Integrating the Education 2030

Framework for Action into National Education Sector Planning Processes

Regional Consultation for West & Central Africa

Dakar, 23-25 Nov 2015

Lily Neyestani-Hailu, UNESCO Dakar

Marc Bernal, UIS Koffi Segniagbeto, IIEP-Pole de Dakar

Necessity for for Strategic Planning

• International and national commitments

• Resource constraints

• Policy choices and trade-offs

• Need for coherent development of the sector

• Multi-year and prospective planning

• Aligning stakeholders and resources within a single plan framework

=>Preparation of national Education Sector Plans (ESP)

Policy

Formulation

Strategic/Action Planning

Analysis

A Iterative Education Policy & Planning Cycle…

Implementation

Monitoring &

Evaluation

Education 2030 must be integrated into ESP process

Where does the country stand in the planning cycle?

Beginning a new policy/planning cycle?

Already implementing a policy/planning cycle?

Whether at beginning or in the middle, the steps can be

followed but at a different scale/angle….

Using a systemic approach and avoiding parallel/

fragmented processes

The process is just as important…

1. Principles for the Effective Preparation of ESP

2. Steps in the preparation for ESP

A credible Education Sector Plan needs to be…

Evidenced-

based

Achievable

Attentive to

Disparities

Sensitive

to Context

Guided by an Overall

Vision

Strategic

Holistic

Credible

ESP

IIEP-GPE Guidelines

What required elements for Plan Preparation..

A country-led process

A participatory process

A well-organized process

Plan Preparation

Process must be

A capacity development process

ESP Preparation passes through the following steps:

Data Collection

Systems Analysis

Policy Formulation

Plan Design & Costing

Action Planning

Monitoring & Evaluation

Data Gaps: Priorities in Education 2030

• Learning outcomes

– Growing participation in national and cross-national assessments

– not yet tracked over time and across countries in a systematic way

• Early childhood

– UNICEF’s MICS survey

– No consensus on cost-effective way across low- and high-income countries

• literacy and numeracy by level of proficiency

– Vs. declarative Yes/No

– Build on lessons learned (e.g. PIAAC, STEP, LAMP)

– Cost-effective approaches

Data Gaps: Priorities in Education 2030

• Equity

– Better use of disaggregated administrative and survey-based data

– Improved coordination between education stakeholders / NSO

• Global citizenship and sustainable development

– Current proposal is provisional

• Improved coverage, accuracy and timeliness of finance data

– National education accounts

At national level • improved coordination between education

stakeholders / NSO • Capacity development on data analysis

– Hands on learning by doing training – Data are available but not used enough – Analysis is externally conducted

• EMIS strengthening – Sector-wide approach – More responsive systems based on ICT use

• Pre-requisite of quality – political will – adequate Human resources – Secured recurrent costs

Next steps

• Education 2030: Country led monitoring process

– reviewing thematic indicators

– choosing those reflecting national priorities

– Identifying data gaps

– Introducing the “data gaps template”

• Responding to national needs

• Situation analysis in SSA

« A World that Counts » Mobilising the Data Revolution for Sustainable Development

http://www.undatarevolution.org

• “Data are the lifeblood of decision-making and the raw material for accountability. Without high-quality data providing the right information on the right things at the right time; designing, monitoring and evaluating effective policies becomes almost impossible.”

• key recommendation:

Funding will be needed to implement an education program aimed at improving […] public servants’ capacity and data literacy to break down barriers between people and data.

Education Sector Analysis (ESA)

► An analysis of the education system as a whole

Identification of constraints to the education system Identification of the system’s strengths and weaknesses

► A communication and dialogue tool for consensus-building:

at the country level across the different ministries associated with the sector especially the ministry of finance.

with various stakeholders such as teacher unions, parents etc.

with technical and financial partners

ESA Characteristics

► an analytical and comprehensive product using existing statistics, targeted studies and information from different sources (evidence based analysis)

► a participatory process requiring political involvement for the results to be of use to sector dialogue

► a capacity building exercise as the method is applied by national teams with technical support from partners ►a comparative approach to indicate where the country stands in terms of timeline and also when compared to neighbors.

