1. EFA CoORDINATORS’ Lessons from the MDA: a quick survey
10th Regional Meeting of National EFA Coordinators and Regional Launch of the 2009 EFA Global Monitoring Report
Ko-Chih Tung

2. Why the quick survey?
Document the lessons learnt from the experiences of the Mid-Decade Assessment.
Lessons learned?
Good practices?
Difficulties and obstacles?
Recommendations for the next rounds of EFA assessment (2010 and 2015)?
9 responses received before 4 May

3. Survey Response Received from
W & S Asia
SE Asia
The Pacific
Pakistan
Cambodia
Cook Islands
Sri Lanka
China
Fiji
Lao PDR
Malaysia
The Philippines 2 5

4. I. Five aspects of the MDA questioned
Write Y for yes or N for no for each question and each Goal G1, G2 … G6 
If you do not know the answer, write in a question mark (?)
Shaded boxes= Not applicable, skip.
You may explain your reply on additional pages. G1
ECCE G2
UPE/
UBE G3
Skills &
LifeSkills G4
Literacy
G5 Gender & Social Eq.
G6 Quality & Learning
1. MDA Leadership ...
2. MDA advisory/supervision organization …
3. MDA process ...
4. Indicators and data analysis …
4. Report Writing ...
5. Impact ...
A schedule design for optional periods of time/objectives.

5. MDA Leadership
Were the policy-level stakeholders convened for consultation on the Terms of Reference (TOR) for the MDA? Y
Were the Directors of the relevant departments consulted on the MDA TOR?
Did the Minister and/or Secretary of Education authorize the assessment of the respective Goal-subsectors?
Were there any problems engaging the leaders in the MDA process?
If “yes”, explain:

6. MDA advisory/supervision organization
Was a committee formed to advise and supervise the assessment of the respective Goal-subsector? Y
Were senior officials of the Goal-subsector represented in the MDA advisory/supervisory committee?
Were advocacy NGOs and CSOs of the respective Goal-subsector’s learner groups represented in the committee? eg. women’s organization. N
Were donors contributing to the Goal-subsector programmes represented in the committee?
if “yes”, specify:
Y/N
Were any UN agencies, such as UNESCO, assisting the Goal-subsector programmes represented in the committee?
Did the committee discuss the draft and the final national MDA report?
Was the advisory/supervisory committee adequate for guiding the MDA?

7. MDA process Was the MDA conducted mainly by consultant(s)? N
Were special technical assessment teams formed to assess the respective Goal-subsector? Y
Did the Goal-subsector staff engage in the assessment of its policies, programmes and courses?
Did assessment specialists assist in the assessment of learning achievement of the Goal-subsector learners?
Did curriculum/quality assurance specialists help to evaluate the quality of education provided by the Goal-subsector?
Did statisticians contribute relevant indicators, tables and graphs for the assessment of the Goal-subsector?
Y/N

8. MDA Process, cont’d
Were the policymakers consulted in the analysis and the write-up of the conclusions and recommendations of the findings? Y
Were researchers from education research faculty/ centre/institute involved in any assessment tasks?
If “yes”, specify tasks: …………………………
Y/N
Did any donors and agencies contribute to the assessment of the Goal-subsector programmes?
if “yes”, specify organization and type of contribution:
Were national consultants hired to do any assessment tasks?
If “yes”, specify tasks:
Were foreign consultants hired to do any assessment tasks?
If “yes”, specify tasks:
Was the expertise-composition of the MDA technical teams adequate for conducting the MDA?
If no, specify missing expertise:
Was the performance of the MDA technical teams satisfactory for conducting the MDA?

9. Indicators and data analysis: no analysis of disparities
Were the available data for the MDA core indicators adequate for assessment of the subsector Goals? N
Were the tables and graphs broken down by Skills/Subjects (eg., reading, writing, arithmetic) for the assessment of Essential Skills and Life Skills training provided within the respective Goal-subsectors?
… broken down by sex (Gender Parity Index) for the assessment of Gender Equality within the Goal-subsectors?
Y/N
... broken down by language groups for quantifying and locating the Goal-subsector target groups?
...broken down by disadvantaged and marginalized groups? – exception: Nepal
... adequate for assessing progress toward achieving the Goals and targets for the respective learner groups?
Were the available data on the quality of inputs, teaching and learning outcomes adequate for the assessment of Quality and learning achievement within the respective Goal-subsectors?

