Results based M&E: Experiences of
school level education in Nepal
Teertha Dhakal
Joint Secretary
Government of Nepal
Presentation outline
• Context- National M&E system (PMAS)
• Educational planning
• Results-based M&E in education
• M&E design of School Sector Reform Plan
(SSRP)
• Lessons learnt and Issues
Nepal
Area (Sq. Km)
147,181.
Population (million)
28.5
Growth rate (%)
2.13
GDP (CP) (billion)
US$ 170
Growth rate (%)
3.5
Per Capita GDP
US$ 562
Poverty (%)
25.4
Literacy (%)
63
(Economic survey, 2009/10)
Context
• Despite difficult political situation Nepal has been
institutionalizing MfDR in planning, budgeting and
M&E with
– Broad-based interventions
– Piloting in key agencies
• The country is in the process of
– restructuring the state building new constitution, and
– expedite development efforts focusing on results
• This presentation includes efforts to institutionalize
results based M&E in education sector in Nepal
MfDR Practices in Nepal
Level
Planning
National MTP/ TYIP
Budgeting
MTEF
Log frame,
Result matrixes
Sectoral
Project
Local
SWAp
Monitoring
PMAS
PRSP progress reports
NDAC
Business plan as a
sectoral strategy
MTEF sectoral
papers
RBB
Performance
indicators
Log frames
Performance M&E
mandatory
Performance
based budget
DPPs
D-MTEF
Log frame based
Formula based
grants
MDAC
RBB
DPMAS
Social audits
MfDR- piloting in some agencies
• Piloted in some ministries under ADB TA- Education,
Local Development, Roads, Drinking Water)
–
–
–
–
Readiness assessment done and Business Plan refined
Results matrix prepared
Internal capacities enhanced
Piloted in 4 districts- awareness and capacity enhanced
• ADB TA 7158- NEP: Strengthening capacity for
MfDR under implementation (RBB, capacity building)
• Other initiatives e.g. performance contracts
Primary Education in Nepal
Reforms
Context
• Education budget as share of public
budget: 17%
•
•
Efforts made to improve
educational governance
Community mgmt of schools
• Primary edu budget as share of edu
budget- 60%; as share of GDP- 2.22%
•
Increased public investment in
education
• Primary education free by law
•
Per capita funding to schools
•
Moving towards universal
completion of basic education
(grade 1-8)
•
Capacity devt at different levels
•
Shift from project approach to
SWAp
• Primary NER: 89.1% (GPI: 0.98)
• Home to school distance (half an hour
walk): 91% hhs
• High repetition & dropout rates– 29%
repetition; 15% drop out in grade1
• Survival rate in Grade 5- 81.1 %
• Focus on results
7
Education Planning
Level
Plans
Responsible Edu. plan Responsible
National
MTPP
(PRSP)
NPC
Edu plan
SSRP
MOE
District
Dist. Devt.
Plan
DDCs
Dist Edu.
Plan
DEOs
Village/
Municipality
V/M Devt.
Plan
VDCs, Muni.
V/M Edu
Plan
V/M Edu. Com.
SIPs
SMCs
Institutional
Poverty Monitoring and Analysis
System (PMAS)
(A national level Results-based M&E system)
Why Poverty Monitoring and Analysis
System (PMAS)?
• PMAS aims to– support the implementation of the national plan
– coordinate monitoring the national plan and
tracking the MDGs
– communicate results as feedback into policy
making process
– make central M&E system results-based
Components of the PMAS
Inputs
Performance-based
budget release
PMAS- Major Components
Processes
Implementation
Monitoring
Outputs
Outcomes
Outcome
Monitoring
Impacts
Impact Analysis
PMIS
PRSP progress
report
Communication/
Advocacy
Education indicators in PMAS
Outcome
Intermediate/outcome Indicators
Access
•Number of primary schools
•NER (primary)
•Proportion of primary students receiving scholarship
•Proportion of population more than half an hour's walk to school
Quality
•Pupil completing primary level (%)
•Primary/secondary teachers trained (%)
•Proportion of vacant teacher's positions
•No. of schools transferred to communities
•Absenteeism of teachers
Equity
•Share of female teachers in primary schools (%)
•Girls students receiving scholarships (primary/secondary)
•Schools having separate latrines for girls
•Enrolment/ cycle completion etc (social groups/ gender)
Literacy
•Adult literacy rate (Male/ female)
Sources of information for M&E
PRSP Sectoral
Targets
MTEF/Budget
allocation
Release/Disbursement
of allocated budget
EMIS, Flash reports,
PETS, Social audit, client
satisfaction survey
Outputs
Outcomes
Impact
HH Surveys (NLSS,
NDHS), Impact Analysis
Results based education M&E
• Logic models in educational planning, programming
and design of projects
• Business plan and MTEF in the education sector
• Linkages between national and sectoral monitoring
• Education M&E in National Poverty Monitoring &
Analysis System (PMAS)
• SWAp in primary level has contributed to harmonize
M&E system
Results based education M&E …
• Streamlined and strengthened survey systemsSeparate education modules in;
– Nepal Living Standards Survey (5 yrs)
– Nepal Demographic and Health Survey (5 yrs)
