1. E-101 Section 7 October 24, 2012 Assessing the Performance of an Education System

2.  Situating Ourselves in the Course (1 minutes)  Discussion of the readings (10 minutes)  Reimers & McGinn, Informed Dialogue  Kremmerer, Utilizing Education and Human Resource Sector Analyses  OECD’s Education at a Glance (2011)  David Section Leading (45 mins)  Logical Framework (30 minutes)  Housekeeping & Questions (5 minutes) Agenda

3. 1 Introduction to Comparative and International Education 2 The Process of Policy Analysis 3 Education Policy Options Course Overview

4. 1 Introduction to Comparative and International Education 2 The Process of Policy Analysis Course Overview –Week 6 – How Education Policy is Made –Week 7 – Assessing the Performance of an Education System –Week 8 – Policy and Program Evaluation

5. Summary Case Studies from Informed Dialogue

6. Summary Kremmerer

7. Summary Education at a Glance

8. David Section Leading

9. Program Theory “Program theory…refers to the mechanisms that mediate between the delivery (and receipt) of the program and the emergence of the outcome of interest. The operative mechanism of change isn’t the program activities per se but the response that the activities generate.” - Carol Weiss, Evaluation, p. 57 You will be reading a section of this book for next week.

10. Program Theory For each program, there may be multiple pathways to the intended outcome. GOAL: More 6-year-olds in school

11. From Program Theory to Implementation to Evaluation  Logical Frameworks  can help you to organize:  Design  Implementation  Evaluation  Developed by USAID in the 1960s  Vary slightly, but always include: 4 x 4  Narrative Summary, Indicators, Means of Verification, and Assumptions

13. Logical Frameworks Project Structure Objectively Verifiable Indicators Means of Verification Important Assumptions Goal: Purpose: Outputs: Activities: (Inputs)

14. Logical Frameworks Project Structure Objectively Verifiable Indicators Means of Verification Important Assumptions Goal Purpose Outputs Activities (Inputs) IF AND THEN

15. Logical Frameworks Project Structure Objectively Verifiable Indicators Means of Verification Important Assumptions Goal: Purpose: To increase the number of primary school graduates. Outputs: Activities: (Inputs)

16. Logical Frameworks Project Structure Objectively Verifiable Indicators Means of Verification Important Assumptions Goal: Develop human capacity in XX country. Purpose: To increase the number of primary school graduates. Outputs: Activities: (Inputs)

17. Logical Frameworks Project Structure Objectively Verifiable Indicators Means of Verification Important Assumptions Goal: Develop human capacity in Somalia. Purpose: To increase the number of primary school graduates. Outputs: By abolishing school fees, expect to see more children enrolling in primary Activities: (Inputs)

18. Logical Frameworks Project Structure Objectively Verifiable Indicators Means of Verification Important Assumptions Goal: Develop human capacity in Somalia. Purpose: To increase the number of primary school graduates. Outputs: By abolishing school fees, expect to see more children enrolling in primary Activities: Abolishing school fees.

19. Logical Frameworks Project Structure Objectively Verifiable Indicators Means of Verification Important Assumptions Goal: Develop human capacity in Somalia. Purpose: To increase the number of primary school graduates. Outputs: By abolishing school fees, expect to see more children enrolling in primary Activities: Abolishing school fees. All primary schools no longer requires fees.

20. Logical Frameworks Project Structure Objectively Verifiable Indicators Means of Verification Important Assumptions Goal: Develop human capacity in Somalia. Purpose: To increase the number of primary school graduates. Outputs: By abolishing school fees, expect to see more children enrolling in primary Activities: Abolishing school fees. All primary schools no longer requires fees. Poll families to ask what fees exist.

21. Logical Frameworks Project Structure Objectively Verifiable Indicators Means of Verification Important Assumptions Goal: Develop human capacity in Somalia. Purpose: To increase the number of primary school graduates. Outputs: By abolishing school fees, expect to see more children enrolling in primary Activities: Abolishing school fees. All primary schools no longer requires fees. Poll families to ask what fees exist. Primary can be funded without fees.

22. Appendix

23. Sector Analysis: What is it?  Sector Review: summary of the state of the sector  Sector Assessment: success of the sector in meetings certain goals  Sector Analysis: (most comprehensive) includes review and assessment (above), and also describes sector needs, constraints, and opportunities for improvement.  (Kremmerer, 1994)

24. Sector Analysis: What is it? Tries to answer questions relating to:  External efficiency  Internal efficiency  Access & equity  Administration & supervision  Costs & financing (Pigozzi & Cieutat, 1998)

25. Sector Analysis: What is it? The contents of a sector analysis may include: 1.Synthesis 2.Economic & Financial Analysis 3.History, Structure & Management Capacity 4.Analysis by Sub-Sectors: 5.Special Studies 6.A list of background documents (Pigozzi & Cieutat,1988)

26. Sector Analysis: Steps I.Initiation II.Formation of the National Steering Committee III.Determination of the scope of the analysis IV.Formation of the subsector teams V.Formation of the technical analysis team VI.Instrumentation and collection of data VII.Preliminary analysis of data VIII.Discussion of preliminary findings IX.Collection of any additional data X.Formulation of draft recommendations XI.Discussion of draft recommendations XII.Revision and prioritization of recommendations. (Kremmerer, 1994)

27. Opposition sectorsSupport sectorsOpposition sectors External actors Sector positi on Anti-system Legal Opposition Ideological support Core support Ideological support Legal Opposition Anti- system The Government Social sectors Political parties Pressure groups Political Mapping: An Example

29. Stakeholder Map: An Example