ADEOP 2013 15 template final xls

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GUIDELINES FOR THE PREPARATION OF

ANNUAL DISTRICT PERFORMANCE REPORT

(ADPR)

GHANA EDUCATION SERVICE

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1. INTRODUCTION

An annual performance review conducted in every district provides a

comprehensive picture of achievements as it relates to plan objectives and evidence

regarding accountability in following areas: 1) Equitable Access to Education, 2)

Quality of Education, 3) Education Management and 4) Science, Technology and

TVET.

The Annual District Performance Report (ADPR)

1

is the essential tool to review

the district performance and progress for the past academic year, and serves as one

of the primary pieces of evidence. The ADPR examines the qualitative and

quantitative performance indicators as well as results of operations and projects

planned in the Annual District Education Operation Plan (ADEOP) of the previous

year to provide one comprehensive report that will more effectively reflect the

current state and the district’s progress made towards meeting set targets.

This year, the Ghana Education Service (GES) has renewed its template to improve

quality of district performance review by focusing on the following points: 1)

updating guiding questions, 2) establishing a better management cycle: linking

annual planning and annual performance review more closely, 3) streamlining the

reporting structure, 4) strengthening effectiveness of financial reporting and 5)

visualising analysis more effectively. These guidelines stipulate the renewed

components of the ADPR and its procedure as outlined below.

1_{Though the name of the document varies according to the status of MMDs such as Metropolis, Municipality and}

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2. REPORTING REQUIREMENTS OF ADPR

Outline of ADPR

All the education offices of metropolises, municipalities and districts (MMD) are

mandated to use the attached reporting template. All the reporting requirements

stated in the template should be responded completely. If there are reporting items

for which information is not available, it should be reported as N/A (not available

or applicable). The report structure is consisted of the following chapters: 1)

Introduction (Overview of the district and Organisation of the report), 2) Trend of

School Age Population in the district since 2001, 3) Overall Performance against

ESP 2010-20 Priority Indicators, 4) Education Management, 5) Financial Report,

6) Non-Government Organisations in Education, 7) District Performance Review

Meeting, and 8) Conclusion.

Key Features of the New Template

As mentioned above, the reporting template has been revised to improve quality of

the performance review in the districts. Key features of the new reporting template

as compared to the old template are as follows:

1) Updating guiding questions

• Key indicators for analysis included "Pupil Classroom Ratio" and "Distance

to School from Village Centre".

• Reports of special schools are added.

• Reports of "district levies" are replaced by "school levies" as most of

districts already abolished district levies in 2005.

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• Reports and analysis of "Teacher Demand and Supply" and "Study Leave of

Teachers" are added.

• Reports of "In-Service Education and Training (INSET)" are added.

• A chapter of "District Performance Review Meeting" is added.

2) Establishing a better management cycle: linking annual planning and

annual performance review more closely

• Results of ADEOP are mandated to be reported in order to draw

recommendations to the next plans.

• A chapter of "Conclusion" including recommendations for the next year

ADEOP/ADEAP is added.

3) Streamlining the reporting structure

• Introduction (overview of the district and organisation of the report) is

added.

• Trend analysis of school age population is separated to one chapter.

• Data of the past five years on key indicators are shown instead of three

years.

• The report of Non-Formal Education is deleted.

• Tables of indicators are placed in annexes.

• All detailed tables on such as infrastructure profiles, assessment of

classroom furniture, assessment of teaching learning materials, education

payroll expenditure, staff attrition and illness/accident/suicide in the

previous templates are deleted as these are too detail.

4) Strengthening effectiveness of financial reporting

• Tables of financial reports are modified.

• Reports of "Unit Cost" are added.

5) Visualising analysis more effectively

• Use of visual aids is mandated and some examples are shown in the

template.

Review of ADEOP

After examining the ADPRs submitted by districts in the past years it has been

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their ADEOPs. Without having serious reflections on what went well and what did

not go well during the year, good progress could not be expected in the coming

years. Therefore the new template puts its strong emphasis on reviewing results of

the ADEOP in addition to analysis of key indicator performance and mandated to

raise recommendations to improve the next year ADEOP.

