Strengthening monitoring and evaluation to promote effective policy implementation in education sector of Somalia

Thesis(Master) -- KDI School: Master of Public Policy, 2021Implementation of education policies remains a challenge due to the lack of proper utilization of monitoring and evaluation (M&E) processes in the education. Effective monitoring of education is, therefore, crucial to ensure that education activities meet their aims and objectives in terms of quality and their ability to impact the desired knowledge. The study seeks to establish how strengthening M&E could promote effective policy implementation in the education sector of Somalia. It also evaluates how effective the current M&E system in the education sector in Somalia is for improving the implementation of education policies; identifies key factors, the problems and challenges facing the current M&E system and their causes, and suggests how to enhance the M&E system in education policy implementation. The study adapted a case study design and analytic framework to analyse and compare M&E systems used in education from five different countries. The study deliberately selected a cases of countries that have implemented successful and effective M&E systems. It used both primary and secondary data. Primary data were collected through interview guides which targeted Ministry of Education officials and other experts in the education sector. Secondary data was collected through desk reviews of selected countries that meet the criteria for selection. The study through qualitative comparative analyse (QCA) then examined patterns of similarities and differences across selected cases on M&E in the education. The research established there are no similarities between Somalia and most of the countries of South Africa in terms of M&E Models, however, the National government overs the M&E implementation across the country at different levels, in a country such as Uganda the National and District education offices ensures compliance with the ministry of education and sports norms and guidelines and educational performance that enables the collection of data at different levels of education management. The results amongst others indicated that the guidelines provided by policy documents in a country such as Rwanda are coordinated from the national levels, they also develop district education M&E plans, which are expected to be consistent with the strategic and policy priorities, outcomes, and outputs of the Education Sector Strategic Plan (ESSP) and M&E is conducted through Joint Annual Review. The data of the study also established that Somalia has also put in place policy guidelines designed to establish a system that puts in place common structures and standards across the education sector for tracking progress in the implementation of all Government education policies and programs which is similar to the case of Kenya. Based on the findings the ministry of education needs to establish a strong independent M&E division that handles all M&E activities, improve the coordination between education stakeholders and allocate an adequate budget it.1 INTRODUCTION 2 LITERATURE REVIEW 3 RESEARCH METHODOLOGY 4 CONCLUSION AND RECOMMENDATIONmasterpublishedKhadija Abdullahi JIMAL

Education Governance in Sub-Saharan Africa

This paper addresses the issue of education governance in SSA in an attempt to shed light on the status of and developments in this area with a focus on lessons learned from various efforts across the region and recommendations on how to strengthen governance of secondary education. The paper is intended to serve as a background paper on secondary education governance in SSA which will be used to contribute to a more comprehensive publication on secondary education in SSA and the future of work. The paper addresses two key topics under secondary education governance: 1) Accountability as an important aspect of education governance, and 2) the need for enhancing institutional capacity to collect and use educational statistics, and how effective use of data can support education governance. The authors identify several specific actionable recommendations to help policy makers in SSA countries, depending on the local context, implement improvements in the governance of their secondary education systems at central, provincial, and local level

