Developing planning capacities in Developing planning capacities in fragile contexts – the Afghanistan fragile contexts – the Afghanistan experienceexperience

IIEP Summer School 20-31 July 2009Rebuilding resilience: planning education in « fragile contexts »

Strategic planningThe strategic planning cycle

Medium term strategic plan

Final evaluation

Monitoring implementation

Yearly operational plans

+ MTEF

+ Budget

Strategic sector planningBasic logical steps of the plan preparation

1. Situation analysis

2. Vision, goal and target setting

3. Assessment of proposed targets’ feasibility

4. Formulation of priority action programs

5. Preparation of financial framework

6. Preparation of monitoring framework

7. Consolidation of draft sector plan

8. Final revision and adoption of the plan

9. Preparation of yearly operational plans

Involvement of

nationaland

internationalstakeholders

Session outlineSession outline1. Reflection in groups2. Development of National Education

Strategic Plans3. Capacity development for strategic

planning4. Principles of intervention5. How strategic planning strengthens the

education system6. Capacity development model7. Key messages

Reflection in groupsReflection in groupsEach group picks one questionYou have 20 minutesDiscuss and write your key points on the

flipchartAppoint a reporterMake a short presentation

QuestionsQuestionsGroup 1: What are the obstacles or challenges to

planning in situations of fragility?Group 2: What are the benefits of educational

planning in situations of fragility?Group 3: What are the benefits of educational

planning in situations of fragility?Group 4: Who should be involved in the planning

process? At which level of the system? (Be specific)

Group 5: What are the main differences between planning education development in fragile situations and planning in normal circumstances?

Population:33,6 million (July 2009)Growth rate: 2.63%

Life expectancy: 44.6 y

Ethnic groups:Pashtun 42%, Tajik 27%, Hazara 9%, Uzbek 9%, Aimak 4%, Turkmen 3%, Baloch 2%, other 4%

Languages:Dari (official) 50%, Pashto (official) 35%, Uzbek and Turkmen 11%, 30 minor languages

Islamic Republic

34 provinces

Strong international presence (ISAF and humanitarian/development partners)

Education overviewEducation overview6.3 million in schools in 2008 (34% girls)

(only 900,000 total in 2001)50% primary school age children out of

school24% literacy (32% male, 13% female)12,000 primary and secondary schools160,000 teachers (24% qualified)Equity issues: girls and women;

urban/rural; province/province disparities

Development of National Education Development of National Education Strategic PlansStrategic Plans

MoE-IIEP cooperation started in May 2002MoHE Strategic Plan, 2004Strategic Planning and Capacity

Development Project, 2006-2009First National Education Strategic Plan

(NESP) 2006-2010 started 2006NESP II 2010-2014 started 2008

Development of National Education Development of National Education Strategic Plans (2)Strategic Plans (2)At the start of NESP I:Not enough qualified personnelWeak managementAbsence of (reliable) data – EMISWorsening security situationBut, strong political leadership for plan

development

Development of National Education Development of National Education Strategic Plans (3)Strategic Plans (3)At the start of NESP II, many challenges remained, but:Consultation effortsJoint review process / donor harmonizationIncreasing technical capacity / autonomyEMIS in place at national level / School SurveySchool mapping underwayTeacher registration underwayNew MoE structure

Capacity development for strategic Capacity development for strategic planningplanningVariety of capacity development

approaches◦Formal training workshops in country◦ In-depth training (Masters at IIEP)◦Technical assistance as a training modality (no

substitution)◦Generic skills training (English, computer)◦Recruitment of national TAs (conditional to MoE

recruitment)◦Attempt to train trainers◦Coaching/mentoring in country and at a distance

Collaboration with other agencies / TAs

Principles of interventionPrinciples of interventionParticipatory approach (involvement of actors

within and outside MoE)Gender sensitive approach – positive

discriminationHands-on work works bestSupport donor harmonization (joint review of

NESP implementation)Plea for long-term support to capacity

development (predictability) Plea for institutional cooperation (sustainable)Support future SWAp perspective

How strategic planning strengthens How strategic planning strengthens the education systemthe education systemContributes to State building Puts the Ministry of Education in the leading

position Improves internal/external communicationCreates better synergy among the different

Ministry departments and autonomous bodies

Facilitates coordination with and between donors (alignment)

Increases the efficiency of service delivery by the Ministry

How strategic planning strengthens How strategic planning strengthens the education system (2)the education system (2)Creates national ownership of and

mobilization for educationUrges MoE to restructureUrges MoE to manage better (ex: merit-

based recruitment, decentralization, school councils etc.)

Is a catalyst for systems development (EMIS, AFMIS, program budgeting, teacher registration, school mapping etc.)

Is a trigger for capacity development Increases technical self-confidence

Challenges & Challenges & weaknessesweaknessesSecurityQuality Implementation (operational planning)Reaching provincial/district levelLinking plan to budget Top-down vs. bottom-up planningDevelop capacities while delivering

servicesStaff turnover, « brain drain » or deathAid coordination

Capacity development modelCapacity development model1. In-country training2. In-depth training for selected staff3. Sector plan preparation focused on

process (more than product)4. Plan implementation / revision5. Decentralized (provincial) level6. Building national training capacity +

institutional arrangements7. Phase out? Remain involved? How?

Key messagesKey messagesPolitical will and leadershipFoster participationLong-term involvement (financial and

institutional)Flexibility of aidTrust-buildingSelf-confidence restoration Agree with MoE on how far to be

involved in policies and substance

Key messagesKey messagesAvoid substitution (despite temptation)Do not distort with high salariesAlly with like-minded partnersBe prepared to invest to start all over

againBe prepared to take risks