Outcome, Output, Activity and Input

Some seem still confused about the terminology such as outcome, output, activity

and input. Below are the definitions stated in the manual issued by the Ministry of

Education, Science and Sports in 2007.

These guidelines would stress that an achieved output reported in the ADPR

should refer to numerically measurable results directly yielded from an activity,

such as number of classroom constructed, number of teachers trained on lesson

plans, etc. Such statements as "100% completed", "successful", "situation

improved", "teachers motivated" are not acceptable. It should be numerically stated.

Terminology

• Inputs

– things that are required to undertake activities to reach the goals

Ex: money for capitation grants, people to administer them

• Activities

– specific measures that are meant to implement the policy. Many activities

could comprise one policy. Transform inputs into outputs.

Ex: Planning and administration activities of the capitation grants, scholarship

programs, etc.

• Outputs

– measurable results that demonstrate whether the goals have been achieved.

These can be controlled.

Ex: Number of capitation grants administered, number of scholarships disbursed.

• Outcomes

– meeting the overall aims, demonstrate whether the objectives have been

achieved. These cannot be controlled directly by the organization.

Ex: Increase in the GER.

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Consistency with EMIS

The figures reported in the ADPR should be as identical as possible with the

figures submitted to the Education Management Information System (EMIS). It

has been observed in the past that many districts reported enrolment figures in the

ADPR that were quite different from EMIS figures. This has been hampering

credibility of both reports.

Duration Covered by ADPR

The ADPR should report immediate results of the school census while it should

cover results of activities and financial transactions according to the fiscal year in

order to present the latest update in districts. For example, the ADPR issued in

February 2012 covers results of the school census for School Year 2011-12 whose

cut-off date is the end of November 2011 while it covers results of activities

required for reporting and financial status during the fiscal year 2011 which is from

January to December 2011.

Additional Notes for Reporting



Number all pages consecutively.



Provide explicit page references to specify examples to which reviewers

should refer for particular indicators.



Cite the text of the indicators and analysis at the heading of each

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

Provide specific references to documentation in the explanation or

narrative for each indicators where necessary



Use graphs and charts wherever possible as a way to summarize

information efficiently



There are no page limitations for the report. However, it is expected that

compilers of the report will be concise and intentional about the material

included.



Please note that reports that do not fully and clearly document the

required information may be returned for revision

3. PROCEDURAL ARRANGEMENT OF ADPR

Responsible Officers

The MMD Director of Education is responsible for the development of the report.

S/he may be assisted by his/her front-line Assistant Directors who provides all the

relevant and necessary information. The preliminary draft of the ADPR should be

presented in the annual district performance review meeting. The report should

then be endorsed by the chairperson of its District Education Oversight Committee

(DEOC) for its finalisation.

Role of Headquarters

Headquarters is responsible for the development of the framework of the ADPR. It

is responsible for the revision of the template when deem necessary. It provides

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Role of the Regional Education Office

The Regional Education Office (REO) provides technical assistance by supporting

districts to develop their reports. The office facilitates implementation of training

sessions for all district directors, planning, statistics and budget officers who are

directly involved in the development of the reports. The office keeps both soft and

hard copies of ADPR presented by districts. The REOs uses information from the

ADPR to evaluate performance of district and support budget decision making.

More importantly, they

merges all submitted reports

for the Regional Education

Annual Review Meeting and

Annual Regional Education

Performance Report (ARPR).

Performance reports that do

not

comply with the

guidelines established (and

provided in the document)

may be returned to the

submitting

districts

for

modification.

Submission

A completed ADPR should be submitted in both

soft

and

hard

copies to the

regional planning officer by the end of February. The actual date for submission is

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Two hard copies and two CDs should be submitted by district directors for onward

submission to region and headquarters.

The submitted ADPRs will be displayed on the website managed by the

headquarters.

Every MMD

is

required to submit an ADPR for review and approval.

Delay of submission or neglect could cause negative influence on their budget

negotiation process.

Contact Person(s)

Provide the name, title, and contact numbers (telephone, and e-mail) of the

person(s) whom HQIREO should contact if there are questions about the

operational plan or if additional information is required. This contact should be the

person who has coordinated or prepared the ADPR.

