1. Development of M&E framework
Capacity Building Workshop on Monitoring and Evaluating
Progress in Education in the Pacific
27 – 31 October 2008
Nadi, FIJI
Prepared by Nyi Nyi THAUNG, UIS (Bangkok)

2. Strategic sector planning Basic logical steps of the plan preparation
1. Situation analysis
2 Policy,goal and target setting
3 Formulation of priority action programs
4 Preparation of financial framework
5 Preparation of monitoring framework
6 Consolidation of draft sector plan
7 Final revision and adoption of the plan
8 Preparation of yearly operational plans 2

3. Strategic planning The strategic planning cycle3

4. Key Questions
How can we link data from MIS to information needs at the Nation Education Strategy
How can we develop M&E framework
What are the framework for developing indicators in education sector
What does it mean by information and data?

5. Measurable indicator(s) Data required to produce the indicator
Linkage between policy and data
Policy Statement/ Goal
Target(S)
Benchmark
Baseline
Measurable indicator(s)
Disaggregation
Data required to produce the indicator
Interactive
Dynamic
Data
Data
Data
Source of data
Method of collection
Frequency QC

6. M & E Framework
A document describing all these information agreed by all stakeholders
Usually matrix
Linkage
Vertical : Goal toward data
Horizontal : collaboration among all stakeholders particularly in data providers and users

7. What is
data
information
indicators

8. Data Raw facts and number used for reference or further analyses
Atomic level (basic) pieces of information that by themselves have little meaning
e.g. number 23 can mean nothing or many things
Several data may have to be combined to achieve required meaning / understanding
State of unprocessed
“A collection of facts from which conclusions may be drawn; “Statistical Data”
Sometime, defining data vs information is depend on the user

9. Information Data that have been processed
It may require several data to construct a piece of information to result to a better understanding
Information is a collection of data that is understandable by itself
in previous example, add another piece of data, the character string “age=” so that “age=23”, and we now have better understanding
Facts or knowledge provided or learned as a result of reasoning, research, or study (data analysis)

10. Data vs. Information From a set of data, an analysis can be made and
Information can be drawn

11. Indicators
One way of transforming data into information is by constructing indicators.
An indicator is a self-contained piece of information

12. Indicators

13. What is an indicator? An indicator: indicates a state or level
acts as a gauge or meter for a specified purpose
shows current situation, progress made so far and the remaining distance towards achieving the desired target
Like a ‘road sign’
shows whether you are on the right road
how far you have traveled, and
how far you still have to go in order to reach your destination (or attain your objectives)

14. Why do we need to set indicators?
Indicators are set:
to serve as benchmark, guide
to act as a “measuring rod” in comparing different population groups, localities, levels, sex, etc.
to lead systematic and appropriate analyses
to help defining relevant objectives and outputs
Indicators are:
basis for measuring progress towards objectives
prerequisite for a monitoring system

15. What is good indicators
Indicators should be smart:
Specific
Measurable
Achievable or Attainable
Result oriented, and
Time-bound
A GOOD INDICATOR MUST BE:
Direct
Objective
Adequate
Quantitative, where possible
Disaggregated, where appropriate
Practical
Reliable

16. Education Indicators
Enable management to monitor effectiveness and efficiency in the delivery of education services
Enable judgments on key aspects of the functioning of the education system
Useful tools to identify and measure changes in the education system over time, including the effect of planned interventions
When indicators are produced on a regular basis they can reveal possible changes in response to policy actions

17. Identification of Indicators of Education
Framework: "Education as a Production Function"
The education system can be viewed as a form of “production“ which has three components:
Inputs
Processes
Output (and Outcome)
Then, basic education indicators can be identified and grouped under these categories.

18. Identification of Indicators of Education
Framework: "Education as a Basic Social Service"
If education is viewed as a “basic social service“, basic education indicators can be identified under three areas:
Access
Quality, and
Management

19. Monitoring Education from Various Aspects
Management, Quality and Equity
Access
Next Level
Education System
Participation
Access
Labour Market
Drop-out

20. Monitoring Education from Various Aspects
Access
Education System
Access to education
Gross Intake Ratios
Net Intake Ratios
% of new entrants with ECCE
Equity
Indicators by sex
Gender parity Index
Next Level
Participation
Gross Enrolment Ratios
Net Enrolment Ratios
Access
Output
Survival rate to last grade
Completion rate
Performance
Promotion, Repetition and drop-out rates
Internal efficiency
Quality
Pupil-teacher ratio
% of trained teachers
Labour Market
Drop-out

21. Analytical Framework Issues Analysis All Education Sub-sectors Demand
Resources
Access and Participation
Quality and Performance
Equity
Output and Outcome
Meeting Goals, targets
Trends, changes
Gaps, Differences
Finding reasons

22. Sources of Education Data
Supply-side Information
Demand-side Information
Schools
School info
Student info
Teacher info
Achievement
EMIS
Households
Socio-economic
Health and nutrition
Relevant info for student’s participation, achievement, drop-out
Awareness and value to education
External efficiency (link to labour market
Surveys
Education providers
Provision to education (finance)
Management
Policy
Curriculum
Reports
Research and case studies - Findings

