Coastlands Hotel – Durban, South Africa 22-24 November 2016 CSTL Sharing Meeting 2016 Integrating CSTL Indicators into the EMIS Jabulane Shabalala Kingdom of Eswatini Coastlands Hotel – Durban, South Africa 22-24 November 2016

Presentation Outline A description of the programme or policy Achievements Challenges Opportunities/Emerging Issues Key lessons learnt

A description of the programme or policy Strengthen the M&E component of the INQABA implementation (in the NETIP) Capture NETIP cross-cutting indicators which include INQABA indicators and Sector Response to HIV and AIDS indicators Integrate consequently them into the national NETIP - M&E framework Dovetail INQABA indicators to fully report to the SADC and other agenda Create M&E capacity at regional level, by creation of regional M&E nodes (EMIS and Guidance) and provide training on the basics of Indicators Program implementers should integrate M&E into their programs and POA Inclusion in the NETIP framework and Sector Policy will contribute to sustainability as it will become the Sector’s 3 year rolling plans---- exit strategy

Achievements Developed data collection instruments and a Manual for the INQABA indicators Developed a “Real-time”, data collection system and piloted system in 51 schools from all regions – going digital (in line with GOS) Provided training on data collection, interview and use of the tablets (EMIS and Guidance) – in CSTL News Set up regional teams for M&E including both EMIS and Guidance officers (marriage of convenience) Procured tablets for all the Regional Guidance teams (MIET) Procured computers and printers for the regional teams (EU)-established regional workstations.

Achievements Collected data during the Annual CSTL data collection period using the newly developed system, process led by regional teams Recently held a review meeting (last Thursday) where a Number of issues were raised in the process went a step further to even suggesting policy concerns Insights into the issues of the M&E report, and policy scenarios The process is ongoing and is now supported by UNESCO, which also has potential to strengthen its sustainability Counterpart funding and also create an enabling environment for sustainability INQABA indicators have been integrated into the EMIS

Challenges Building the culture of M&E. Implementers have a critical role in M&E. Demystify M&E as a role for Statisticians, Maths gurus, but everyone should embrace both quantitative and qualitative aspects Guidance team fully appreciated the exercise after vising a few schools which are not part of the 15 clinic schools A lot still needs to done, organisational wise Timing of the exercise towards end of year, thus some head teachers were already focussed on the examinations Explore possibility of earlier data collection, i.e. census day end of March Budget for data collection. Using current technology needs access to the internet Data costs safety and security of gadgets

Challenges Transport problems, some regions only managed to visit 5 schools there will be need for support in data collection in future Regional teams even suggested that maybe inspectors needs to undertake data collection whenever they visiting schools (sustainability, ownership, peer training) More training still needed in using the tablets and training in analysis-analysis software. Schools (especially head teachers) react to the use of the tablets (immediate reporting) Schools also need to be cultured to M&E and Implementation audits Regional teams need training in other software that is used concurrently with the system, such as SPSS and Excel Partnerships outside the clinic schools still need to be strengthened MOH, screens children but withhold information sighting patient confidentiality Growing trend that INQABA’s main focus is the School Development Plan, -FPE

Opportunities/Emerging Issues INQABA is now an integral part of the National Education and Training Improvement Plan (NETIP), this will enable/ensure sustainability-fully programmed Will be fully integrated in NETIP – (NETIP under review)M&E Framework Will be included in the Education and Training Policy which is also due for review Lessons from Primary levels will be used to strengthen engagement at secondary levels INQABA should be an MOET movement and not limited to Guidance officers only Counterpart funding opportunities, the core CSTL (INQABA) indicators have attracted other partners who are willing to support the program.

Opportunities/Emerging Issues Training on Educational Indicators and include SGD 4 indicators for all professionals in education. Important that all educators have knowledge of indicators, their meaning and standards UNESCO in the process on providing an online course of Educational indicators Peer support from countries who are ahead in some areas of development No need to re-invent the wheel in some areas, we can learn from other countries Another “real-time”, system that tracks daily attendance of teachers and learners also about to be piloted (focus on OVC attendance and other socio- economic factors) – esp. poverty, drought, cross-border, effective teacher management Partnership with ADEA/SADC Teacher and effective engagement in class still the best method to deliver quality education Investigate barriers to access to Primary --absenteeism leads to drop out Activation energy political but good for the initiatives

Key Lessons Learnt M&E for INQABA should include all schools. Clinic schools operating at more than 100% efficiency whilst the rest are struggling start integration early Regional Capacity - teams to interpret data and also make some policy suggestions even at regional levels -- empower grassroots levels M&E reports should be presented to the National Coordinating Unit and MOET management – insights to policy-indicators not an end Some schools not fully implementing INQABA (functional SST) - learners excluded Data provided by Guidance teachers vs head teachers Access to the School Development Plan document, INQABA, by school community M&E should be both quantitative and qualitative to offer more insights into the implementation of the INQABA--regional teams discovered that SST were not fully operational after in-depth interviews

Has the school adopted and communicated the INQABA Framework to relevant stakeholders in the previous year Level Total High Primary Secondary   Region Hhohho 1 Lubombo Manzini 3 Yes 10 11 6 8 5 13 18 Shiselweni 39 48 12 7 9 14 19 42 51

Is the current school management aware of the INQABA Framework Level Total High Primary Secondary No Region Hhohho   1 Lubombo Manzini 3 Yes 10 11 6 8 5 13 18 Shiselweni 39 48 12 7 9 14 19 42 51

Yes 20 27 Is the SST functional? No 22 23 Is a functional SST a necessary ingredient in the implementation of the INQABA Framework What if one part of the SST is not included team, i.e. learners? Close to 50% (23/51) of the sampled schools operate with School Committees only and not a SST as defined by the INQABA Is the SST functional? Level Total High Primary Secondary  Blank Region Manzini 1   No Hhohho 6 Lubombo 3 8 Shiselweni 5 22 23 Yes 4 10 20 27 11 12 7 9 14 19 42 51

Comments and Questions from the Floor & Other Panellists.