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WB HR Tanzania CASE STUDYWB HR Tanzania CASE STUDYHuman Resource Development Human Resource Development
Project, 1997-2005Project, 1997-2005Group 8Phil Rose (UK),Eiad Yafi (Syria),Magdalena Belof (PL),Jiři Neuberg (CZ),Petra Nováková (CZ) Šárka Mertová (CZ)Jitka Rabitsch Adamčiková (CZ)
Group 8Phil Rose (UK),Eiad Yafi (Syria),Magdalena Belof (PL),Jiři Neuberg (CZ),Petra Nováková (CZ) Šárka Mertová (CZ)Jitka Rabitsch Adamčiková (CZ)
EPDET 2011, Vilanec
• HRDP (World Bank)• $ 24 Mio• 8 years• 4 components:
o Comunity Education Piloto Girl’s Secondary
Education Support Piloto Capacity Building for
Schools / Communityo Policy Development
Planning & Resaarch
• HRDP (World Bank)• $ 24 Mio• 8 years• 4 components:
o Comunity Education Piloto Girl’s Secondary
Education Support Piloto Capacity Building for
Schools / Communityo Policy Development
Planning & Resaarch
Key informations:Key informations:
1. Has primary education enrolment increased in the project areas?
2. Was primary education quality improved in project areas?
3. Was girls attendance in secondary school increased as planned?
4. Has the project led to changes in policy planning or education systems?
5. Has the project led to an increase in paternal participation? 6. Could all or part of the project be scaled up or replicated
elsewhere in the country?
1. Has primary education enrolment increased in the project areas?
2. Was primary education quality improved in project areas?
3. Was girls attendance in secondary school increased as planned?
4. Has the project led to changes in policy planning or education systems?
5. Has the project led to an increase in paternal participation? 6. Could all or part of the project be scaled up or replicated
elsewhere in the country?
6 major eveluation questions:6 major eveluation questions:
Wider Macroeconomic Evolution
Inputs Activities Outputs
Information Training
Experts
CEF Expanded
Trained staff
Funds for poor girls (in
secondary education)
Better stats.Money
PSG
Funding allocation
TA Support
Research
Wider Macroeconomic Evolution
Inputs Activities Outputs
Information
M/ L OutcomesS/T Outcomes
Training
Experts
CEF Expanded
Trained staff
Funds for poor girls (in
secondary education)
Better stats.Money
PSG
Funding allocation
TA Support
Research
Parental participation
Pilot mainstreamed
in MOEC + then expanded
Improved quality in primary ed.
Raised primary enrolment
Improved opportunity & quality for sec.
ed.for girls
Impact
Wider education benefits:
- Economic,- Health,
-Etc…..Stronger ed.
systems, policy and planning
Wider Macroeconomic Evolution
Inputs Activities Outputs
Information
M/ L OutcomesS/T Outcomes
Training
Experts
CEF Expanded
Trained staff
Funds for poor girls (in
secondary education)
Better stats.Money
PSG
Funding allocation
TA Support
Research
Parental participation
Pilot mainstreamed
in MOEC + then expanded
Improved quality in primary ed.
Raised primary enrolment
Improved opportunity & quality for sec.
ed.for girls
Impact
Wider education benefits:
- Economic,- Health,
-Etc…..
Assumptions
Stronger ed. systems, policy and planning
All other required complementary efforts to improve access & quality
Elite capture
Teachers cooperatee
Trained staff will retain Govt. policy
stable
Other donor & Govt. programms
Pilot area’s characteristics
World Bank policy & procedures
Context:
1. Has primary education enrolment increased in the project areas?
SUB-QUESTION TYPE OF Q.
DESIGN DATA SOURCES SAMPLE OR CENCUS
DATA COLLECTION INSTRUMENT
DATA ANALYSIS
1.A. How much? D BEF.& AF.without comparison group
Education Management Information System (EMIS)
CENSUS Primary enrolment figures
Descriptive statistics
1.B How many children enrolled are attending regularly and how many complete?
D BEF.& AF.without comparison group
EMIS CENSUS Attendance & completion figures
Descriptive statistics
1.C Is there a difference between girls and boys?
N BEF.& AF.without comparison group
EMIS CENSUS Gender disaggregation
Descriptive statistics
1.D. Can any improvement be attributed to the 4 program components?
C+E PRE & POSTNoneqiv. comparison
Project reports, stakeholders
Stratified random samples
Survey structured inteview
Content analysis
2. Was primary education quality improved in project areas?
SUB-QUESTION TYPE OF Q.
DESIGN DATA SOURCES
SAMPLE OR CENCUS
DATA COLLECTION INSTRUMENT
DATA ANALYSIS
2.A Has there been an increase in transition to secondary schools?
N BEF.& AF.without comparison group
EMIS CENSUS Secondary enrolment figures
Descriptive statistics
2.B Has early grade reading improved?
N BEF.& AF.without comparison group
Test sores
Simple random sample
Test records Descriptive statistics
2.C. Is there a difference between boys and girls?
N BEF.& AF.without comparison group
EMISCENSUS Gender
disaggregation
Descriptive statistics
2.D What is the attitude of teachers has their behavior change?
D ONE SHOT Stakeholders
Stratified random samples
Focus groups of teachers, pupils, parents, heads + expert judgment
Content analysis
6. Could all or part of the project be scaled up or replicated elsewhere in the country?
SUB-QUESTION TYPE OF Q.
DESIGN DATA SOURCES
SAMPLE OR CENCUS
DATA COLLECTION INSTRUMENT
DATA ANALYSIS
6.A. Has the project approach been adopted by MOEC staff other than those than in the PSG?
D ONE SHOT MOEC records + staff
Purposeful sample
Policy documents and semi-structured interviews
Coded content analysis
6.B. Are any/all of the components cost effective comparing to other programs in Tanzania?
N CORRELATIONAL
Budget CENSUS Budget files Cost benefit analysis
6.C. Have any project benefits operated on support from other external programs?
D ONE SHOT
6.D. Are there any pilar/characteristic in the project area which may not be apply elsewhere?
D SIMPLE CROSS -SEC
3. Was girls attendance in secondary school increased as planned?
SUB-QUESTION TYPE OF Q.
DESIGN DATA SOURCES
SAMPLE OR CENCUS
DATA COLLECTION INSTRUMENT
DATA ANALYSIS
3.A. Has the project targeted for lower secondary been met?
N ONE SHOT
3.B. Has the target for upper secondary been met?
N ONE SHOT
3.C. How many girls have graduated at each level?
D ONE SHOT
3.D. Has there been an improvement in livelihoods for those graduating?
C+E CASE STUDIES
4. Has the project led to changes in policy planning or education systems?
SUB-QUESTION TYPE OF Q.
DESIGN DATA SOURCES
SAMPLE OR CENCUS
DATA COLLECTION INSTRUMENT
DATA ANALYSIS
4.A. What changes has been made as a result of the project?
C+E CASUAL TRACINGSTRATEGY
4.B. How has schools governance changed in the project areas?
C+E CASE STUDIES
4.C. What changes have taken place in community involvement in education?
C+E CASE STUDIES
5. Has the project led to an increase in paternal participation?
SUB-QUESTION TYPE OF Q.
DESIGN DATA SOURCES
SAMPLE OR CENCUS
DATA COLLECTION INSTRUMENT
DATA ANALYSIS
5.A. How much has participation increased?
N BEF.& AF.without comparison group
5.B. Are there significant differences in different project areas?
D SIMPLE CROSS-SEC.
5.C. What are the main reasons that parents are participating?
D PANEL DESIGN