BOX 1: SCOPE OF THE SITUATION ANALYSIS

The situation analysis should be done for each district belonging to the province and encompass the whole province. For all levels and types of education under EFA, it should include:

The assessment of access and participation, by level and type of education (ECCD, primary, lower secondary, NFE), by sex and ethnic group (to the extent possible)

The assessment of internal efficiency, achievement and transition rates from pre-school to primary, and from primary to lower secondary, by sex and ethnic group

A map of schools with characteristics of premises (condition and rehabilitation needs, materials) and equipment, specifying the location of incomplete schools and villages without school, as well as access to school; the provincial map should indicate the school age population of all villages, including those which are partly served and not served; for each school, the school map database should specify the teaching staff (trained-untrained; qualified-unqualified), average PTR and class size, number and enrollments of multi-grade classes, and teaching materials/textbooks available.

The analysis of expenditure, recurrent and investment, by economic category, level of education and funding source

Each step can be further analyzed as follows:

1.1 Carrying out an education situation analysis in the 18 provinces

Piloting one provincial education situation analysis, training the trainers and producing guidelines for situation analysis (see Box 1)

Carrying out education situation analyses in the 18 provinces with PES staff being trained on the job by the trainers

Education for All (EFA)

90

Collecting information to be used when designing provincial simulation models 1.2 Designing provincial simulation models (PSM) and setting provincial targets

Designing one pilot PSM

Designing the 18 PSM and scenarios, based on preliminary provincial targets, with PES staff being trained on the job by the trainers

Checking the consistency of provincial scenarios and targets with the national EFA scenario and targets, and agreeing on provincial scenarios and preliminary targets (national workshop)

1.3 Designing a pilot EFA provincial development plan (PDP), writing PDP guidelines and training trainers

Selecting a pilot province comprised of the poorest and poor districts; designing a pilot PDP, taking into account provincial EFA targets, as well as NGPES district targets

Writing guidelines for the design of PDPs Training trainers

1.4 Training provincial and district teams in educational planning, and developing all 18 PDPs Training PES and DEB heads, PES and DEB planning units, and other staff participating in the design of EFA PDPs

Designing all 18 EFA provincial development plans

1.5 Monitoring provincial education development and revising provincial EFA targets and PDPs Annual assessing of indicators (see Section 2 below) and comparing with targets

Analyzing the causes for under-achievement of targets Designing remedial measures

1.6 Revising the guidelines for EFA planning at the provincial level Assessing the first set of PDPs and revising the guidelines BOX 2: SCOPE OF THE EFA PROVINCIAL PLAN

The provincial plan should aim to achieve EFA in the province and incorporate all EFA objectives/actions which are relevant for the province, as well as NGPES district objectives and actions, if additional to EFA.

Based on national targets, provincial targets should be set.

ECCD

Build new pre-schools and improve existing ones

Mobilize communities in favor of ECCD and pre-school education, and promote the development of pre-school community centres

Primary education

Based on the provincial and district school maps, develop the school network to provide all children of admission age with access to a complete multi-grade or single-grade primary school

Recruit and deploy primary teachers according to needs as determined by the annual school mapping programme

Promote demand from girls, ethnic groups and the poorest families Improve access of children with special needs in normal schools

ü

National Plan of Action 2003-2015

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Lower Secondary Education

Based on the provincial and district school maps, develop the LSE School Network in order to increase the enrollments of ethnic group children, girls and children from rural and remote areas; selectively respond to demand from Grade 5 graduates, according to the provincial target

Recruit and deploy LSE teachers according to needs as determined by the annual school mapping programme

Reduce dropout rates in LSE schools, especially in rural and remote areas

Design schemes to promote retention in LSE - especially of girls, ethnic groups and the poorest children - based on measures like: recruiting ethnic group teachers, especially women; supplemental food programmes; subsidies for girls’ dormitories and for other young children living far from the school;

adjusting the annual school calendar to the rhythm of rural activities; etc.

Design and implement in each PES measures aimed at promoting retention (according to PES studies) Increase enrollments of disabled children

In each province, select and equip one lower secondary school to include children with light disabilities;

promotion campaigns should be carried out to convince parents of children with light disabilities to apply for seats in the school

Youth and Adult Literacy

Organize promotion campaigns to motivate children - especially ethnic group girls, youth and adults - to participate in NFE literacy and vocational skills training programmes

Construct/rehabilitate and equip CLCs according to an expansion plan Skills Development

Plan and implement skills development training courses for youth, especially school dropouts and women/girls from ethnic groups, to acquire skills for income-generating activities

Quality and Relevance

Effective Deployment of Trained Teachers

Deploy teachers based upon subject teaching needs and teachers’ specialization; give priority to schools in remote and ethnic group areas, as well as to incomplete rural schools

Improved Quality of In-Service Training

Train unqualified primary school teachers (EQIP II) through TUP Train teachers (EQIP II)

Provision of Learning Materials and Adaptation to Local Conditions

Build capacity of school cluster teachers and DEB supervisors in local curriculum development; establish local curriculum development units in DEB

Improved Management and Supervision of Schools

Train primary school heads and lower secondary school heads in school management

Train teachers, school heads and community members to develop school and community plans to increase quality and improve participation - especially by girls and ethnic group students

Establish school cluster resource centres Education Administration and Management Improve Budget and Financial Management

Train PES and DEB staff in budgeting and financial management, including accounting and reporting Produce revised budgets for PES and DEB, in line with MTEF and PDP

Improve School Construction and Procurement

Build PES and DEB capacity in bidding management; construction management; data collection and school mapping; use of school models; supervision and monitoring

ü

Education for All (EFA) each stage of the overall process and collecting the information requested for EFA is, therefore, a crucial and urgent pre-requisite.

All externally funded projects include components or activities for improving the EMIS, especially the EDP2, BEGP, TTEST, EQIP II, PESL and the EC project. With the exception of EDP2, all projects aim at improving EMIS in the area (provinces/districts) covered by the project. Hence, consistency and coordination between those projects is extremely important.

As one key activity of donor coordination and the Sector Wide Approach (SWAP), it is suggested that MOE design a comprehensive plan for improving the EMIS, in close cooperation with funding agencies, based on already programmed and funded project components and needs for EFA NPA.

2.2 Indicators (Monitoring and Evaluation)

A list of EFA national- and provincial-level indicators is already available, and projected values of all indicators are computed within EFAMOD. Such indicators include:

ECCD

ECCD enrollment rate, 3-5 years old, by sex Primary

New primary admissions with ECCD experience, by sex Apparent admission rate, by sex

Net admission rate, by sex Gross enrollment rate, by sex Net enrollment rate, by sex Repetition rates, by grade and sex Dropout rates, by grade and sex Survival rate to Grade 5, by sex Coefficient of efficiency, by sex Completion rate, by sex Pupil-teacher ratio

% of teachers with academic qualification

% of teachers with training certificate for primary Lower secondary

Transition rate to LSE, by sex Gross enrollment rate, by sex