23. Basic Indicators of Education1
Adult Literacy Rate (Aged 15+) 2
Coefficient of Internal Efficiency by Level 3
Completion Rate by Level 4
Dropout Rate by Grade 5
Gross Enrolment Ratio (GER) by Level 6
Gross Enrolment Ratio in Pre-Primary (ECCE) Programs 7
Gross Intake Rate (AIR) 8
Literacy Rate of Year Old 9
Net Enrolment Ratio (GER) by Level 10
Net Intake Rate (NIR) 11
% of Classrooms meeting FSQL 12
% of Female Teachers by Level 13
% of Girl Enrolment by Level (Preschool, P, LS, US) 14
% of new Grade 1 intakes with Preschool experiences 15
% of Oversized Classes (41+ Pupils) by Level 16
% of Principals with School Management Training by Level 17
% of Schools Inspected during previous year by Level 18
% of Schools with Active Community Participation by Level 19
% of Schools with Adequate Sanitation Facilities by Level 20
% of Schools with both Proper Water Supply and Adequate Sanitation Facilities by Level
Indicator 21
% of Schools with Computer Lab 22
% of Schools with Library 23
% of Schools with Proper Drinking Water Supply by Level 24
% of Schools with Science Lab (Lower Sec., Upper Sec.) 25
Professionally Trained Teachers by Level 26
Promotion Rate by Grade 27
Public Exp. on Education as a % of Total Government Exp. 28
Public Expenditure on Education as a % of GDP 29
Public Recurrent Expenditure on Education as a % of Total Government Recurrent Expenditure 30
Pupil-Class Ratio by Level 31
Pupil-Teacher Ratio by Level 32
Repetition Rate by Grade 33
Retention Rate by Level 34
Survival Rate to Grade 5 35
Teacher Attrition Rate by Teaching Level 36
Teachers with Required Academic Qualification by Level 37
Transition Rate from Lower Sec. to Upper Secondary Level 38
Transition Rate from Primary to Lower Secondary Level 39
Transition Rate from Upper Secondary to Tertiary Level 40
Unit Cost (public recurrent expenditure per pupil) by Level

24. Basic Indicators of Education
Access
Sr.
Indicator
Function 1
Gross Enrolment Ratio in Pre-Primary / Preschool (ECCE) Programs
Input 2
% of new Grade 1 intakes with Preschool (ECCE) experiences 3
Gross Intake Rate (AIR) 4
Net Intake Rate (NIR) 5
Gross Enrolment Ratio (GER) by Level (primary, lower sec., upper sec.) 6
Net Enrolment Ratio (GER) by Level (primary, lower sec., upper sec.) 7
% of Girl Enrolment by Level (preschool, primary, l.sec., usec.) 8
Public Expenditure on Education as a % of GDP 9
Public Exp. on Education as a % of Total Government Exp. 10
Public Recurrent Expenditure on Education as a % of Total Government Recurrent Expenditure 11
Unit Cost (public recurrent expenditure per pupil) by Level

25. Basic Indicators of Education
Quality
Sr.
Indicator
Function 12
Teachers with Required Academic Qualification by Level
Input 13
Professionally Trained Teachers by Level 14
% of Classrooms meeting FSQL 15
% of Schools with Library 16
% of Schools with Computer Lab 17
% of Schools with Science Lab (Lower Sec., Upper Sec.) 18
% of Schools with Proper Drinking Water Supply by Level 19
% of Schools with Adequate Sanitation Facilities by Level 20
% of Schools with both Proper Water Supply and Adequate Sanitation Facilities by Level

26. Basic Indicators of Education
Quality
Sr.
Indicator
Function 21
Pupil-Teacher Ratio by Level
Process 22
Pupil-Class Ratio by Level 23
% of Oversized Classes (41+ Pupils) by Level 24
Promotion Rate by Grade 25
Repetition Rate by Grade 26
Dropout Rate by Grade 27
Survival Rate to Grade 5 28
Coefficient of Internal Efficiency by Level 29
Retention Rate by Level

27. Basic Indicators of Education
Quality
Sr.
Indicator
Function 30
Completion Rate by Level
Output 31
Transition Rate from Primary to Lower Secondary Level 32
Transition Rate from Lower Secondary to Upper Secondary Level 33
Transition Rate from Upper Secondary to Tertiary Level 34
Literacy Rate of Year Old 35
Adult Literacy Rate (Aged 15+)

28. Basic Indicators of Education
Management
Sr.
Indicator
Function 36
% of Female Teachers by Level
Input 37
% of Principals received School Management Training by Level 38
Teacher Attrition Rate by Teaching Level
Process 39
% of Schools with Active Community Participation by Level 40
% of Schools Inspected during previous year by Level

29. Difference use of education statistics and Indicators
Planning and resource allocation
Address special problems
Monitoring
Evaluation
Accounting
Management and decision making

30. Basic Steps in Selecting Indicators
Common steps in selecting indicators for monitoring (or evaluation) purposes are:
step 1 Setting clearly defined objective(s)
step 2 Developing a list of possible indicators
step 3 Assessing each possible indicator
step 4 Selecting the “most appropriate” indicators

31. Some suggestions in selecting indicatorsDo
Don’t
Look for signals that have clear meaning
Make use of proxies, when needed
Set targets that are realistic
Agree with beneficiaries and partners
Look for data that is easily available; avoid major data collection
Keep data sources and monitoring responsibilities in mind
Lose sight of the objectives
Assume that data will be available
Set targets that cannot be achieved
Impose or insist on any one indicator
Over invest in attempts to quantify
Use indicators that need expert analysis
Use more indicators than necessary
Don’t 1 – showing number of new schools means lose sight of measuring target of 95% children in schools