Getting Help

If you have questions about preparing your ADPR, contact the Advisory Unit on

Decentralised

Education

Management,

Basic

Education

Division

([email protected])

Bene·

AG Director-General

Ghana Education Service

Date:

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Annual District Performance Report

(Reporting Template)

Name of District: Target school year:

Target fiscal year:

Finalised by Name: Title: Date:

Signature:

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Table of Contents

1. Introduction

This chapter should not be more than four pages.

1.1. Brief overview of the district

Briefly describe Socio-economic status of the district in the current year (size and general population, social background, major economic activities, and the

administrative structure related to education)

1.2. Organisation of the report

2. Trend of school age population in the district since 2001

Show a chart of the school age population and briefly describe the trend.

Chart* : Trends of School Age Population (KG/Primary/JHS/SHS)

(Example of Chart)

3. Overall performance against ESP 2010-20 Priority Indicators

It should be made sure that figures used in this chapter be as identical as possible with those submitted to the Education Management Information System (EMIS). The cut-off date of the data used in this section of the report should be as of the end of November as done in the EMIS. In the case of the ADPR 2012 issued in February 2012, the cut-off date is 30 November 2011.

3.1. Kindergarten

Show charts of the past five year trends of the key indicators below and describe 1) the status in the current year, 2) causes of changes, 3) if not achieving the targets, the reasons why, and 4) how to improve the status, on these indicators.

a) Number of schools (total/public/private)

b) Gross Enrolment Rate (GER) and Net Enrolment Rate (NER) c) Gender Parity Index (GPI) on GER

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Chart* : Five year trends of GER (total), NER (total) and GPI

Chart* : Five year trends of PTR (public) and PCRR (public)

3.2. Primary schools

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e) Completion Rate at P6

f) Distance to school from village centre g) Percentage of trained teachers h) Pupil Teacher Ratio (PTR) i) Pupil Classroom Ratio (PCRR)

Chart* : Five year trends of GER (total), NER (total) and GPI

Chart* : Five year trends of GAR (total), NAR (total) and Completion Rate at P6 (total)

3.3. Junior High Schools

d) Gross Admission Rate (GAR) and Net Admission Rate (NAR) e) Completion Rate at JH3

f) Distance to school from village centre g) Percentage of trained teachers h) Pupil Teacher Ratio (PTR) i) Pupil Classroom Ratio (PCRR) j) BECE Pass Rates

Chart* : Five year trends of GER (total), NER (total)and GPI

Chart* : Five year trends of GAR (total), NAR (total)

Chart* : Five year trends of BECE Pass Rates (total/male/female)

3.4. Senior High Schools

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f) Pupil Teacher Ratio (PTR) g) Pupil Classroom Ratio (PCRR) h) WASSCE Pass Rates

Chart* : Five year trends of GER (total) and GPI

Chart* : Five year trends of PTR and PCRR

Chart* : Five year trends of WASSCE Pass Rates (total/male/female)

3.5. TVET

TVET 2007/08 2008/09 2009/10 2010/11 2011/12 2011/12

Actual Actual Actual Actual Target Actual

Number of TVET schools Total

Public

Private

Number of students in all

TVET schools Total _Male

Female

Number of students in TVET

schools Public _Private

List priority areas to improve Science and TVET in your district

What will your district do to strengthen these areas?

3.6. Special schools

Special School 2007/08 2008/09 2009/10 2010/11 2011/12 2011/12

Number of special schools Total

Public

Private

Number of students in all

special schools Total _Male

Female

List priority areas to improve this sub-sector in your district

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4. Education Management

This section expects reports of activities implemented from January to December of the previous year. In the case of the ADPR 2012 issued in February 2012, it covers results of activities implemented from January to December 2011.

4.1. Annual District Education Operational Plan

・State the results of planned activities of ADEOP in the current year below.

Description of achieved outputs should be as numerical and specific as possible (e.g. 100 classrooms constructed or 500 teachers trained on ICT). It is not enough to state just as "successful" or "completed".

Serial No.

