basic and
    continuing education for all adults
  • 5.      eliminating gender disparities in primary
    and secondary education by 2005, and achieving
    gender equality in education by 2015, with a
    focus on ensuring girls full and equal access to
    and achievement in basic education of good quality

9
The Education for All Goals (3)
  • 6.    improving all aspects of the quality of
    education and ensuring excellence of all so that
    recognized and measurable learning outcomes are
    achieved by all, especially in literacy, numeracy
    and essential life skills.

10
Paris Declaration on Aid Effectiveness
  1. Ownership
  2. Alignment
  3. Harmonisation
  4. Managing for Results, and
  5. Mutual Accountability

11
Monitoring the Paris Declaration (1)
  • Progress on Ownership will be measured against
    the number of countries having national
    development strategies with clear priorities
    linked to MTEF and reflected in annual budgets.
  • The principle of broad based consultations in the
    development and implementation of national plans
    is mentioned in the declaration but is not an
    explicit indicator of progress.
  • Some evidence of national education sector plans
    showing a clear urban, middle class, regional and
    male bias both in their development and actual
    implementation. Ownership if not being
    challenged may turn into the prerogative of
    urban, bureaucratic elites.

12
Monitoring the Paris Declaration (2)
  • Managing for Results will be measured against the
    number of countries having transparent and
    monitorable performance assessment frameworks to
    assess progress against a) the national
    development strategies and b) sector programmes.
  • This indicator poses a particular challenge, as
    there is likely to be a preference for easily
    quantifiable data, which may obscure the
    identification of more subtle aspects related to
    quality, rights and equity.

13
Monitoring the Paris Declaration (3)
  • The principle of Mutual Accountability will be
    measured against the number of countries that
    undertake mutual assessments of progress in
    implementing agreed commitments on aid
    effectiveness. The two most important dimensions
    of partner countries commitment to this
    principle run the risk of not being assessed at
    all.

14
Accountability most important dimensions
  • Partner countries commit to
  • Strengthen as appropriate the parliamentary role
    in national development strategies and/or budgets
  • Reinforce participatory approaches by
    systematically involving a broad range of
    development partners when formulating and
    assessing progress in implementing national
    development strategies.

15
Accountability How strengthen?
  • demand side
  • strong political accountability
  • participatory mechanisms
  • civil society should be strengthened
  • local, community and school based democracy
  • role of media
  • academia has an important role to play in
    critical reflection

16
Budget Support
  • Gained prominence in the late 1990s in reaction
    to the inadequacy of other aid instruments
  • A natural continuation of the initiatives to help
    the highly indebted poor countries (HIPC)

17
Budget Support the expectations 1
  • Better coordination and harmonisation amongst
    donors
  • Better alignment to partner country systems and
    policy
  • National capacity building (due to national
    system agents)
  • Increased national ownership and responsibility

18
Budget Support the expectations 2
  • More effective assistance and, consequently,
    increased goal fulfilment because of reduced
    transaction costs
  • Greater predictability of external aid
  • A comprehensive national prioritisation of
    resources and more effective utilisation of
    public expenditure

19
Evaluation of Budget Support
  • 1994-2004 Seven Countries (Burkina Faso,
    Mozambique, Nicaragua, Uganda, Vietnam, Malawi,
    Rwanda)
  • Started from HIPC debt relief
  • WB, IMF, EU central actors
  • Experience generally positive (except Malawi,
    Nicaragua too early?)

20
Evaluation of Budget Support
  • Integrated in the national budget
  • Better alignment to national systems and
    political priorities
  • More donor harmonisation
  • More national policy space through increased
    resource envelope and decreased earmarking gt
    better national response capacity

21
Evaluation of Budget Support
  • No evidence of decreased revenue collection
  • Most direct form of support to national PRSP
  • Poverty orientation contingent on quality of PRSP
  • GBS works best in countries with a good PRSP,
    macroeconomic stability and tight budget
    discipline.

22
Evaluation of Budget Support
  • Weakened direct donor control over expenditure,
    but strengthened national auditing and accounting
    systems
  • Too much public sector orientation in GBS a
    function of first generation PRSP focus on public
    sector
  • Dilemma less direct attribution of single donor
    support
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