Halsey Rogers HDN, World Bank April 2013 Governance measurement in education Helping to make Learning for All a Reality
World Bank and education Goal of Education Strategy 2020: Learning for All Why aim beyond Education for All? – Impressive recent progress on increasing enrollment and completion, but: – Millions of children still out of school – Mounting evidence on shortfalls in learning Learning for All = Improve access/completion and learning 2
clockwise: Disabled student in Slovakia; Students in a health class in Sri Lanka; Primary school girls in Mali; Secondary school students in Turkey. Photos: World Bank grade 8 students as a % of all 14 year- olds grade 8 students with some knowledge of whole numbers, decimals, operations, basic graphs as a % of 14 year-olds Learning gaps in developing countries: TIMSS data, 2007
clockwise: Disabled student in Slovakia; Students in a health class in Sri Lanka; Primary school girls in Mali; Secondary school students in Turkey. Photos: World Bank grade 8 students as a % of all 14 year- olds grade 8 students with some knowledge of whole numbers, decimals, operations, basic graphs as a % of 14 year-olds Learning gaps in developing countries: TIMSS data, 2007
Strategic themes Invest early Invest smartly Invest for all
only 15–18 % of learning gap is explained by more school inputs so what explains learning gaps? education systems are complex human organizations and education reform is about changing behaviors of many actors and stakeholders Invest smartly ensure that learning happens
Education inputs Student enrollment Expanding the education knowledge base 7 to help countries assess, benchmark, and improve their education policies and governance
Quality of policies & institutions Education inputs Quality of policy implementation Learning for all Quality and quantity of education delivered Expanding the education knowledge base 8 to help countries assess, benchmark, and improve their education policies and governance SABER in future Implementation SABER now Policy intent School & household surveys (e.g., SDI in Africa) EMIS EMIS, student assessments
Quality of policies & institutions Education inputs Quality of policy implementation Learning for all Quality and quantity of education delivered 9 SABER in future Implementation SABER now Policy intent School & household surveys (e.g., SDI in Africa) EMIS EMIS, student assessments
Policy intent: SABER SABER = Systems Approach for Better Education Results SABER collects and analyzes information on system- level education policy and institutional choices – Mostly de jure, plus some system-level indicators of implementation – Detailed indicators – Collected in 13 domains or policy areas – Can compare across countries or over time – Data collection in 100 countries 10
SABER domains or policy areas 11
What SABER provides Analytical – Framework for policy dialogue, focused on key policies & institutions for Learning for All Descriptive – Detailed new data on policies and institutions Evaluative – Ratings of progress toward good-practice policies 12
8. Motivating teachers to perform 1. Setting clear expectations for teachers 2. Attracting the best into teaching 3. Preparing teachers with useful training and experience 4. Matching teachers’ skills with students’ needs 5. Leading teachers with strong principals 6. Monitoring teaching and learning 7. Supporting teachers to improve instruction Effective Teachers Ex: SABER-Teachers maps policies for 8 goals
Ex: Goal 1 Setting clear expectations for teachers 14
Using the policy data for country reports Sample: SABER- Teachers, Uganda 15
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Quality of policies & institutions Education inputs Quality of policy implementation Learning for all Quality and quantity of education delivered 18 SABER in future Implementation SABER now Policy intent School & household surveys (e.g., SDI in Africa) EMIS EMIS, student assessments
Policy implementation: Tools under development, linked to SABER Are these policies implemented in practice? – SABER focus so far: policies + some system-level implementation – Next step: Add school-level implementation to identify policy-implementation gaps (as in PETS) Examples (India, Thailand, Mexico) – Teacher recruitment and deployment – Teacher knowledge of standards & duties – Receipt of salaries – School autonomy over finances 19
Quality of policies & institutions Education inputs Quality of policy implementation Learning for all Quality and quantity of education delivered 20 SABER in future Implementation SABER now Policy intent School & household surveys (e.g., SDI in Africa) EMIS EMIS, student assessments
Quality/quantity of education delivered: Service delivery surveys Tools for measurement: – Teacher absence surveys – Classroom observation modules – Teacher subject-matter assessments Widely used in ad hoc way (e.g., impact evaluations), but now more institutionalized – SDI in AFR – Stallings classroom observation in 6 countries in LAC 21
Quality of policies & institutions Education inputs Quality of policy implementation Learning for all Quality and quantity of education delivered 22 SABER in future Implementation SABER now Policy intent School & household surveys (e.g., SDI in Africa) EMIS EMIS, student assessments Goal: map out governance & its consequences all along the service-delivery results chain
Lessons Balance between actionability & feasibility – Still working on balance in SABER – Long surveys data-quality issues more than cost? Sustainability – WB side: SABER built into WB Strategy indicators – Government/country side: demand-based, so try to make tools practical use to audit administrative data? demonstration civil society can institutionalize 23
HDN links on governance in education SABER tools and results: Teacher absence surveys: PETS guidebook: omX=&zoomY=¬eText=¬eX=¬eY=&viewMode=magazine 24