Case Study on Rwanda

학위논문(석사) -- 서울대학교대학원 : 국제대학원 국제학과(국제협력전공), 2021.8. 최연규.Rwanda, being a small and landlocked country with little natural resources, it seems unlikely that the country has any advantage for economic development. Moreover, the tragic incident of genocide in 1994 had left the country in the verge of collapse. Despite these difficulties, however, currently Rwanda is one of the countries in Sub-Saharan Africa that has achieved rapid economic growth. Among other factors, strong determination of Government of Rwanda to invest in human resource is widely accepted as the main force of its economic development. Since the Government of Rwanda has decided to abolish primary school fees in 2003, there was great increase in number of students attending schools. Moreover, as Rwandas basic education has been expanded to nine years in 2007 and to twelve years in 2012, Rwanda was successful in ensuring access to education. Nevertheless, Government of Rwanda was not so successful in enhancing quality of education although various efforts were made. What was the problem? This study attempts to provide an answer by analyzing the relationships of accountability between government, schools, teachers, and parents. The analytical framework for service provision, which was proposed in 2004 World Development Report, was used in this study. Applying this framework into Rwandas education sector, several factors are examined to figure out what are the achievements and challenges for each accountability relationships. First of all, existence of clear national objective and education budget allocation are assessed in the relationship of accountability between parents and government (voice). Second, national assessment system and decentralization are scrutinized in the relationship of accountability between government and schools (compact). Third, teachers capacity and motivations are measured in the relationship of accountability between schools and teachers (management). Last, parents participation and its barriers are discussed in the relationship of accountability between parents and teachers (client power). Findings reveal that Government of Rwanda has implemented various education plans and policies to strengthen the relationships of accountability. Although governments effort has facilitated some improvement in quality of education through effective accountability measures, however, there are still several challenges that needs to be addressed. Moreover, this study goes further to point out that teachers are the central figure within this analytical framework and strengthening the accountability of teachers could be a starting point for improving the overall relationships of accountability. Finally, the implication of this study could be applied to other countries in the Sub-Saharan region as they face similar challenges regarding relationships of accountability and struggling to enhance quality of education.아프리카의 작은 내륙국으로 주변국가들과 달리 천연자원이 부족한 르완다는 자국의 경제발전을 도모하기 위한 장점이 없는 것처럼 보인다. 특히 1994년에 일어난 비극적인 대학살을 경험하며 르완다의 경제와 사회는 최악의 상황에 맞닥뜨리게 된다. 하지만 이런 어려움에도 불구하고 현재 르완다는 사하라 이남 아프리카 국가들 중에서 높은 경제 성장을 이룬 국가 중 하나로 변신하였다. 이런 발전을 이루는데 여러 요인들이 기여했지만, 인적 자본을 확보하기 위한 르완다 정부의 강한 의지와 적극적인 투자가 높은 경제 성장의 가장 중요한 원동력이었다는 것을 부정할 수 없다. 르완다 정부가 초등교육을 무상으로 지원하기 시작한 2003년부터 학교에 다니는 학생들의 숫자가 급격하게 증가하였으며, 이후 기본교육이 2007년에 9학년까지, 2012년에 12학년까지 확대되면서 르완다 어린이들의 교육에 대한 접근성은 성공적으로 향상되었다. 그러나 르완다 정부의 다양한 노력에도 불구하고 교육의 질적인 측면에서는 아직까지 큰 성과를 거두지 못하고 있는데, 그 원인은 무엇일까? 본 연구는 정부, 학교, 선생님, 그리고 학부모 간의 책무성 관계를 살펴봄으로 르완다 교육의 질적 향상을 위해 중요한 부분이 무엇인지 확인하고자 한다. 특히 본 연구는 2004년 출간된 세계 개발 보고서 (World Development Report)에서 제시된 공공서비스의 제공을 위한 분석적 프레임워크를 활용하여, 르완다의 교육 분야에서 나타나는 각 이해 당사자 간 책무성 관계의 성공 요인과 문제 요인이 무엇인지 알아보고자 한다. 이를 위해 본 연구는 첫째, 학부모와 정부의 책무성 관계에서 국가의 분명한 교육적 목표의 존재 여부와 교육 예산의 배분이 적절한지에 대해 살펴보았다.(요구) 둘째, 정부와 학교의 책무성 관계에서 국가적 수준의 평가 제도와 교육시스템의 분권화에 대해 살펴보았다.(계약) 셋째, 교사들의 교육 역량과 동기 부여 정도를 확인하여 학교와 교사들의 책무성 관계에 대해 살펴보았다.(경영) 마지막으로, 학부모와 교사들의 책무성 관계에서 학부모의 참여 정도와 참여를 방해하는 요소가 무엇인지 살펴보았다.(참여) 연구 결과로는 이해 당사자들 간의 책무성 관계를 강화하기 위해 르완다 정부가 여러 교육 정책과 제도를 시행하였으며, 이런 노력들이 어느 정도 성과를 나타냈지만, 여전히 해결해야 할 문제들이 남아있음을 확인할 수 있었다. 더 나아가 본 연구는 복잡한 책무성 관계에서 교사들이 가장 중요한 역할을 하고 있음을 밝히고, 교사 들의 역량과 동기부여를 높이는 것인 교육의 질적 향상과 전반적인 책무성 관계를 강화하는데 있어서 그 시작점이 될 수 있다고 결론을 내린다. 특히 이런 연구 결과는 르완다와 비슷한 문제를 겪고 있거나, 자국의 교육의 질적 향상을 위해 애쓰는 다른 아프리카 국가들에게도 해결의 실마리가 될 수 있다는 점에서 중요한 의의를 갖는다.ABSTRACT 3 Table of Contents 5 List of Abbreviations and Acronyms 7 List of Figures 9 List of Tables 9 I. Introduction 10 1. Background 10 2. Research Aims and Research Question 13 II. Literature Review 15 1. Definition of Quality Education 15 2. Accountability in Education Sector 19 III. Research Methodology 23 1. Analytical Framework 23 1-1. 2004 World Development Report 23 1-2. Data Selection 28 2. Country Overview 29 2-1. Political Background 29 2-2. Socio-economic Background 31 3. Methodology 31 IV. Three Phases of Education Reform in Rwanda 34 1. Phase #1: Adoption of Universal Primary Education (2003-2008) 34 2. Phase #2: Achievements on Nine Years Basic Education (2009-2014) 40 3. Phase #3: Aspiration for Improving Quality of Education (2015-2020) 51 V. Relationships of Accountability in Rwanda's education 61 1. VOICE Accountability between Government and Parents 61 2. COMPACT Accountability between Government and Schools 69 3. MANAGEMENT Accountability between Schools and Teachers 77 4. CLIENT POWER Accountability between Parents and Schools 84 VI. Conclusion 89 1. Implications 89 2. Limitations & Further Studies 92 References 94 국문 초록 (Abstract in Korean) 104석

