Diapositive 1

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Initiatives, analyses and tools to support the
development of EFA in Africa
The appraisal guidelines a key document to help
education local donors assess a countrys
education plan
Dakar, September 2005, 26th-28th
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Session organization

• 1/ From theory ...
• Presentation of the appraisal guidelines worked
  out by
• the Fast Track Initiative Secretariat
• - Purpose and outcome
• - Nature and logical course
• - Zoom on each 5 stages of the assessment
• 2/... To practice
• Presentation of the appraisal carried out in
  Kenya and
• Madagascar in 2005 on the basis of the guidelines
  - Approach to the FTI appraisal
• - Main points of convergence
• - Main points of divergence

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1.1. Purpose and Outcome of appraisal
1/ Theory

• Purpose
• In-country donors make assessment in order to
• Gauge quality of policy environment for education
• Help guide donors to define harmonize their
  support for education in recipient country 
• Expected outcome
• A set of well-justified recommendations for donor
  action on
• Volume composition of financial support,
  calibrated to quality of the policy environment
• Key areas for capacity building
• Support to close prioritized knowledge/data gaps
• Arrangements for monitoring and evaluation

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1.2. Nature and Focus of Assessment
Kept light without losing essential content
Focused on sector plan in terms of ? The
adequacy of knowledge base underpinning it ? Step
1 List the main document available for the
appraisal ?The identification of relevant
indicators ? Step 2 Distill baseline education
indicators from avalaible documents ? Its
strategic direction toward the education-related
MDGs ? Step 3 Evaluate the proposed long term
strategic direction for sector development ? Its
short-term (3-5 year) action plan ? Step 4
Assess the (3-5 year) action plan and identify
capacity constraints ? The ownership it enjoys ?
Step 5 Assess the consultation process
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1.3. Adequacy of Knowledge base

• Schooling outcomes
• Student flow learning outcomes
• Socio-economic disparities in access, student
  flow, learning
• Determinants of school participation and student
  learning
• Spending on education
• Aggregate amounts by government and households
• Unit costs underlying components (teacher
  salaries, pupil-teacher ratios, teaching loads,
  etc.)
• Benefit-incidence of public spending
• Service delivery arrangements
• Teacher deployment, teaching loads, textbook
  availability, etc.
• Public-private roles
• Lessons from impact evaluation of past
  interventions/innovations

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1.4. Assessing the plans strategic direction

• Focus on the long-term, with two questions
• Is the systems anticipated expansion fiscally
  viable?
• Are the tradeoffs in coverage and service
  delivery sensible?
• Is the plan informed by cost and finance
  simulations?
• What do the simulation results show?

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1.5. Assessing the 3-5 year action plan
- Are METF budget allocations consistent with
plan?- Is magnitude of scaling up physically
feasible?- How ready for implementation is the
plan?- How well will plan address key capacity
constraints?- Does plan lay groundwork for
longer-term sector reform toward the
education-related MDGs?
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1.6. Assessing the ownership of the way forward

• Key constituents include
• Ministry of Finance
• Teachers administrators and other stakeholders
  in the education system
• Members of civil society (PTAs, NGOs,
  politicians, media etc.)
• In-country donor community

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2/ Practice
2.1. Approach to the FTI appraisal

• MADAGASCAR
• Endorsement May 05 12th
• Duration of the process 5 months
• Course of the appraisal
• Stage 1 (Jan-Feb) presentation of FTI
  (guidelines financial mechanisms) to local
  donors coordination and development of a work
  schedule
• Stage 2 (Feb 18th) the MOE present revised EFA
  plan
• Stage 3 (March) distribution of the appraisal
  work between donors (3 WG) and pooling results
• Stage 4 (March) mission of the MOE to WB to
  discuss financial simulations and presentation of
  the updated plan

KENYA Endorsement July 05 7th Duration of
the process 6 months Course of the
appraisal Stage 1 Independent appraisal
conducted by a consultant on behalf of the local
donors - Qualitative approach targeted
interviews - 2 meetings with local donors (i)
What is FTI ? (ii) Interrogation of the local
donors on their analysis of the primary
education component of the KESSP
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• MADAGASCAR
• Stage 5 (April) meeting MOE
• local donors to feedback
• comments and establish a time
• table for approval
• Summary
• A fragmented appraisal
• carried out on the basis of
• an interative dialogue
• between MOE and local
• donors
• 2 operations undertaken in
• parallel appraisal and
• revision of EFA and sector plan

KENYA Stage 2 Joint appraisal
mission (MOE-FTPs) May 05 (16th- 27th) on the
basis of the key concerns highlighted by the
consultant Expected outcome of the joint
mission appraisal report of the KESSP Summary
A joint appraisal fully integrated in the
regular process of the KESSPs assessing being
based on the work of an independent consultant
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2.2. Main points of convergence

• The form ? report of 20 pages
• The heart of the report ? effort to inform of
  the various critical points raised in the
  appraisal guidelines
• - Quality of primary education plans
• - Resource requirements and external financing
  needs
• - Implementation capacity
• - Target and monitoring process (including
  critical knowledge gap)
• - Process of consultation

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2.3. Main points of divergence

• KENYA
• ? KESSP is not yet implemented Assessment
  mainly centered on the strategic document
  ("ex-ante appraisal")
• Synthesis of the strengths and concerns of the
  primary component of the KESSP (concerns being
  seen as the points that donors help to address
  through their technical financial support)
• Presentation of the FTI indicative framework for
  EFA (basic year 2003 and objective year 2015)
• Presentation of resource requirement for KESSP
  and FTI over 2005-2010 according to 3 scenarios
• The appraisal report targets essence without
  insisting too much in the details

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2.3. Main points of divergence

• MADAGASCAR
• ? The sectoral program and EFA plan are in the
  same time implemented and revised
• the assessment concerns both the implementation
  and the revised strategy ( appraisal in
  situation )
• No synthesis of the assessment/the
  recommendations at the end of the document
  timetable of work for MOE and donors
• FTI indicative framework partially informed
• Description of the educational policys
  assumptions selected in the 3 scenarios to
  simulate the financing gap
• Identification of the main concerns related to
  the programs implementation and proposal for
  actions
• The appraisal report adopts a more detailed
  analysis

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Thank you for your attention For further
information www.FastTrackInitiative.net www.poleda
kar.net