Planned activity

Priority* Implementing unit/personnel

Budget amount (GH¢)

Funding source

Achieved outputs

Actual expenditure (GH¢)

Total Total

* Priority: State Urgent, High, Medium, or Low

・ When was the ADEOP produced? By Whom (District planning team?). Who was consulted during its production (District Authorities, local NGOs, Regional education Office, etc.) ?

・ What were the main priorities amongst these activities?

・ How were they prioritized (consultative meeting, response to central MOE/GES priority etc.) what was the reason for their high priority (linked to a priority target) ?

・ What are the key achievements? -are there any best practices to share with other district education offices

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4.2. School fees/ levies

• Are any forms of school fees collected in the schools in your district?

・ List all the fees and the amount to be paid.

4.3. School Management Committees (SMC)

・ How many primary and JHS schools in your district have established School Management Committees (as a number and as a percentage of the total)?

・ Are the SMCs established appropriately -with community and parental representatives, regular meetings and so on?

・ How many primary and JHS schools in your district produce School

Performance Improvement Plans (SPIPs)? (as a number and as a percentage of the total)?

・ Are the SPIPs well produced and are they implemented effectively?

・How do you see the impact of SPIP in your district?

・ What would you suggest as a means of strengthening SMCs?

・ What would you suggest as a means of strengthening the production of SPIPs?

4.4. School Operating Budgets (Capitation Grants)

・Are the amounts per male and per female student received sufficient, for what?

・ Are the guidelines on spending the grants sufficiently clear for head teachers and SMCs to understand?

• Is the financial reporting system sufficient to track the spending? Is it too complex or too simple?

• Do the capitation grants have positive impact on the quality of education services in the schools or not?

4.5. District Education Oversight Committee

• Report dates of the meetings held by the committee.

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• List up what have been decided by the committee.

• Is there any problem or difficulty on management of the committee?

4.6. Monitoring visits to schools

・ How many monitoring visits to schools did your office undertake (give total number of school visits by district circuit supervisors)

・ How many time were comprehensive inspections to schools conducted in the year?

・ How many visits did the district circuit supervisors pay to the SMCs?

・ What were the key Issues that district circuit supervisors reported from their visits?

・ What were the key issues that schools and SMCs fed back to the district circuit supervisors?

・ How will the district education office respond to these issues?

4.7. Capacity strengthening

・ What activities have taken place to improve programme planning, implementation and monitoring processes

・ What are the priority areas for capacity strengthening in your district education office?

o List and prioritize staffing requirements

o List and prioritize staff training needs

o List and prioritize equipment needs

o List and prioritize recurrent budget needs (e.g. for transport/communication etc.)

・ How do you intend to meet these needs from your existing budget?

4.8. Teacher Demand and Supply

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Pupil Teacher Ratio by cluster

Circuit SY2007/08 SY2008/09 SY2009/10 SY2010/11 SY2011/12

1

2

3

4

5

…

Standard Deviation

4.9. Study Leave of Teachers

Report the number of teachers who took study leave in the year by filling in the table below and indicate how to reduce them.

Total No. of teachers

No. of Teachers in paid study leave

No. of teachers in study leave without pay

Total No. of teachers on duty

KG

PS

JHS

SHS

4.10. In-Service Education and Training (INSET)

・ List up all activities of INSET conducted in your district by filling the table below.

INSET activity Planned Budget

Actual Expenditure

Number of participants

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・ What are challenges for implementation of INSET and how could they be overcome?

4.11. Punctuality and Absenteeism

Comment on the following issues in your district and provide reasons for their occurrence. Is there any incidence of?

・ Absenteeism on the part of pupils/students?

・ Absenteeism on the part of teachers?

・ Lateness to school on the part of pupils/students?

・ Lateness to school on the part of teachers?

5. Financial Report

The coverage of a fiscal year is from January to December. This section should report results in the given fiscal years. In the case of the ADPR 2012 issued in February 2012. the report should cover results of Fiscal Year 2011 and 2010.

5.1 Budget Execution

Fill in the tables below and provide a short paragraph describing each of the following:

・ Are there any activities for which the district has received significantly less than agreed in the budget? What are the reasons for this?

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・ Are there any activities for which significant under-spending is occurring? Why is this happening?

・ Are there any activities for which significant over-spending is occurring? Why is this happening?

