Capacity Development

1
Capacity Development and Education
QualityCaught between donor commitments and
absorption capacities
Gert Flaig, Senior Education Advisor, GTZ
Eschborn Dr. Temby Caprio, Sector Advisor, GTZ
(Bonn, BMZ) with Dr. Herbert Bergmann Ilse
Voss-Lengnik, GTZ BEIP, Yemen
2
International Commitments
and Lessons Learned

• World Education Forum in Dakar EFA-FTI
• Millenium Development Goals
• Monterrey Financing for Development
• Paris Declaration on Aid Effectiveness
• Gleneagles G8 Summit focus on Africa
• St. Petersburg G8 Summit focus on education

• EFA Global Monitoring Reports
• WDR 2004 Making services work for poor people
• Capacity Building in Africa, World Bank OED, 2005
• The Challenge of Capacity Development Working
  Toward Good Practice, DAC GOVNET, 2006
• Fredriksen (2005) External Aid to Hard Core
  EFA Countries The Need to Accompany
  FinancialAid with Technical Support

3
New Numbers

• United Kingdom US 15 billion over 10 years for
  education
• The Netherlands 700 million in 2007 alone for
  basic education
• Germany 120 million annually for basic
  education
• Current estimated immediate FTI financing gap
  US 400 million
• FTI expansion (20 endorsed countries, 39
  expected by 2008)
• DAC Working Party on Statistics 1995-2004 trend
  shows increase in aid to basic education

4
The Dilemmas

• Unspent disbursements
• Misspent disbursements
• Too much emphasis on plans and an FTI seal of
  approval and too little attention to
  implementation
• Results/outcomes too much emphasis on input and
  too little attention to the quality of learning
  in the classroom

5
Education and Poverty Reduction Main findings
and problems (1)

• Mainly poor people do not have access to
  affordable education
• Results of the education process are worse for
  the poor than for the non-poor
• Education services are often dysfunctional and
  fail poor people (e.g. absence rates, corruption)

Source WDR 2004 - Making Services Work for Poor
People
6
Education and Poverty Reduction Main findings
and problems (2)

• The tecnical quality of education is very low
  (inappropriate and/or inefficient methods and
  tools)
• Services are not responsive to clients (social
  distance between providers and their clients)
• Accountability relations do not work. This refers
  mainly to the accountability of policy makers,
  government and its service providers to poor
  people
• Little evaluation, little innovation, stagnant
  productivity

Source WDR 2004 - Making Services Work for Poor
People
7
Improvement in Aid Effectiveness without Capacity
Development in Service Delivery?

• Additional budget needs a supply response
• Relevant skilled personnel (teachers,
  head-teachers administrators)
• Effective organizations at all levels
  (governmental and non-governmental)
• Physical capacity
• The efficiency and impact of additional
  expenditures depends on the availability of real
  resources trained staff, infrastructure and
  effective organizations at all levels.
• If these resources do not exist, the return on
  additional expenditure will decline.

8
From FTI (2002) to
Policy
Data
Capacity
Financing
9
From FTI (2002) to
Financing
Policy
Data
Capacity
10
From FTI (2002) to the Paris Declaration (2005)

• The Paris Declaration stresses capacity
  development but with emphasis on financial
  management and procurement.
• Capacity development in all areas and at all
  levels which have to do with service delivery is
  the exception.

11
CF Summary of Disbursements (March 06)
2003/4 2005 Allocated Disbursed Pending
Allocated Disbursed Pending Djibouti - -
- - - - Ghana - - - 8.0 8.0 - Guyana
4.0 4.0 - 4.0 4 0 - Kenya - - - 24.2
24.2 - Lesotho - - - - - - Madagasc. -
- - 10.0 6.0 4.0 Mauritania 7.0 7.0 -
2.0 - 2.0 Moldova - - - - - - Nicaragua
7.0 7.0 - 7.0 - 7.0 Niger 13.0 9.0 4.0
8.0 - 8.0 Tajikistan - - - - - - The
Gambia 4.0 4.0 - 4.0 - 4.0 Timor Leste -
- - - - - Yemen 10.0 10.0 - 10.0 - 10.0
Total 45.0 41.0 4.0 77.2 42.2 35.0
In US Mio.
Cumulative Disbursements 83,2
Source CF Status Report March 2006, FTI
Secretariat
12
Main Challenges? of PBAs in order to contribute
to the MDGs and EFA Goals

• Scaling-up of activities proven to be effective
  (construction of more schools and classrooms,
  textbooks for all pupils, more learning
  materials, more teachers)
• more products (and more of the same)
• Enhance institutional performance (Ed. Ministry,
  decentralized institutions, teacher training
  institutions, schools, etc..)
• improved outcomes
• Change Management

13
Closing the capacity gap across the education
system Capacity Development for what?

• Knowledge Management
• Policy (Framework Dialogue)
• Research and Development
• Public Financial Management
• School Management
• Classroom Management
• Curriculum Development
• Assessment
• Monitoring and Evaluation
• ...

14
Change Management The Role of Technical Support

• Technical Advisors are enablers, catalysts,
  facilitators, coaches
• Intercultural competence
• Technical competence

15
Adequate Cooperation Modalities for effective
work in the education sector

• Baskets, budget support, TC, TA-pooling

Flexible approaches/ complementarity

• Adequate learning projects within PBAs

• Long and short term technical assistance

• More flexible TC and a clear concentration on
  Capacity Development at all levels and all
  important areas of the education system

16
Grazie

• gert.flaig_at_gtz.de
• temby.caprio_at_gtz.de
• herbert.bergmann_at_gtz.de
• ilse.voss-lengnik_at_gtz.de