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Designing effective monitoring and evaluation of education systems for 2030:

A global synthesiss of policies and practices

This is a preliminary version, not for quotation

UNESCO Education Sector Division for Policies and Lifelong Learning Systems (ED/PLS)

Section of Education Policy (ED/PLS/EDP)

January 2016

TABLE OF CONTENTS

TABLE OF CONTENTS...................................................................................................................... 1 LIST OF ACRONYMS........................................................................................................................ 2

SECTION I - MONITORING AND EVALUATION IN EDUCATION

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1.1 Introduction ................................................................................. Error! Bookmark not defined.

1.2 Changing Context of Monitoring and Evaluation in Education .................................................. 6

SECTION II ? ANALYTICAL FRAMEWORK

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2.1 Background and context ............................................................... Error! Bookmark not defined.

2.2 Exploring M&E in Education: Conceptual Framework............................................................... 7

SECTION III - MAIN FINDINGS

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3.1 How M&E Systems in Education have evolved? ..................................................................... 17

3.3 What are the key factors that have contributed to/influenced the Effectiveness and Efficiency

of M&E System? .................................................................................................................... 23

3.4 How and What are the Interactions between M&E Systems and Policies? .. Error! Bookmark not

defined.

SECTION IV- KEY POLICY LESSONS

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4.1 Introduction ................................................................................. Error! Bookmark not defined.

4.2 Policy Lessons ............................................................................... Error! Bookmark not defined.

SECTION V - RECOMMENDATIONS

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COMPARATIVE REVIEW OF POLICIES AND PRACTICES ON MONITORING AND EVALUATION OF

EDUCATION SYSTEMS:

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A SUMMARY REGIONAL REVIEW AND SELECTED COUNTRY CASE STUDIES

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Overall Review of the Status of M&E Systems in the Asia-Pacific Region ...................................... 48

Country Case Studies ................................................................................................................... 56

Malaysia ................................................................................................................................ 56

Myanmar............................................................................................................................... 57

Nepal..................................................................................................................................... 58

Republic of Korea (ROK)......................................................................................................... 60

Overall review of the status of M&E systems in the Arab States................................................... 64

Country Case Studies ................................................................................................................... 73

Jordan ................................................................................................................................... 73

Lebanon................................................................................................................................. 75

Palestine................................................................................................................................ 77

Egypt ..................................................................................................................................... 79

Overall Review of the Status of M&E Systems in Africa ................................................................ 81

Country Case Studies ................................................................................................................... 93

Ethiopia ................................................................................................................................. 93

South Africa ........................................................................................................................... 95

Zimbabwe.............................................................................................................................. 97

Overall Review of the Status of M&E Systems in Latin America .................................................. 101

Country Case Studies ................................................................................................................. 109

Brazil ................................................................................................................................... 109

Chile .................................................................................................................................... 111

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Colombia ............................................................................................................................. 114

List of Acronyms

ADEA AKF ANA ARNEC ASER CARICOM CIDA CTE DBE DEMMIS DFID DISE DRC ECCE ECD EFA EMIS ESP EU FERPA FBO FPE FMIS GDP GER GMR GTZ HDI HIV ICFES I/NGOs ICT IIEP ILO KICE LAC M&E MDGs MEHE MOE NAEP NGOs NIE NIER NCHRD NORAD NUEPA ODI

Association for the Development of Education in Africa Agha Khan Foundation Annual National Assessment Asia-Pacific Regional Network for Early Childhood Annual Status of Education Report Caribbean Community Canadian International Development Agency College of Teachers' Education Department of Basic Education District Education Management and Monitoring Information System Department for International Development District Information System for Education Democratic Republic of Congo Early Childhood Care and Education Early Childhood Development Education for All Education Management Information System Education Sector Plan European Union Family Educational Rights and Privacy Act Faith Based Organization Free Primary Education Financial Management Information System Gross Domestic Product Gross Enrolment Ratios Global Monitoring Report The Deutsche Gesellschaft f?r Internationale Zusammenarbeit Human Development Index Human Immunodeficiency Virus Instituto Colombiano para el Fomento de la Educaci?n International / Non-Government Organization Information and Communications Technology International Institute for Educational Planning International Labour Organisation Korea Institute for Curriculum and Evaluation Latin America and the Caribbean Monitoring and Evaluation Millennium Development Goals

