Statistical Capacity Building for
National Accounts – Some
Experiences
“Implementation of the 2008 SNA in Africa”
Seminar Addis Abeba 11 – 15 April 2011
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The Deutsche Gesellschaft für Internationale
Zusammenarbeit (GIZ) GmbH
Established on 1 January 2011, GIZ brings together
under one roof the long-standing expertise of DED, GTZ
und InWEnt.
Our registered offices are in Bonn and Eschborn.
As a 100% federally owned, public-benefit enterprise, we
support the German Government in achieving its
development policy goals.
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GIZ worldwide
• GIZ operates in more than 130 countries worldwide.
• In Germany we maintain a presence in nearly all the federal
states.
• GIZ employs approximately 17,000 staff members worldwide,
more than 60% of whom are local personnel.
In addition there are:
- 1,135 technical advisors
- 750 integrated and 324 returning experts
- 700 local experts in partner organisations
- 850 weltwärts volunteers
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GIZ worldwide
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GIZ
Statistics
• Founded 1973 as
CDG Munich Centre in
particular to support
the EU-ACP
cooperation, later
InWEnt Centre
• For more than 35 years a
brand name for
Statistical Capacity
Building in particular in
Sub-Saharan Africa
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GIZ
Statistics
• Cooperation with regional
Organizations like
ECOWAS
• Cooperation with
regional Statistical
Training Institutions to
improve the Capacity
Building
• Capacity Building to
strengthen the
“National Strategies
for the Development of
Statistics”(NSDS)
jointly with national,
bilateral and
international Partners
• Large network of
Alumni, Experts and
international Partners
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Statistical Capacity Building
 Even if statistical capacity building in Sub-Saharan Africa
has a long history, the impact on the quality of the national
statistical system seems sometimes low
 Improving the supply side of statisticians trained is not
necessarily sufficient to improve the National Statistical
System or the use of National Accounts in particular.
 Statistical training should not focus 'heavily on training
only instead of comprehensive capacity building and
quality management in statistical systems … [to avoid]
adverse effect[s] on sustainability.'
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Statistical Training in Africa
 Applied statistics training is provided in Africa at several levels
by several types of institutions:
 Initial Training: Specialised Statistical Training Centres
(some of them university institutes such as ISAE Makere
University) – most regional but some national (linked to the
NSI) sometimes in scientific collaboration with regional ones
 In-house training or on-the-job training: organised in
most of African NSIs in a more or less systematic or
structured, permanent or ad-hoc way
 Advanced short term training programmes:in different
formats developed and provided by international or bi-lateral
cooperation partners but also African STCs.
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DP's Goal: Improving Evidence
Based Policy Making
 On-time delivery of economic analysis for respective users
 Which institution is responsible for economic analysis? Central
Bank? Ministry of Finance? Ministry of Economics? National
Statistical Office? How is analysis linked with data collection?
 Are international consultants involved in the production of NA?
What is their contribution to training and sustainability of NA
production?
 Who should be trained in which field?
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The decisions are not up to me.[…] It’s the higher
ranks who make decisions. […] I need more
support than I have to bring about bigger
changes.”
Why learning cannot be implemented
 “Most […] training was found to result in
individual participant learning, but only about half
resulted in substantial changes to workplace
behaviour or enhanced development capacity”.
Unfortunately I could not apply
my new knowledge in my
practical works. It is not easy to
persuade other people to
behave and work differently.
The positive aspect is that
people speak about this
issue. The negative aspect
is there are no resources
to carry out the job.
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Training Success
 Selection of participants: Producers and users of statistics,
regional selection of participants to facilitate peer-learning
processes and sharing of good practices
 Reflection of NSDS and other national, regional and institutional
frameworks
 Training content targeted, orientation on practical key work
functions
 Addressing the organisational and institutional context,
increasing commitment to training goals
 Appropriate and professional didactic design with focus on active
participation
 Networking to follow-up with participants, experts and
organisations
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E-Learning in Statistical Capacity
Building – GIZ's experience
 Blended learning courses – combining e-learning with
classroom trainings or workshops
 Modular e-learning content adopted to target group needs
 E-Learning case studies / work group exercises
 Most classroom sessions organised in collaboration with
partner institutions in the respective countries – NSIs &
STCs
 Courses are conceived in a way to allow final use by
partner institutions
 Design of courses allows multiplication through „train the
trainers“ modules
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Blended Learning Concept – System of National Accounts
System of National Accounts for users and producers in Sub-Saharan Africa
SNA:
6 weeks
GIZ
GlobalCampus
E-Workload: 8h/week
About 30 participants from Statistical Offices, Ministries, Planning Institutions
E-Learning
Modules
SNA
1 week
Case Studies
E-Collaboration
Synchronous
Communication
Joint
Classroom
Workshop
GIZ
Workshop
(regional)
E-Assessment
Alumni / Expert Networking on GIZ GlobalCampus
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GlobalCampus21 – GIZ E-Learning
Platform
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Sub-Groups for E-Collaboration
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E-Learning Modules
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E-Learning Modules
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E-Learning Modules
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E-Learning Modules
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Synchronous Communication: Chat
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E-Assessment
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Joint Classroom Workshops
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Conclusion
 Blended Learning Concepts are useful to maintain a high quality
standard of training without long absence from workplace
 Costs for the development are high and require standardisation and
duplication
 Modularisation and additional elements as e-collaboration are necessary
to maintain a target group oriented training
 Plus: lower costs on demand side; fast delivery of up-to-date material,
multilateral trainings, collaboration with experts of development partners
and experts throughout the region, a modular curriculum, sharing of
best-practice examples, and, probably most important, a sustainable
network of statisticians
 Institutional commitment is a key factor for success for all trainings and
in particular for e-learning tools
 Since rapid and qualified communication during the training is a crucial
factor, a skilled e-trainer is an essential for the success of the e-learning
 Flexibility during a e-learning requires careful planning of the learning
scenario and a clear definition of target group and learning objectives
 Ideally, the training is combined with other methods of capacity building
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Thank you for your attention!
www.gc21.inwent.org/statistics-portal
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