10. Report Writing
Was the Goal-subsector represented in the overall editorial committee or group of report writers? Y
Did the Goal-subsector assign its own author(s) of the Goal-subsector report?
Did the Goal-subsector contribute its own written report to the overall national MDA report?
Did the Goal-subsector have adequate expertise to write an analytical report on its policies, programmes and courses?
Y/N
Was the quality of the Goal-subsector report adequate for the MDA Report?
Did the Goal-subsector examine and comment on the drafts of the National MDA Report?

11. Impact Was the Report … published? Y
… distributed widely within the Government circle?
... distributed widely outside the Government circle?
… and its recommendations presented in public?
Y/N
Did the MDA inspire internal initiatives within the Goal-subsector to improve/accelerate achieving EFA Goals?
If yes, specify: ………..………………………

12. Impact, cont’d
Did the MDA inspire the Government to announce any new initiatives and changes for the Goal-subsector?
If yes, specify: ………….…………………………………… Y
… new initiatives to include the disadvantaged and marginalized learner groups of the Goal-subsector?
Did the national newspapers carry articles on the Goal-subsector’s progress based on the MDA Report?
Y/N
Were the MDA recommendations incorporated into the Minister’s public speech on Government initiatives to accelerate achieving Goal-subsector EFA Goal by 2015?
Did the national TV and radio carry news on the Goal-subsector’s progress based on the MDA Report?

13. UNESCO/UIS Regional Support
Was the regional orientation and training workshops useful for organizing the national MDA?
If no, explain: Y
… useful for coordination of the MDA process?
… useful for the use of the EFA MDA core indicators?
… useful for developing Goal-subsector statistical services?
if no, explain:
… useful for compiling the national MDA Report?
… useful for formulating EFA policies, strategies, programmes?

14. II. Lessons Learnt and good-practice recommendations concerning the MDA Process
Any lessons and recommendations that you can share with us concerning the following aspects?
Have the MDA activities
made any impact on the participants’ understanding and skills?
and influenced/changed your Ministry’s and its subsector’s perspective, planning, policies, programmes and strategies for achieving the EFA Goals and Targets by 2015?
Relative vocabulary list.

15. II. Lessons Learnt and good-practice, cont’d
What problems and solutions (good-practices) did you and your staff experience with regard to ...
Coordination of the entire process, capacity for Supervision, involving the Leadership, organizing the Advisory Committee’s function, involving EFA Partners?
Recruitment of the necessary Expertise in the Technical Assessment Teams?
MOE and subsector capacity for Monitoring, Evaluation and Assessment?
EFA MDA Core Indicators and analysis of disparities?
Capacity for data collection, analysis, dissemination and reporting?

16. II. Lessons Learnt and good-practice, cont’d
Recommendations concerning the role of UNESCO/AIMS/UIS, UNICEF and other agencies to assist Member States?
Any other aspects?

17. ASIA Pre-Primary Enrolment Gross enrolment ratio Net Enrolment Rate
Pre-Primary
ASIA
Enrolment
Gross enrolment ratio
Net Enrolment Rate
Teaching Staff
Trained Teacher
Year
Country MF F M
%MF %M %F
Armenia
48015
24439 51 46 57
...
5059
5044
Afghanistan
Azerbaijan
Bangladesh
Bhutan
Brunei Darussalam
11740
5761 50 49 44 43 45
555
537
Cambodia
130458
65687 13 14 12
4736
4516
China
Democratic People's Republic of Korea
Georgia
77922
39921 53 62 41 39
7259
Hong Kong (China), SAR
140783
67729
10384
10298 96 71
India
Indonesia
Iran, Islamic Republic of
561399
288130 54
31702
23303 74 78 72
Japan
Kazakhstan
330897
159912 38 37
31087
30763
Kyrgyzstan
62435
31178 16 15
2462
2435 42
Lao People's Democratic Republic
Macao, China
9301
4549 85 80 79 81
477
475 98
100
Malaysia
Maldives
Mongolia
94702
47840 52 55 48
3262
3255 92 86
Myanmar
Nepal
553983
264890
Pakistan
Philippines
Republic of Korea
Singapore
Sri Lanka
Tajikistan
61236
28374 9 10 7 6
4847 82 -
Thailand 94 93
99086
77364
Timor-Leste
Turkmenistan
Uzbekistan
562218
267361 27 26
60642
57621
Viet Nam

