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Context: High Indebted Poor
Countries (HIPC) initiative (1999)
• Debt relief that mobilizes more resources for the
countries than ordinary ODA
• Moving from projects to programs, from
hardware to policies
• Weak relationship between resources and
outcomes and the need to help countries identify
efficient and equitable policies
School Life Expectancy (years)
Weak relationship between resources and
outcomes
Pseudo efficiency
curve
Public expenditure in education as a % of GDP
The need to help countries identify
better education policies
• In 2000, the assessment was that the
knowledge was insufficient to help the countries
identify the relevant policies
• Country Status Report (CSR) has been
designed to fill that gap
Analytical dimension of the CSR
► A diagnosis of the education system as a whole:
- economic analysis of education,
- results-oriented empirical approach based on inter and intracountry comparative statistics
Identification of the constraints weighing on the education system as a
whole and possible leeway (macro context)
Focusing on outcomes, the analysis stresses both quality of learning as
well as social (health) and economices (labor market ) outcomes
Equity consideration both on access and coverage as well as on the
distribution of the public ressources
Managment issues, in particular on the distribution of ressources
(teachers) to individual shools and transformation of ressources into
student learning at the local level
Financial Simulation Model, compagnon to the CSR
Capacity building dimension of the
CSR
► An analytical capacity building
exercise: the method is applied by
national teams in African countries
with technical support from the
development partners team (World
Bank and/or Pôle de Dakar, etc. )
Communication and dialogue tools
for consensus-building
at country level : between ministries in charge of the
sector and ministry of economy and finance, teacher
unions, parents etc.
between the country and its technical and financial
partners
As a basis for the Fast track initiative FTI
The CSR is not a document of recommendations or a
program document (like an action plan): a CSR enables the
identification of problems but does not say how to solve
them. It can however provide ideas for problem solving
Main achievement
Production of CSR
– Complete CSR: 23
– CSR Update: 3
– Country Policy Note: 4
– Financial simulation model: 22
Use of CSR
– Sector plan: 19
– FTI endorsement: 14
Knowledge on key strategic issue
– Resources and policies do matter but management aspects have a huge
importance and require strong attention both from countries and
international community (AGEPA initiative)
Few example
Schooling profile
% of cohort reaching class x
Case I
Case II
• Case I: Good access but survival problems
• Case II: Problems of access but good survival
• Case III: Problems of access and survival
Case III
PCR 1999-2005
PCR evolution 1999-2005
100%
PCR05
80%
60%
55%
40%
20%
0%
0%
20%
40%
43%
60%
PCR99
CSR completed
No CSR
80%
100%
Average gains in percentage points per annum
over 2 periods 1990-99 and 1999-2005 for
GER and PCR
Average gains in percentage points per
annum
GER
PCR
Periods
90-99
99-05
90-99
99-05
Average 29
countries
0.91
2.61
0.13
1.84
99-05/90-99
3
14
Average gains in percentage points per annum
over 2 periods 1990-99 and 1999-2005 for
GER and PCR
- GER: increases 3 times faster per annum over
the period 1999-2005 than the period 1990-1999
- PCR increases 14 times faster per annum over
the period 1999-2005 than the period 1990-1999
Simulation Model
• 2 types of Education finance simulation model
(EFSM)
– National, country specific
• Country specific structure, adjustable
• Specific country policy taking into account no comparative
data nor cross country homogeneity
– First generation of International modeling (FTI model)
• Homogenous treatment for each single country
• Common features with no country specificity
Second generation of International
modeling (on progress)
• Include detailed structure for all levels of education
• Better integration of country level of development
(salary and non-salary)
• Taking into account geographic specificity (% rural
in population) for development of primary and lower
secondary
• Taking into account labor market in determination of
policy for the upper part of the system (TVET and
Higher education)
Integration of country level of
development
• Better integration of country level of
development by:
– Adjusting teacher salary for the poorest country (>3.5
for country with GDP/C<$300)
– Adjusting the part of spending on goods (pedagogical
material, etc.) to international level. As a result for
poor countries, the % of spending other than teacher
salary rises up to 50% of total recurrent spending vis
à vis the FTI benchmark 33%
Integration of geographical
dimension is essential
• Primary education:
– Large part of those who are not yet in school
are from rural area and for this latest part the
unit cost of schooling is higher than the
average (small schools, difficulties to stabilize
teacher labor force, etc.)
• Lower secondary education:
– around 85% of its development will take place
in rural area (i.e. primary)
Indicative framework for service
delivery in post-primary education
Lower
secondary
Upper
secondary
C1
C2
C1
C2
Student class ratio
40
50
40
45
Student weekly workload
28
25
30
27
Teacher weekly workload (real)
18
21
16
18
25.7
42
21.3
30
Teacher salary (in per capita GDP unit)
5
4.6
6.5
5.6
Spending other than teacher salary bill (%)
45
38
50
42
% of repeaters
10
10
10
10
Parameters
Higher education
Total
LHS
Scien
Voc.
100
60
14
26
2
1.4
2.2
2.7
Teaching condition
Student teacher ratio
Distribution of enrollment
Unit cost (in per capita GDP unit)
0.354
0.177
0.609
0.322