Budget Execution in 2011 by budget items (Unit: GH¢)

Item Approved

Budget

Amount Released

Actual Expenditure

Source of Funding

Personal Emoluments

Administration

Service

Investment

Total

Budget execution by funding sources (Unit: GH¢)

Source of funding

2010 2011

Approved Budget

Amount released

Approved Budget

Amount released

GOG

GETFund

Social Intervention Programme

Internally Generated Fund

Donors

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Total

Budget execution by education levels (Unit: GH¢)

Source of funding

2010 2011

Approved Budget

Amount released

Approved Budget

Amount released

Pre-school

Primary

JHS

SHS

TVET

SPED

Management

Total

Unit Cost by education level (Unit: GH¢)

Item 2009 2010 2011

KG

Primary

JHS

SHS

TVET

Special Edu

NFE

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5.2 Qualitative Analysis (Budget Execution)

・ In which area have there been significant increases in budget allocations compared with earlier years? Why has this increase occurred?

・ In which areas have there been significant decreases in budget allocations compared with earlier years? Why has this decrease occurred?

・ Which areas will require increased budgets in future? Why?

・ Which areas can budgets be decreased in future? Why?

・ What are the key priorities for next year?

5.3 Financial Management Issues

・ Are there any areas of financial management that require strengthening?

・ Are reporting formats clear and easy to use? -how would you improve them?

・ Is budget release timely? If not, what problems does this cause?

・ Are there any problems concerned with cash flow?

5.4 Monitoring Finances

Further follow the following steps to monitor the finances:

Inputs-Check source of funding: GOG, IGF & Donor and releases under Administration, Service and Investment. Find out the itemized amount budgeted for and actual

releases given to the district

Process:

・ Which amount to be used for what?

・ Plans put in place for the use of the fund

・ How amount is kept (saved)

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Activity: What activities has been earmarked for item 2-4

Output: Has the releases been used for its purposes

Outcomes:

・ Verify the variance between the actual and budgeted figures

・ Check the expenditures in all aspects of the activities

・ Where in doubt of the expenditure find out the source of expenditure

・ Find out the impact the funds have made (Administration, Service and Investment)

・ Find out if the disbursement of funds were done correctly

・ Comment on your findings and follow up with other methods such as Expenditure Tracking Survey

6. Non-Governmental Organizations in Education

This section should report the status as of the end of December.

6.1. Registration of NGOs

Name of NGO Registration Number

Date of Registration

MDA of Registration

Area of Operation

6.2. Interventions from NGOs

Level Name of

NGO

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7. District Performance Review Meeting

7.1. Process

Describe when and where the meeting has been conducted with whose participation

7.2. Recommendations from the meeting

List up recommended actions raised by the meeting for each educational level.

8. Conclusion

8.1. How the district performance has contributed to the national level sector performance

Describe what areas (which sub-sectors, access/quality/management, etc) have good advantages and what areas need to be strengthened to contribute to successful implementation of the ESP.

8.2. Challenges to be overcome

Describe what challenges at each educational level need to be prioritised to be overcome and how to overcome them.

8.3. Recommendations for the next year ADEOP

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Annexes:

Use Excel sheets to fill in the tables below and paste the data here for Annex 1 and 2.

Annex 1: Status of Key Indicators

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1. Kindergarten

Access 2007/08 2008/09 2009/10 2010/11 2011/12 2011/12

Number of kindergartens Total

Public Private Number of pupils in all kindergartens Total

Male Female Number of pupils in public kindergartens Total

Male Female Number of pupils in private kindergartens Total

Male Female

Gross Enrolment Rate (GER) Total

Male Female Gender Parity Index (GPI) on GER

Net Enrolment Rate (NER) Total

Male Female Distance to school from village centre Average

Longest

Transition Rate from KG2 to P1 Total

Male Female

Quality 2007/08 2008/09 2009/10 2010/11 2011/12 2011/12

Actual Actual Actual Actual Target Actual Number of teachers in all schools Total

