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School Based Management

School Based Management. Muna Meky Economist Africa Impact Evaluation Initiative. What is SBM?. Decentralization of authority from the ministerial level to the local/school level Responsibility and decision-making over school operations is transferred to: Principals Teachers

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School Based Management

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  1. School Based Management Muna Meky Economist Africa Impact Evaluation Initiative

  2. What is SBM? • Decentralization of authority from the ministerial level to the local/school level • Responsibility and decision-making over school operations is transferred to: • Principals • Teachers • Parents Teacher Associations (PTA) • Community Management Committees • School Management Committees (SMCs)

  3. Types of Authority • Budget • Hiring & Firing of Teachers • Financial authority – school grants • Curriculum

  4. Why SBM? Goal: SBM to improve school quality & efficiency • Information • School Personnel, Needs of school • Incentives to Engage • Children in their community • Ability to Monitor • Direct involvement of parents & community in school

  5. SBM Interventions • SBM intervention tend to fall into two categories: • Information for Accountability • Empowerment / Support

  6. Information for Accountability • Type of information to provide • General Information / School Report • Specific information • Community learning student achievement scores (Liberia, India) • Spending on the Capitation Grants (Ghana) • Avenues of providing information • Radio Campaign (Benin) • Newspaper campaigns (Uganda)

  7. Support • Empower Community Members • Increasing linkages to district level (Kenya) • Capacity building (Mexico, Kenya) • Increasing their responsibilities • Ability to hire/fire teachers (Rwanda, Ecuador) • School grants + school development plans (The Gambia, Senegal, Niger, Mexico)

  8. Rwanda & Ghana • Introduction of fee free primary education where school fees were replaced by a per student capitation grant • Weakened mandate for parents to be involved • Increase in the need for increased monitoring due to money flowing directly to schools Interventions tested: • Ghana – information & capacity building • Rwanda – increasing power over contract teachers

  9. Evidence Base is Limited • Did the intervention improve: • Local level participation in education decision-making • School quality/student learning

  10. Kenya (de Laat, Kremer, Christel Vermeersch) • Teacher prize rewards by community representatives serving on the school committee • Committee members evaluation teacher & Nominate two teachers for prize Findings • Committee Member Changes • Meetings between committee members and parents increased in the final year, and program members were more likely to raise teaching matters and issues with teachers. • Composition of school committees, which became more educated and older

  11. Kenya (con’t) • Favoritism • Female teachers received significantly higher evaluation scores than male teachers, even though male teachers were favored in the nominations • Non–neighbors received higher evaluation scores than neighbors but??? were favored in the nomination process. • Observables • Changed pedagogical techniques as teachers reduced in- class teaching efforts, increased homework. .

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