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Planning and monitoring ERP acra /FAO capacity building workshop Rome, 15-17 November 2004. Education in rural areas: the context. Education for All World Conference (Jomtien, Thailand, 1990): the expanded vision

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Planning and monitoring erp acra fao capacity building workshop rome 15 17 november 2004

Planning and monitoring ERPacra/FAO capacity building workshopRome, 15-17 November 2004

Planning and monitoring ERP, IIEP, November 2004


Education in rural areas the context

Education in rural areas: the context

  • Education for All World Conference (Jomtien, Thailand, 1990): the expanded vision

  • International Forum on Education for All (Dakar, Senegal, 2000): EFA Action Plans

  • Millennium Development Goals

  • Poverty reduction strategies : PRSPs

  • The Education for Rural People flagship : FAO/UNESCO partnership enlarged to many other actors including NGOs

Planning and monitoring ERP, IIEP, November 2004


Dakar efa objectives

Dakar EFA Objectives

  • Expand & improve ECCE

  • Ensure all to have access and complete education that is free, compulsory and of good quality

  • Ensure learning needs of all youth and adults are met through equitable access to appropriate learning and life skills programmes

  • Achieve 50% improvement in adult literacy

  • Eliminate gender disparities in primary and secondary education by 2005 and achieving gender equality in education by 2015

  • Improve quality of education and ensure excellence, so that all learners achieve recognized and measurable learning outcomes

Planning and monitoring ERP, IIEP, November 2004


Issues for planning and monitoring erp

Issues for planning and monitoring ERP

  • The policy challenge : specific policy goals

  • information challenge : EMIS

  • Developing partnerships with civil society

  • Developing specific targeted monitoring instruments

Planning and monitoring ERP, IIEP, November 2004


Key questions for monitoring erp

Key questions for monitoring ERP

  • What groups have little or no access to quality and relevant education?

  • What information is needed for analysing their needs and performance?

  • Are the available indicators adequate, reliable and timely for planning, monitoring and evaluation?

  • Which agencies should collect relevant data on their learning needs ?

  • What data are available programs conducted by NGOS?

Planning and monitoring ERP, IIEP, November 2004


Planning and monitoring erp acra

Who are neglected? What knowledge, skills? How to increase access? Cost-effective delivery? How to decrease disparities?

  • Remote isolated communities

  • Subsistence farming/ fishery areas

  • Seasonal itinerant/nomadic workers

  • Minority language groups

  • Refugees & displaced population

Planning and monitoring ERP, IIEP, November 2004


Planning and monitoring erp acra

What are the main concerns?

  • A. What are theresults?

  • B. Is the activity relevant?

  • C. Howefficientlywas the activity conducted?

  • D. Will the results be sustainable?

Planning and monitoring ERP, IIEP, November 2004


Planning and monitoring erp acra

A. What are theresults?

What progress has been made in achieving project objectives?

ERP

program

results

Objectives

Planning and monitoring ERP, IIEP, November 2004


Planning and monitoring erp acra

B. Is the activity relevant?

Is the activity pointing in the right direction?

ERP

program

results

Objectives

?

Planning and monitoring ERP, IIEP, November 2004


Planning and monitoring erp acra

C. How efficiently was the activity conducted?

Have activities been good value for money? Could same result have been achieved with fewer resources?

ERP

program

results

Rural people

Objectives

results

ERP

program

Rural people

results

Planning and monitoring ERP, IIEP, November 2004


Planning and monitoring erp acra

D. Will the results be sustainable?

Will results achieved last, or will problem only be temporarily alleviated?

results

Objectives

ERP program

Planning and monitoring ERP, IIEP, November 2004


What are the usual evaluation criteria

What are the usual evaluation criteria?

  • A. Effectiveness: the extent to which outputs of the program correspond to what was intended;

  • B. Efficiency: the relationship between inputs and outputs;

  • C. Relevance: the extent to which ERP programs correspond to objectives, needs and priorities beyond education, notably food security, poverty reduction rural development…

Planning and monitoring ERP, IIEP, November 2004


Data quality quantitative and qualitative

Data quality (quantitative and qualitative)

  • Improving the availability of :

    • Accurate

    • Timely and

    • Consistent data

  • An essential step for planning and monitoring ERP at the national and local levels

Planning and monitoring ERP, IIEP, November 2004


Selecting smart indicators

Selecting « SMART » indicators:

  • Specific

  • Measurable

  • Attainable

  • Relevant

  • Trackable

Planning and monitoring ERP, IIEP, November 2004


Erp action plans should contain

ERP Action Plans should contain

  • Realistic monitoring strategy closely related to EFA and rural development priorities

  • ERP monitoring, assessment and evaluation work plan

  • Capacity building for ERP monitoring and evaluation

Planning and monitoring ERP, IIEP, November 2004


Developing specific targeted monitoring instruments

Developing specific targeted monitoring instruments

  • At the country level: enlargement of existing EMIS in order to collect relevant data on ERP and produce targeted indicators related to specific policy objectives

  • At the international level : including ERP in the global EFA monitoring process

Planning and monitoring ERP, IIEP, November 2004


Planning and monitoring erp acra

I M P O RTANCE GAUGE

Percentage of state’s population that is rural

Number of rural people

Percentage of public schools in rural areas

Percentage of public school students enrolled in rural schools

Percentage of students enrolled in rural schools who are minorities

Percentage of all students attending small rural schools

Percentage of rural children in poverty

URGENCY GAUGE

Average rural teacher’s salary

Ratio of rural to non-rural teacher

salary

Percentage of rural students who are free or reduced-price lunch eligible

Average rural student to teacher ratio

Percentage of rural teachers using computers in class

Percentage of rural expenditures on school administration costs, difference from median

Rural per capita income

Percentage of rural teachers reporting parental support

Percentage of rural expenditures on

transport a t i o n

Percentage of rural expenditures on instruction and pupil support

Average number of students per grade

Percentage of rural schools with declining enrolments of at least 10%

NATIONAL RURAL STAT I S T I C S:the USA case (source: WHY RURAL MATTERS 2003:2003, Rural School and Community Trust)

Planning and monitoring ERP, IIEP, November 2004


Monitoring erp what partnerships with ngos

Monitoring ERP : what partnerships with NGOs?

  • Reinforcing the monitoring and evaluation of programs implemented by NGOS (activities, resources, processes, results)

  • Using the same concepts and definitions

  • Advocacy to sensitize partners at the local level about the importance of information and communication

  • What are examples of good practices in partnership for data collection and analysis for regular monitoring of ERP programs?

Planning and monitoring ERP, IIEP, November 2004


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