1. School Based Management
Muna Meky
Economist
Africa Impact Evaluation Initiative

2. What is SBM?
Decentralization of authority from the ministerial level to the local/school level
Responsibility and decision-making over school operations is transferred to:
Principals
Teachers
Parents Teacher Associations (PTA)
Community Management Committees
School Management Committees (SMCs)

3. Types of Authority Budget Hiring & Firing of Teachers
Financial authority – school grants
Curriculum

4. Why SBM? Incentives to Engage Ability to Monitor
Goal: SBM to improve school quality & efficiency
Information
School Personnel, Needs of school
Incentives to Engage
Children in their community
Ability to Monitor
Direct involvement of parents & community in school

5. SBM intervention tend to fall into two categories:
SBM Interventions
SBM intervention tend to fall into two categories:
Information for Accountability
Empowerment / Support

6. Information for Accountability
Type of information to provide
General Information / School Report
Specific information
Community learning student achievement scores (Liberia, India)
Spending on the Capitation Grants (Ghana)
Avenues of providing information
Radio Campaign (Benin)
Newspaper campaigns (Uganda)

7. Support Empower Community Members
Increasing linkages to district level (Kenya)
Capacity building (Mexico, Kenya)
Increasing their responsibilities
Ability to hire/fire teachers (Rwanda, Ecuador)
School grants + school development plans (The Gambia, Senegal, Niger, Mexico)

8. Rwanda & Ghana
Introduction of fee free primary education where school fees were replaced by a per student capitation grant
Weakened mandate for parents to be involved
Increase in the need for increased monitoring due to money flowing directly to schools
Interventions tested:
Ghana – information & capacity building
Rwanda – increasing power over contract teachers

9. Evidence Base is Limited
Did the intervention improve:
Local level participation in education decision-making
School quality/student learning

10. Kenya (de Laat, Kremer, Christel Vermeersch)
Teacher prize rewards by community representatives serving on the school committee
Committee members evaluation teacher & Nominate two teachers for prize
Findings
Committee Member Changes
Meetings between committee members and parents increased in the final year, and program members were more likely to raise teaching matters and issues with teachers.
Composition of school committees, which became more educated and older
40 USd for top price/ bike
13 usd for second
criteria: (1) "Arrive on time", (2) "Attend class", (3) "Committed to work", (4) "Cleanliness", (5) "Drunkenness", (6) "Discipline students", (7) "Quality teaching", (8) "Results of students", (9) "Relationship with students", and (10) "Relationship with parents". For each category, they were asked to provide a score: (1) "not good", (2) "not good/ok", (3) "ok", (4) "ok/good", (5) "good".

11. Kenya (con’t) Favoritism
Female teachers received significantly higher evaluation scores than male teachers, even though male teachers were favored in the nominations
Non–neighbors received higher evaluation scores than neighbors but??? were favored in the nomination process.
Observables
Changed pedagogical techniques as teachers reduced in- class teaching efforts, increased homework. .