18. PACIFIC Pre-Primary Data Enrolment Gross enrolment ratio
Net Enrolment Rate
Teaching Staff
Trained Teacher
Year
Country MF F M
%MF %M %F
Cook Islands
...
Fiji
Marshall Islands
Micronesia (Federated States of)
Niue
Palau
Samoa
4978
2498 48 46 50 30 29
Solomon Islands
Tokelau
Tonga
Tuvalu
Vanuatu

19. Primary Year Country ASIA Gross Intake Ratio Net Intake Rate
Primary
Gross Intake Ratio
Net Intake Rate
Gross Enrolment Ratio
Net Enrolment Rate
Year
Country MF M F
Armenia
...
Afghanistan
Azerbaijan 99 73 74 71 97 86 87 85
Bangladesh
Bhutan
Brunei Darussalam 98
106
105 93
Cambodia
137
141
132 84
124
115 89 91
China
Democratic People's Republic of Korea
Georgia
109
103 88
100 94 95 92
Hong Kong (China), SAR 59 61 57
India
Indonesia
Iran, Islamic Republic of
108 96
Japan
Kazakhstan
110
117 55 53 90
Kyrgyzstan 60 58
Lao People's Democratic Republic
Macao, China 81 82 79
112
Malaysia
Maldives
Mongolia
125
126 80 78
101
Myanmar
Nepal
145
136
127 76
Pakistan
118 83
Philippines
Republic of Korea
Singapore
Sri Lanka
Tajikistan
104
102
Thailand 77
Timor-Leste
113
111 39 40 63 64 62
Turkmenistan
Uzbekistan
Viet Nam

20. Primary PAC IFIC Cook Islands Fiji Marshall Islands
Primary 
PAC IFIC
Gross Intake Ratio
Net Intake Rate
Gross Enrolment Ratio
Net Enrolment Rate
Year
Country MF M F
Cook Islands
...
Fiji 96 93 87 86
Marshall Islands
Micronesia (Federated States of)
109
110
Niue
Palau
Samoa 95 88
Solomon Islands
Tokelau
Tonga
Tuvalu
Vanuatu

21. ASIA Education Finance Year Country
Education Finance
ASIA
Pubilc expenditure per student as a % of GDP per capita
Tot Pub Expendi Edcuation
Year
As a % of GDP
As a % of t govt exp
Country
Primary
Secondary
Tertiary
Armenia
...
Afghanistan
Azerbaijan 11 3
Bangladesh
Bhutan
Brunei Darussalam
Cambodia 8 2 12
China
Democratic People's Republic of Korea
Georgia
Hong Kong (China), SAR 13 17 47 4 23
India
Indonesia
Iran, Islamic Republic of 15 22 28 5 20
Japan
Kazakhstan
Kyrgyzstan
Lao People's Democratic Republic
Macao, China
Malaysia
Maldives
Mongolia
Myanmar
Nepal
Pakistan
Philippines
Republic of Korea
Singapore
Sri Lanka
Tajikistan 18
Thailand
Timor-Leste
Turkmenistan
Uzbekistan
Viet Nam

22. Micronesia (Federated States of) Niue Palau Samoa Solomon Islands
 PACIFIC
Education Finance
Data
Pubilc expenditure per student as a % of GDP per capita
Total Public Expenditure on Edcuation
Year
As a % of GDP
As a % of total gov exp
Country
Primary
Secondary
Tertiary
Cook Islands
...
Fiji
Marshall Islands
Micronesia (Federated States of)
Niue
Palau
Samoa
Solomon Islands
Tokelau
Tonga
Tuvalu
Vanuatu