Guidelines for Transitional Education Plan Preparation

The new global education agenda 2030 places strong emphasis on countries affected by adverse situations. It urges governments to put in place robust and responsive policies, strategies, and systems to ensure quality education in challenging contexts, and calls upon the international community to ‘build back better’ by providing coordinated support and investing where education needs are the most acute. The agenda expressly recognizes that the largest education gaps exist in crisis situations, noting that it is ‘critical to develop education systems that are more resilient and responsive in the face of conflict, social unrest, and natural hazards – and to ensure that education is maintained during emergency, conflict, and postconflict situations’. In response to the call for greater effort and investment in crisis-affected and challenging situations, these guidelines were designed to assist countries in preparing a transitional education plan (TEP). A TEP is justified where the changing nature of the situation makes development of a longer-term education sector plan (ESP) either technically unfeasible or inadvisable. As the name indicates, a TEP is transitional in nature; its aim is to steer and mobilize resources that will help maintain education services in times of crisis. At the same time, a TEP helps the education sector to progress by including reforms to ensure that education systems become more accountable, inclusive, and effective over time. These guidelines are not exhaustive and must be adapted to each country’s context and needs. They first provide an overview of the essential characteristics of a good quality TEP, followed by a presentation of the main steps in the plan preparation process. They are accompanied by a selection of helpful resources that are mapped according to the plan preparation steps. For countries that are candidates for GPE funding, a second accompanying document, Guidelines for Transitional Education Plan Appraisal, must be used as part of the GPE grant process to assess the extent to which the TEP responds to expected requirements before its endorsement by development partners, including the civil society. These TEP preparation guidelines draw heavily on the IIEP-GPE Guidelines for Education Sector Plan Preparation: the planning processes followed are essentially the same, although the scope and emphasis may vary based on the context. The guidelines are not, however, meant to provide direction for countries on whether to develop a TEP versus an ESP. Rather, they are to be used once a country has decided on a TEP. The guidelines represent a first attempt to provide technical guidance in developing transitional plans; they will be updated regularly based on country experiences and feedback. Finally, these guidelines do not discuss the thematic content of the strategies to implement in crisis situations. They present only the key processes and methodological elements for developing a good quality TEP

Climate Change Governance

Climate change, Governance

The EU Climate Policy after the Climate Package and Copenhagen - Promises and Limits. Egmont Paper No. 38, September 2010

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Policies and Reforms of Educational Systems in Somalia (A Review of the Current Situation)

Policies and Reforms of Educational Systems in Somalia (A Review of the Current Situation) Dr. Abdishakur Sh. Hassan Faqih, An Associate Professor – Faculty of Education at Mogadishu Univerist

Investing in Sustainable Energy Futures: Multilateral Development Banks' Investments in Energy Policy

Analyzes MDB loans for electricity projects and lays out policy reforms, regulations, and institutional capacities needed to enable public and private investment in sustainable energy and ways for MDBs to address them consistently and comprehensively

Reconstructing Climate Policy: Beyond Kyoto

In their comprehensive analysis of the Kyoto Protocol and climate policy, Richard B. Stewart and Jonathan B. Wiener examine the current impasse in climate policy and the potential steps nations can take to reduce greenhouse gases. They summarize the current state of information regarding the extent of global warming that would be caused by increasing uncontrolled greenhouse gas emissions. They explain why participation by all major greenhouse gas-emitting countries is essential to curb future greenhouse gas emissions and also note the significant obstacles to obtaining such participation. Stewart and Wiener argue it is in the national interest of the United States to participate in such a regime, provided that it is well designed. They discuss the elements of sound climate regulatory design, including maximum use of economic incentives, the comprehensive approach, and other flexibility mechanisms; participation by all major emitting countries, including developing countries; regulatory targets based on longer-term emissions pathways set to maximize net social benefits; and effective arrangements to ensure compliance with regulatory obligations by nations and sources. After evaluating the successes and failures of the Kyoto Protocol in light of those elements, the authors propose a series of U.S. initiatives at the international and domestic levels, with the aim of engaging the United States and major developing country emitters such as China in the global greenhouse gas regulatory effort and correcting the remaining defects in the design of the Kyoto Protocol. Although several alternatives to the current Kyoto Protocol regime have been proposed, Stewart and Wiener argue that the best approach for surmounting the current global climate policy impasse is a new strategy that would lead, sooner or later, to simultaneous accession by the United States and China (and other major developing country emitters) to a modified and improved version of the Kyoto Protocol agreement