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Descriptive Analysis of Performance-Based Financing Education Project in Burundi

This descriptive analysis examines the implementation and impact of a performance-based financing education project in Burundi, focusing on the improvement of quality teaching and learning. The study evaluates the key characteristics, strengths, and challenges of the program, as well as the effectiveness of the monitoring and evaluation system. Through interviews, data analysis, and research, the study aims to inform the feasibility of scaling up the project.

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Descriptive Analysis of Performance-Based Financing Education Project in Burundi

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  1. Descriptive Analysis of Performance-Based Financing Education Project in Burundi Victoria Ryan World Bank Group May 16, 2017

  2. Introduction of PBF Pilot Project in Bubanza Issue Area: Education & System Strengthening Project duration (2014-16): 2 years Target Population: 6,536 students Mission:To provide greater access to quality education for all children by improving quality of teaching and learning.

  3. PBF Health Project in Burundi Issue Area: Health & System Strengthening Program duration (2006-17): 11 years Target Population: 735 health centers Mission:To provide greater access to healthcare by improving quality of service provision. Improved healthcare outcomes: pre-natal care, assisted deliveries & vaccinations.

  4. What is Performance Based Financing? Strategy of financing based on results. Mechanism whereby the payment of funds is conditional on the achievement of pre-defined objectives. Improves service provider performance and services through financial motivation. Output-focused - Funds given after services provided Emphasis on staff motivation & autonomy Performance-based financing Strict monitoring mechanism Empowerment of stakeholders Obligation for performance

  5. Traditional vs. Results-based approach* Performance Based Financing Traditional Financing 3 1 $ $ 2 1 – Financing givenbased on results achieved (and not on perceived input needs) 2 – Funds directly transferred to service providers, not used to provide inputs "in kind" 3 – Designed to address internal problems of the service providers *World Bank Group – PBF and free healthcare in Burundi presentation

  6. Research Methodology Goal: Draw conclusions about strength of design and implementation to inform feasibility of scale-up Methodology: Conducted interviews with key stakeholders, analyzed administrative data, conducted research Research project: Implementation evaluation of performance-based financing pilot project

  7. Key Characteristics to PBF success There are six key cross-cutting characteristics that are indicative of success in a PBF program, regardless of the sector. Government buy-in M&E System Transparency Role definition, separation & decentralization Establishment of Contracts Autonomy

  8. Establishment of contracts Strengths Challenges Program Design Contracts clarify roles and responsibilities Set objectives, identify problems and outline strategies Organizational capacity of all actors strengthened & more collaborative culture Short-term thinking Contracts & action plans served to improve understanding, but not always successful in practice Disconnect in communication observed Establishment of contracts Action plans developed by schools and regulatory agencies Schools & regulatory agencies developed goals to achieve

  9. Definition, separation and decentralization of roles Strengths Challenges Program Design Increased community participation Removed threat of gaming the system Strong structure of checks and balances • Ensuring engagement • Time consuming activity • Payment process very delayed (up to 3 months) School management committees Continuous monitoring of schools by regulators Funds disbursed to school only after verifying spending

  10. Autonomy Strengths Challenges Program Design Empowerment and autonomy of stakeholders Spending on locally-identified needs Motivated actors to produce quality outputs Puts actors on level playing field Perceived as more work instead of better work Demanding monitoring system N/A Extreme resource constraints faced by schools Actors given decision-making power Schools spent funds autonomously Quality Scores Equity funding mechanisms

  11. Transparency Strengths Challenges Program Design Open exchange of information Motivates schools to perform well Teachers’ motivation improved • Reporting process very time consuming • Infrastructure/unfair geographic challenges • Impact of intrinsic and extrinsic motivation Payment report submitted of services provided by school Bonuses given to schools who exceeded targets Intrinsic and extrinsic motivation for teachers

  12. Government buy-in Strengths Challenges Program Design Government entities feel engaged and invested in PBF success Open communication between community & government Government sees benefits of PBF; put forth financing Engaged at expense of PBF effectiveness Weak M&E system and ability to monitor program Costly program; in conjunction with health, question sustainability • Ministry of Education at central and decentralized levels have different responsibilities • Provincial level plays regulating role • Provincial regulators ensure PBF accounts for national strategy

  13. Monitoring & Evaluation System Strengths Challenges Program Design Time consuming Conflict of interest in data verification ADIS has too much responsibility Positive behavior change observed Multiple layers of data verification Increased accountability • Qualitative & quantitative indicators • Data verification • Data validation

  14. Key characteristics & PBF Education Project Introduce satisfaction surveys to measure opinions and make management decisions High High Medium Medium Medium Low PBF Ed Score Recommendations Put in place more long-term plans Best Practice Decentralize payments, create secondary contracts Remove conflict of interest (DCE/ICE verification), reevaluate bonus structure Set up national technical management unit to ensure government regulation of M&E system and develop public-private partnership at the provincial-level Separate verification and validation roles (ADIS); ADIS should not play permanent role; revamp M&E tools; ensure monthly data collection and analysis; use monthly data for school performance verification; conduct refresher trainings

  15. Conclusion • Impressive results in health • Leverage lessons learned & health organizational structures • Implementation consistent with key characteristics • Identify risks and put in place appropriate mechanisms • Main concerns: sustainability, cost efficiency, capacity of education system • To mitigate concerns, build capacity of stakeholders & do continuous monitoring and design assessment

  16. Questions?

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