Capacity and Service Delivery in Education: Capacity and Service Delivery in Education Ruth Kagia Education Director
World Bank
IWGE Meeting Rome June 11-15, 2006 Rising to the Challenge
Slide2:
We often talk about…..
……. building institutions or building capacity. ….it suggests you can come in like an outside contractor and bring some bricks and mortar and you construct capacity. It doesn't work that way. You grow it. Its got to be indigenous. It's got to have indigenous roots. You can fertilize it. You can water it. You can rip the weeds out, which I think is part of fighting corruption. Or you can help people do it. But they need to do it themselves.
Paul Wolfowitz in an address to World Bank Staff (July 27, 2005)
What is Capacity?: What is Capacity? The ability of people, organizations and society as a whole to manage their affairs successfully
In development jargon – capacity generally refers to the ability of nations to plan for and implement external assistance
70,000 African professionals leave the continent annually (200 million immigrants & 9 million refugees)
Slide4: Capacity to do what?
Create a vision/strategy and develop policies and programs
Mobilize, plan for and manage resources
Deliver services - implement programs and measure results
Whose capacity?
Country?
Sector?
Regions?
Capacity is fundamentally a governance issue Capacity – A Complex Issue
Why Does Capacity Matter?: Why Does Capacity Matter? Ultimately this is what development is about
Reaching the MDGs depends on faster economic growth and on translating growth into basic services that can reach poor people
2002-2010 period of largest ever increase in development assistance -- implementation capacity is necessary for achieving development outcomes
Must ensure that increased resources are translated into tangible HD outcomes at the country level
Slide6: Overall Strategy
Macro Policies
Governance
Aggregate resources, resource allocation in public sector, input costs and utilization, accountability and delivery Other Govt. Policy
Infrastructure, water and sanitation, health/nutrition, social protection Outcomes Socio-Economic
Factors Institutions
and Systems Policies &
Actions Education Service
Availability, accessibility, quality of education service, affordability Education Financing
Public Financing and allocation, private. Supply in
related Sectors
Roads, transport, water and electricity, school health/nutrition, early child development Behaviors & Risk Factors
Utilization of public and private education services, gender, care & stimulation of children, health/nutrition etc. Capacity to Raise Education Outcomes Household Resources
Income, assets, land, education etc. Community Factors
Rural/urban, cultural, values, social capital etc.
Education
Outcomes
Diagnostics Monitoring and Evaluation Socio-Economic
Transformation
Slide8: The mix of inputs procured with available financial resources:
What inputs are brought into the ‘production process,’ in what magnitude?
Example: Teachers, in-service teacher training, textbooks, teachers guides, classrooms and other facilities, supervision, assessment, parent participation
The utilization of these inputs once they are in the mix:
Are all resources in the mix utilized in full?
Example: Do teachers work a full load? Are textbooks being used in the classroom and at home? Do school inspectors visit the schools? Do parents participate in school affairs and in their children’s education?
The efficiency of inputs while they are being utilized:
How much output, or how much ’good’ output, is produced by these inputs?
Example: How well do teach when they are in the classroom? How well organized and how good is in-service training? How well do teachers and pupils use available textbooks? How effective are the PTAs? Implementation Capacity Factors That Affect Outcomes
The New Aid Architecture: The New Aid Architecture The MDGs and the Monterrey Consensus created a powerful global compact for development
The compact is anchored on mutual accountability and explicitly recognizes the close inter-linkages between debt, trade, levels of aid and aid effectiveness
Rome and Paris High Level Forums provided framework for improving aid effectiveness and mutual accountability for results
Credibility of commitments will be tested by quality of implementation
Emphasis is on:
Local ownership,
Political leadership
Governance systems,
Creating opportunities
Setting limits for capacity
The new aid architecture: key elements: The new aid architecture: key elements Country ownership e.g. PRSPs
Multiple cooperation modalities—global partnerships, budget support, Bank has over 600 partnerships and more than $8bn trust funds in 2005
Focus on service delivery & accountability –buoyed by a watchful civil society and press
Focus on results e.g. MDGs, Monterrey’s emphasis on performance for aid
ODA Projections 2004 -2010: ODA Projections 2004 -2010 Between 2004 -2010 ODA projected to increase
by $50 billion (from $79 -$129 billion)
ODA to Africa is expected to double from $25 to $50 billion
Part of projected increase reflects emergency aid, debt relief, and technical assistance
But usable financial resources for development programs will increase in the next several years to record levels
Paris Declaration: Paris Declaration
Paris Declaration built on platform of ownership, harmonization, alignment, managing for results and mutual accountability:
Making aid more effective:
Use of Country Systems
Strengthen capacity --avoid parallel implementation structures
Aid is more predictable
Aid is untied
What Works? Harmonization in Action: What Works? Harmonization in Action Tanzania – “Mkukuta” forms the basis for a government-led Tanzania Joint Assistance Strategy (TJAS), which challenges donors to live up to the Paris 2005 Harmonization Commitments with:
Efficient division of labor among DPs,
Use of country systems,
Continued shift toward budget support, and
Flow of all donor resources through the Government’s Budget
Fast Track Initiative - dynamic and effective platform for donor harmonization alignment and coordination:
30 partners,
global action anchored at country level
What Works? Direct Support to Beneficiaries: What Works? Direct Support to Beneficiaries India Elementary Education Project – Allocations of funds to decentralized project entities through state societies, expenditures under the project have exceeded estimated levels to $400 million in less than two years
Mozambique Direct Support to School Program - Each school receives $175- $3,000 depending on size; programs have been run on community radios and local radios in vernacular languages; for each tranche there has been a small handbook with detailed forms to be completed and signed by the school council and head of the school
Kenya Primary Education Project – Funds have been disbursed directly to schools and this has enhanced ownership and built capacity within schools in procurement, financial management and conservation and use of instructional materials; guidelines provided by MoEST to schools on the use of FPE funds have been effective in assisting schools in management of these funds; during the financial years 2002/03 and T 04, 78% of funds available for FPE were utilized
Yemen Social Fund For Development – MoE unit cost per school was reduced from $476 to $126 through SFD
Good Practices: Good Practices Stay focused on results:
Sustained improvement in country outcomes
“From day one to day done”
Take action at three levels:
In countries—where results are achieved
Within agencies—to be more effective partners
In partnership—to harmonize and coordinate support
Governments must become competitive employers of their skilled workforce :
Enhanced compensation arrangements and Project Implementation Units that parallel or duplicate local structures should be avoided
Work with existing institutions
Performance Driven Aid for Fragile States: Performance Driven Aid for Fragile States Fragile states do not receive sufficient aid and aid is highly volatile
Models of effective cooperation:
Use existing local institutions and social capital (build from the ashes of conflict)
Provide direct assistance to households and communities
Work through civil society, private sector, independent service authorities
Ring–fence particular sectors e.g. education or health
Weak country capacity for monitoring results adds to the challenge in selecting activities with the highest poverty payoff
The challenge of performance based aid