Presentation on theme: "Egypt Education Community Score Card Pilot in Ismailia Governorate"— Presentation transcript:
1Egypt Education Community Score Card Pilot in Ismailia Governorate Context and Design FeaturesMariana T. Felicio, TTLSocial Development Specialist, MNAMarch 16, 2011
2DiagnosticsEducation Sector Policy Note, 2007: Egypt, Improving Quality, Equality, and Efficiency in the Education Sector: Fostering a Competent Generation of Youth.Widening inequality gap is observed between the rich and the poor with regards to access to quality education due to:Inefficiencies in expendituresHigh private education costsTwo-track system separating performers from non-performers at preparatory stage
3Context – Government Vision Decentralization ReformsReforms in the Ministry of EducationLegislation – Ministerial Decree 334, Board of Trustees, Parents and Teacher (Sept 2006)School Improvement Plans (SIPs) are mandated at every school.On pilot basis, Ismailia, Luxor and Fayoum for a variety of Bab 2 Expenditure (late 2007); All country for routine maintenance.Formula fund transfers to the Markaz level and all the way to the school, based on enrollment rates and poverty levels (2008)
4Results People very happy with transparency Appreciate flexibility Makes school planning more than a theoryPeople realize advantage of predictable formulaPeople not afraid to spendMore contributions from community
5School Management Parents Hypothesis: Improving the accountability of teachers positively impacts student performanceTeachersEffectively engage students in learning including class work, homework, class tests, etc.Know the weaknesses and strengths of students and employing legitimate measures to address weaknessesImprove quality of teaching methods to meet the needs of studentsSchoolManagementEngage with teachers and ensure stronger accountability relationships between management and teachersProvide incentives to retain and improve performance of teachersPromote a healthy school environment to motivate effective learningParentsEngage with teachers to ensure free flow of information between the teachers and parents about student performanceParticipate in school and class activities, as may be required, to contribute to the needs of the schools and studentsSupport teachers efforts by helping students with homework
6The Framework for Community Scorecard in Ismailia Information sharing/feedbackJoint review and action plansIncreased trust and reciprocityleading to willingness to co-operatein implementing measures forimproved quality performance ofschoolsSchoolBoard/ManagementInteractionsPartnershipsParentsTeachers
7ApproachThe Education Community Scorecard Pilot is in line with existing MOE efforts to decentralize functions to the school level.The pilot will serve as an experiment to answer the research questions:How can the pilot help improve the way MOE implements decentralization?How can it increase the effectiveness, policies and accountability in line with the MOE's current policy objectives?Does the intervention change the quality of school performance and the way decentralization efforts are implemented?
8Pilot Objectives and Expected Outcomes Community Score Card to Enhance Quality of Performance of SchoolsObjectivesImprove the accountability of teachersImprove the accountability of school management and processesPromote accountability and effectiveness in student academic learningExpected OutcomesImprovement in performance of target students in the impact evaluation testImproved responsibility, transparency and accountability of school management and teachersExpanded capacity and knowledge of in-country stakeholders on Participatory Monitoring and Evaluation tools for improving service performance
10Design Features – Baseline Survey Governorate: Ismailia - all 7 districtsSurvey Firm: El-Zanaty AssociatesSample: 100 randomly selected primary schools50 treatment schools50 control schools5 structured questionnaires were rolled out targeting :School ChecklistHead TeacherTeacherParentPupilOne Roster for Year 3 tests – Arabic and Math
11Baseline survey’s initial findings Increased participation of school community members in monitoring progress, positively affect achievement of targets.Student performance increases if parents are provided with their children’s learning outcomes.Schools are better managed when Board of Trustees are more hands on, (ie. active in human resources monitoring vs budget sign off)Addressing school management issues are the most direct way to positively affect academic learning.Over 20% of schools identified (i) academic performance and (ii) relationship between the school and community as key indicators to assess action plan success.
12Policy and Strategic Planning Unit Ministry of EducationPolicy and Strategic Planning UnitIsmailia GovernorateQuality Assurance Unit(including 8 facilitators to social workers at school level)Support Agency (CARE) Including staff for Quality Assurance and SupervisionDistrictTechnical Support UnitBoard of Trustees(Head Master, Social worker, NGO)SchoolHead MasterSocial WorkerQuality Assurance TeamParents and Students
13Main Features of the Proposed Activity Orientation Workshop on Social Accountability and Participatory Monitoring and EvaluationTraining of trainers – targeting facilitatorsTraining of Facilitators – Step-down trainingPiloting the CSC in selected schools communitiesMonitoring of action plan implementationImpact evaluation of the methodology
14Impact Evaluation CSC activities An impact assessment the CSC activities will be conducted after one school year.Aims of Impact EvaluationAssess improvements in the responsibility and accountability of the teacherEvaluate accountability of school management.Assess changes in students learning outcomesMonitoring and Evaluation StrategyCollection of baseline dataStructured questionnaireMath and Reading (Arabic) tests to target studentsImplementation of action plans designed by teachers, parents and school BoardContinuous monitoring of action plans implementationRepeat of all major activities of the CSC after 7 months to track progress and evaluate impact and effectiveness of the intervention
15Role of Country Partners CARE Egypt – Community Score CardElementActivitiesAwareness creation and capacity developmentOrganize and leadOrientation Workshop on Social AccountabilityTraining of Trainers Workshop (QAU staff, CARE staff, 8 facilitators)Field Test of CSC MethodologyTraining of Trainers (training of social workers)Piloting of the CSCHelp coordinate community score card exercise at community level, with support from social workers at each schoolFocused group discussion and performance score cardInterface meeting, problems harmonization, development ofcorrective action plansReport writingPrepare implementation process report and findingsPrepare quarterly report on implementation of correctiveactions plansQuality Control/Technical AssistanceAssist with follow up visits to communities to monitor the implementation of action plans, periodic spot checksImpact evaluationRepeat the community score card process to track progress in action
16Key Activities and Time Line ActivityDates1. Baseline data collectionOctober 20102. Orientation WorkshopNovember 4, 20103. Training of TrainersOctober 28 and November 3, 20104. Training of facilitatorsMid November5. Piloting Community Score CardInput trackingFocus group discussionsInterface meetings and action plans developmentDecember, 20104. Implementation of Action PlanDecember June 20115. Impact Assessment and EvaluationRepeat pilot activitiesEvaluate results and analyze the findingsSeptember – October 2011