ESA Structure & Content

Context

Demographic

Social

Macroeconomic

Education system

Enrollments

Financial aspects/costs

Internal effectiveness & Quality

Equity or disparities

Management issues

External effectiveness

Economic development

Human development

•ECD

•TVET / Skills

•Tertiary Education

• Adult Literacy / Numeracy

•Institutional capacity /

Governance

•Conflict / vulnerability

•Lifelong learning

•Global citizenship

•Sustainable development

•Etc.

Constraint

s

Impacts

Specific focus

Policy Formulation:

• LogFrame to structure ESA findings (causal chain) and for

prioritization of SDG4 Targets – addressing challenges identified in

ESA

• Sector dialogue to define policy options

• Translated into quantifiable terms to project multi-year resource

requirements (human, physical, technical, financial) and to ensure

coherence & feasibility – using education simulation model (ESM)

• Policy dialogue on trade-offs based on ESM

• Definition of policy priorities & key strategies with measurable targets

Building on pertinence of indicative strategies of the FFA

Plan/Programme Development:

• Policy priorities are translated into results-based goals, programmes

and actions: Logical framework => long term plan/programme

• Action plans (medium/short term): define time-bound activities,

implementation strategies, budget/funding sources and

responsibilities, and prioritizing and phasing of execution/activities

• Revisiting ESM for resource projections and linking with the MTEF

and national budget process

• A single results framework defining implementation and performance

indicators (output, process, outcome)

• Implementation arrangements: accountabilities & responsibilities

Prioritization and progressive approach to integrating/reaching Targets

What conditions need to be in place? Planning for these within action

plans

Monitoring & Evaluation:

• Monitoring performance/progress using qualitative and quantitative

indicators as set in the sector/action plans (based on adaption of FFA

indicators to national context)

• Assessing and revising implementation strategies and systems

capacities

• Monitoring mechanisms to systematically follow-up: continuous

assessment & feedback during implementation period (formative):

– Joint bi/annual sector reviews

– Annual plans

– Triennial action plans

– Strategic plan mid-term review

• Establishing reporting mechanisms

• Summative evaluation

Undertaking strategy/activity revision as necessary…

Some countries are in the midst of their

planning cycle

Identifying gaps &

priorities

Updating the situation analysis

Integrating into

Sector/Action Plans

Strengthening capacities

Which of the

2030 Targets

and

populations

are

insufficiently

taken into

consideration

or lagging

behind?

Where are the

data and

analysis gaps?

What entry

points for

adjustments

within the

national policy/

planning cycle?

What

additional

capacities to

address/

respond to

new

SDG4Targets?

Where are the gaps within the ESP?

• An active and participatory sector dialogue process in

identifying gaps within existing sector policies/plans in

relation to the Education 2030 FFA

• A re-thinking of policy priorities/strategies

Sector analyses need to be updated

• What are the data and information gaps in light of the FFA

Targets & indicators? What addition sources of data/info?

• What complementary analyses/studies need to be carried

out to cover the gaps(including on systems capacity at all

levels)?

• Using feedback from monitoring of existing cycle to revisit

implementation strategies - what bottlenecks impede the

effective implementation of current strategies in other

Target areas?

Revising & adjusting plans and budgets... • Entry points:

Joint bi/annual sector reviews

Annual plans

Triennial action plans

Strategic plan mid-term review

End evaluation (not only as M&E steps but as policy & strategy revising instruments)

o Re-prioritization exercise: the refocusing of actions and investments

o Looking more critically at analysis, implementation and monitoring

stages

o Planning for additional capacity needs

• M&E: Information & feedback from existing cycle to be used for

remedial measures and to effectively monitor implementation

A national capacity strengthening process…

• Strengthening in-country capacity to analyze, implement

and monitor – addressing all 2030 Target areas

Expanded basic cycles

Youth skills

Global citizenship

Gender equality in education

…

Thank you

and let us hear from you!