Ministry of Education National Assessment of Educational Progress Non-Governmental Organisations National Institute of Education National Institute for Educational Policy Research

Norwegian Agency for Development Cooperation National University of Educational Planning and Administration Overseas Development Institute

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OECD PISA PTA RBM SACMEQ SA-SAMS SAS SMC SRKS SMC SSE SSRP TES TI TIMSS TMIS TVET UAE UIS UNDP UNESCO UNESCWA UNICEF USAID WB WEO WSE

Organization for Economic Co-operation and Development Programme for International Student Assessment Parent Teacher Association Results-Based Management South African Consortium for Monitoring Education Quality School Administration and Management System Student Assessment System School Management Committee School Record Keeping System School Management Committee School Self Evaluation School Sector Reform Programme Teacher Evaluation System Transparency International Trends in International Mathematics and Science Study Teacher Management Information System Technical Vocational Education and Training United Arab Emirates UNESCO Institute for Statistics United Nations Development Programme United Nations Educational, Scientific, and Cultural Organization United Nations Economic and Social Commission for Western Asia United Nations Children's Fund United States Agency for International Development World Bank Woreda Education Office Whole School Evaluation

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SECTION I - MONITORING AND EVALUATION IN EDUCATION

1.1 Introduction

The current discourse on global education notes a shift in focus and the emergence of new challenges since the Dakar Global Education Forum. This warrants new impetus to periodic measurements of progress made in the education sector, including the diverse nature of the Education 2030 agenda that encompasses varying themes such as quality, gender, adult literacy, youth and skills, early childhood care and education, inequality and governance, marginalized populations and armed conflicts. It is important to note in this context that the new education 2030 Framework for Action lays emphasis on developing and implementing a focused, evidence-based and dynamic monitoring and evaluation system for the education sector in order to adequately meet the demands generated by the new challenges mentioned above.

It is now generally accepted by all that sustained development hinges on good governance and accountability. In order to achieve this, stakeholders look for evidence-based decision-making. They believe in the crucial role of M&E systems for doing this. While the proper assessment of quality aspects of the teaching-learning mix is no doubt an important function of M&E, measuring the performance of other impact aspects of education, such as decentralization, school autonomy and greater accountability for outcomes, are equally important functions. Even though M&E systems form a part of every education system, many of them suffer from lack of or poor policy design and weak implementation. Most M&E systems try to measure performance; however, their precision, effectiveness and efficiency are questionable. The availability of a legal framework, political will, capacity of concerned personnel, accessibility and reliability of evidence etc., are the other critical issues that influence the level of impact and the sustainability of good M&E systems.

Acknowledging its mandate to support Member States in this regard, UNESCO has taken up a Comparative Review of M&E systems of the Education Sector with the help of country case studies obtained from different regions. The main expected deliverable of this exercise is a global report entitled "A Comparative Review of Policies and Practices of Monitoring and Evaluation of Education Systems".

This UNESCO initiative intends to greatly contribute to a proper understanding of how the different nations have tried to monitor, measure and assess the performance of their education systems in order to address the major issues identified vis-?-vis the achievement of their education goals. This is expected to facilitate the Education 2030 discussions on the subject. By providing a link to nations at the policy level, this review will provide a way forward to Member States to further review, refine and re-design their M&E systems so that they can properly address all their critical and emerging needs related to the Education 2030 agenda.

The involvement of all stakeholders in the M&E process would greatly enhance its ownership by them. M&E in the education sector, as in the other sectors of development, has gone through several stages of evolution over the years, starting from broad input-output monitoring, through project-based monitoring systems to meet the needs of donor agencies, and onto the current discourse with its focus on providing timely and reliable data on evidence-based indicators of progress at the different levels of implementation, including at the local school and community levels. The ultimate aim of this UNESCO initiative is to help Member States to develop and implement a dynamic M&E system which would not only help systematically monitor and evaluate the key issues of the education sector but would also be timely, reliable and tailored to meet their own special needs of improving the quality, relevance and coverage of their education sectors.

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