Presentation on theme: "Implementing Education Decentralization Donald Winkler RTI International EGAT/ED Global Sector Training Workshop August 8, 2005."— Presentation transcript:
Implementing Education Decentralization Donald Winkler RTI International EGAT/ED Global Sector Training Workshop August 8, 2005
Why Focus on Decentralization? Decentralization is a dominant policy direction in many countries. Questions about design and implementation. Questions about impact: Quality, equity, efficiency, and democratization. Our EQUIP2 focus: Implementation, accountability, finance.
EQUIP2 Activities Knowledge sharing, development of analytic framework, tools to facilitate implementation. Policy and Country Briefs: Synthesis of good international practices—information, report cards, accountability, finance. Decentralization Workshop: Develop toolkit to facilitate implementation.
International Experience Decentralization is global. Long ago: Federal Countries Yesterday: Latin America Today: Asia and Africa.
What is Education Decentralization? Two basic types of education decentralization: School Autonomy: Delegate responsibilities to schools Devolution: Devolve responsibilities to governments Hybrid Model: Devolution with Autonomy
Education Decentralization Devolution—Argentina, Brazil, Indonesia, Pakistan, Spain School Autonomy—El Salvador, Kenya, Nicaragua, Armenia, New Zealand Hybrid—Egypt, Peru
Devolution: Argentina Rapid devolution to provincial governments. Continued centralized control at provincial level. Slow transformation of central MOE. No impact at school level despite major reform.
Autonomy: El Salvador Schools managed by community associations [ACEs]—full autonomy. Rapidly increase access in remote areas. Capacity not a constraint. MOE capitation grants.
Hybrid: South Africa Devolution to provincial governments. School Governing Boards manage budgets. Block grants to provinces and capitation grants to schools. Increased access and fiscal equity. Important role of analysis.
Some Lessons Learned Devolution—little impact on quality. School autonomy—more promising. MOE--essential implementation role. Critical role of information and standards in accountability. Active participation of parents and teachers—necessary condition for quality.
Implementing Decentralization “Big Bang” Decentralization policy designed and implemented very quickly E.g. Indonesia (2 years), Argentina (6 months) “Go Slow” Decentralization policy designed and implemented over many years E.g. South Africa and Peru (4-5 years) Spain (20 years)
“Big Bang” vs. “Go Slow” “Big Bang” approach may result in poor policy design that makes implementation difficult but quickly creates a fait accompli. “Go Slow” gives policy makers time to pay attention to details and gives reform opponents time to block significant change. Either approach has significant risks for successful implementation.
Education Decentralization Toolkit Three day workshop for key stakeholders. Highly interactive exercises. Tools to: Create a common vision Link decentralization to quality Identify obstacles to implementation Re-engineer processes Meet conditions for accountability Set priorities for moving ahead
Toolkit Objectives Identify obstacles to implementation Foster communication and build consensus Develop agreement about priority objectives Put the focus on teaching and learning in the classroom Understand international lessons learned Create understanding of the complexity and size of the implementation task. Realize the need to restructure the MOE to support decentralized education
Examples of Tools Reverse Process Engineering
Egypt Experience Participants: Ministries of Education, Higher Education, Finance, and Local Administration; Governorates Content: Emphasis on design, focus on quality, communication, international experience, identify Egyptian successes.
Resources on Decentralization Additional Resources USAID web site: EQUIP2 World Bank website www1.worldbank.org/publicsector www1.worldbank.org/publicsector RTI Education Finance & Decentralization Conference Website https://register.rti.org/EducationFinance/index.cfm https://register.rti.org/EducationFinance/index.cfm
Implementing Education Decentralization Three countries: Peru [Fernando Bolaños] Uganda [David Bruns] Zambia [Cornelius Chipoma] Three questions: Country setting and status of decentralization? Key difficulties in implementation? USAID assistance strategies?