Male Female Number of teachers in public schools Total

Male Female Number of teachers in private schools Total

Male Female

Percentage of trained teachers Total

Public Private

Pupil Teacher Ratio Total

Public Private

Pupil Trained Teacher Ratio Total

Public Private

Physical Infrastructure 2007/08 2008/09 2009/10 2010/11 2011/12 2011/12

Actual Actual Actual Actual Target Actual Number of classrooms in public KG

Pupil Classroom Ratio in public KG

Number of new classrooms needed in public KGs

Percentage of public KG with play/recreational facilities

Percentage of public KG with electricity

Percentage of public schools with Sanitation facilities

Annex 1: Status of Key Indicators

Percentage of classrooms in public KGs needing major repair

District

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2. Primary School

Access 2007/08 2008/09 2009/10 2010/11 2011/12 2011/12

Number of primary schools Total

Public Private Number of pupils in all primary schools Total

Male Female Number of pupils in public schools Total

Male Female Number of pupils in private schools Total

Male Female

Gross Admission Rate (GAR) Total

Male Female

Net Admission Rate (NAR) Total

Longest

Completion Rate at P6 Total

Male Female

Transition Rate from P6 to JH1 Total

Male Female

Quality 2007/08 2008/09 2009/10 2010/11 2011/12 2011/12

Male Female

Public Private

Public Private Pupil Core Textbook Ratio in public schools

Actual Actual Actual Actual Target Actual Sanitation

Percentage of public schools with School Management Committee (SMC) established

Percentage of public schools with functioning SMC

District

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Potable water Percentage of public schools with electricity

Number of schools under tree Total

Public Private Number of classrooms in public schools

Pupil Classroom Ratio in public schools

3. Junior High School

Access 2007/08 2008/09 2009/10 2010/11 2011/12 2011/12

Actual Actual Actual Actual Target Actual Number of junior secondary schools Total

Public Private Number of students in all schools Total

Male Female Number of students in public schools Total

Male Female Number of students in private schools Total

Male Female

Gross Admission Rate (GAR) Total

Male Female

Net Admission Rate (NAR) Total

Longest

Completion Rate at JH3 Total

Male Female

Transition Rate from P6 to JH1 Total

Male Female

Quality 2007/08 2008/09 2009/10 2010/11 2011/12 2011/12

Male Female

Public Private

District

District Number of new classrooms needed in public schools

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Pupil Core Textbook Ratio in public schools

BECE pass rate by gender Total

Male Female

BECE pass rate by core subjects Eng

Math Science Social Study

Percentage of public JHS with

Sanitation facilities Potable water Percentage of public schools with electricity

Number of schools under tree Total

Public Private Number of classroom in public schools

Percentage of JHS with a computer teaching lab Percentage of JHS with a science lab

4. Senior High School

SHS 2007/08 2008/09 2009/10 2010/11 2011/12 2011/12

Number of senior high schools Total

Public Private Number of students in all schools Total

Male Female Number of students in public schools Total

Male Female Number of students in private schools Total

Male Female

Completion Rate at SH3 Total

Male Female

Number of teachers Total

Public Private

WASSCE pass rate by gender Total

District Percentage of classrooms in public schools needing major

repair

Number of new classrooms needed in public schools Percentage of public schools with School Management Committee (SMC) established

Percentage of public schools with functioning SMC

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WASSCE pass rate by subject Eng Math Science Social Study Number of classroom in public schools

Number of schools with a resource computer room _Total Public

5. TVET

2007/08 2008/09 2009/10 2010/11 2011/12 2011/12 Actual Actual Actual Actual Target Actual

Number of TVET schools Total

Public Private Number of students in TVET schools by gender Total

Male Female Public Private Percentage of qualified teachers Total

Public Private

6. Special School

2007/08 2008/09 2009/10 2010/11 2011/12 2011/12 Actual Actual Actual Actual Target Actual

Number of special schools Total

Public Private Number of students in all special schools Total

Male Female Percentage of qualified teachers Total

Public Private Number of students in TVET schools by type of

school

District District Number of new classrooms needed in public schools

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Annex 2: School Age Population in the district

Past trend of population

2001/02 2002/03 2003/04 2004/05 2005/06 2006/07 2007/08 2008/09 2009/10 2010/11 Total Male Female Total Male Female Total Male Female Total Male Female Total Male Female Total Male Female Projection