– Nepal Labour Force Survey (5 yrs)
• Periodic reviews inviting multiple actors/ stakeholders
• Formative research institutionalized in school
education
• Learning achievement tests introduced
• Focused on capacity building
EMIS and Flash Report System
• The EMIS gathers school level educational
performance data from all schools twice a year
– Flash I- snapshot of data at the beginning of the school year
– Flash II- focuses on end of school year data
• The national flash report is prepared based on district
flash reports
• The reports cover enrolment, pass rates, repetition &
survival rates, training status of teachers, supply of
textbooks and learning materials
• Te reports also show participation of SMCs/ PTAs in
various activities of schools
M&E of School Sector Reform Plan
(SSRP)
M&E in SSRP
• The SSRP is the school sector SWAp in Nepal which is funded by
more than 10 devt partners in addition to government funding
• The M&E aims to improve education services through informed
decisions tracking achievements at each level of service delivery
• M&E functions based on performance indicators include;
– Assessing compliance with acts and regulations
– Measuring progress against milestones and targets
– Evaluating the impact of policies/strategies
• Utilizes a decentralized monitoring system, use flash reports data,
social audit, and provisions an external evaluation of outcomes
• Education Review Office conducts external audits of agencies
based on norms and standards and submits annual reports to the
Education Policy Committee
Key education indicators in SWAp
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Share of education budget in GNP, GDP
Share in education budget in primary, secondary
Teachers with required qualification and training
Teachers with required certification
Pupil/ teacher ratio
Enrolment in Grade 1 (ECD experience, GIR, NIR)
GER (Primary, Basic & Secondary)
NER (Primary, Basic & Secondary)
Repetition rate (Grade 1 & 8)
Survival rate by cohort method (Grade 5 & 8)
Coefficient of efficiency (Basic & Secondary)
Learning achievements (Average score of students in core
subjects in Grade 5 & 8)
Pass rate (Percentage of students pass in SLC)
Literacy rate (15-24, 6+ & 15+)
Literacy GPI (15+)
Summary of key results of M&E activities
Key results
Log-frame
level
Frequency Data source
Responsible
Client satisfaction
baseline survey
Baseline
Once (2009)
Service recipient MOE, ERO
Combined status
report
Key results
Annual
Schools, DEOs
DOE
District level status
report
Key results
Annual
Schools
DEOs
Flash I
Key results/ obj
Annual
Schools
DOE
Flash II
Key results/ obj
Annual
Schools
DOE
Agency Review
Reports
Key results, agency
performance
Annual
Concerned
agency
ERO
SSR progress review
reports
Strategic
interventions, Key
results/inputs
Annual
Schools, DEOs
Agency
ERO
Summary of schoollevel fin audit reports
Strategic
interventions, Key
results/inputs
Annual
Auditors’ school
audit report
DEO/DOE
Summary of key results of M&E activities
Key results
Log-frame
level
Frequency Data source
Responsible
Social audit
summary report
All
Annual
Schools/ DEOs
DEO/ERO
Client satisfaction
survey
Key results/
inputs
Annual
Service recipient DEOs
Trimester progress
report
Key results/ obj
Trimester
DEOs record
DEOs
FMR
Key results/Inputs
Trimester
DEOs
DOE/ DEOs
Commissioned
research studies
Key results/ obj
As required
As per the TOR
MOE/DOE
National studies on
learning assessment
Objectives
Twice (in
plan period)
As per the TOR
MOE/ ERO
Evaluation of model
building exercises
Key results/ obj
As required
As per the TOR
MOE/ DOE
Mid-term evaluation
Theme/ LF level
Once (midterm)
As per the TOR
MOE
End-of-programme
evaluation
Theme/ LF level
Once (after
completion)
As per the TOR
MOE
Lessons learnt
• SWAp contributory to institutionalize MfDR
• Participatory design of M&E system crucial
• Commitment and capacity key to success- focus
lower levels and retain talents in the M&E function
• Link incentives with credible M&E/ MIS data
• Triangulation of methods/tools for data reliability
• Strengthen the system rather re-inventing it
• Make multi-party review meetings results- based
• Produce data what is needed and usable
Challenges/ Issues
• Make the system functional and effective
• Cascading results approaches to lower levels– capacity issues,
– cost incurred
• Data issues
– frequency and reliability (survey vs. MIS)
– disaggregated data- diverse social groups
• Harmonize TA funding for capacity development
• Frequent changes in leadership and key staff
• Use of M&E data in managerial decision making
Discussion
• Promote country level capacities monitoring
education MDGs and EFA agenda through
regional capacity building initiatives
• Use of VLN of COP- MfDR to further build
capacities through exchanging ideas
Thank you