1. 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

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

3. 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

4. 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.

5. 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

6. 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

7. 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

8. 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.

9. 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

10. 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

11. 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

12. 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

13. 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

14. Comments and Questions from the Floor & Other Panellists.