Following the consensus reached at the National Dialogue Conference (NDC) in January 2014 that Yemen will become a federal state, the Ministry of Education (MOE) has begun planning for the restructuring of education delivery services.
... See More + In planning for this transition, the MOE seeks the World Bank’s support to learn from global evidence about the mechanisms that can support the delivery of education services with increased subnational and local participation under a federal system. Administration and management of education at the local level has been delegated to Governorate Education Offices and District Education Offices. Education in Yemen consists of kindergarten, basic education, general or vocational secondary education or vocational training, followed by undergraduate and postgraduate university, teacher training institutes, community college, or technical education. Yemen has made significant efforts to improve curricula, textbooks, teacher training, and personnel management, yet persistent challenges remain in enhancing quality and equity of education due to lack of capacity and resources. The objective of this report is to present different approaches to the provision of education under federalism with the purpose of supporting informed dialogue in Yemen’s transition to a federal state. This report provides an analysis of the education structures and functions in a sample of federal states, with a special focus on decentralization and school-based management, along with implications of these experiences for Yemen. The first part of this report focuses on four case-study countries - their education service delivery structures and mechanisms - and the second part focuses on lessons learned from school-based management in other countries. Chapter’s two to five summarize the main features of education system operation in the four federal case-study countries. Chapter six focuses on school-based management, which is a form of education decentralization that can be seen across the world in federal and non-federal states for the purpose of improving school effectiveness. Chapter seven brings together the findings and illustrates lessons learned, particularly highlighting those that may have particular relevance to Yemen.
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Working Paper ACS13298 JUN 01, 2015
Wang,Lianqin; Gregory,Laura; Demas,Angela; Arcia,Gustavo J.; Miyajima,Tomomi; Moheyddeen,Khalid Ahmed AliDisclosed
This framework paper provides an overview of what matters most for school autonomy and accountability. The focus is on public schools at the primary and the secondary level.
... See More + This paper begins by grounding School Autonomy and Accountability in its theoretical evidence base (impact evaluations, lessons learned from experience, and literature reviews) and then discusses guiding principles and tools for analyzing country policy choices. The goal of this paper is to provide a framework for classifying and analyzing education systems around the world according to the following five policy goals that are critical for enabling effective school autonomy and accountability: 1) level of autonomy in the planning and management of the school budget; 2) level of autonomy in personnel management; 3) role of school councils in school governance; 4) school and student assessment, and 5) accountability to stakeholders. This paper also discusses how country context matters to school autonomy and accountability and how balancing policy goals matters to policy making for improved education quality and learning for all.
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Working Paper (Numbered Series) 96450 MAR 30, 2015
There is a consensus on the need for Thailand to reform its education system to be able to compete with other high performing countries in the region.
... See More + In terms of learning outcomes, the most recent evidence from the Programme for International Student Assessment shows little improvement over time. This paper uses the World Bank's Systems Approach for Better Education Results (SABER) approach in Thailand to contrast policy intent and policy implementation in school autonomy and accountability. The policy implementation data were obtained from a survey of school principals of the schools that participated in the Programme for International Student Assessment and merged the data sets. First, the study analyzes the gap between policy intent and policy implementation. Then it examines the effect of the gaps on various schooling outcomes while controlling for covariates. The analysis finds significant differences between the Systems Approach for Better Education Results indicators of policy intent and policy implementation in all areas assessed by the indicators. Schools in Thailand exercise more flexibility in their personnel management in practice than what is intended by policy; student assessments need to address issues of content, reliability, and validity and school accountability needs to improve the interpretation of student assessments to make schools more accountable. There is a positive association between the Programme for International Student Assessment scores and school autonomy and accountability.
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Policy Research Working Paper WPS7012 AUG 01, 2014
Arcia, Gustavo; MacDonald, Kevin; Patrinos, Harry AnthonyDisclosed
Dominica is transitioning from a paper-based Education Management Information System (EMIS) to a fully computerized system. The new, fully computerized system will: facilitate information-based planning and decision-making, reduce the costs associated with the paper-based EMIS, provide multipoint access for data users, facilitate easy transmission of data to regional and international agencies, and foster efficient collection, analysis and reporting.
... See More + This report includes the following headings: facilities and equipment, EMIS staff, EMIS data, data collection, data processing, and publications.
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Education data in Antigua and Barbuda is collected through both paper and electronic questionnaires. The electronic questionnaires are collected from three secondary schools through the AbusSTAR Education Management Information System (EMIS) software that was developed in Barbados.
... See More + The Ministry of Education (MOE) has plans to expand the use of the EMIS software to all secondary schools, but currently continues the use of an annual paper data collection questionnaire in the absence of a fully digitized EMIS throughout the country. This report includes the following headings: facilities and equipment, EMIS staff, EMIS data, data collection, data processing, and publications.
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The aim of the new Education Management Information System (EMIS) in St. Vincent and the Grenadines is to provide accurate and timely information to stakeholders including government departments, educational institutions, and local, regional and international organizations.
... See More + The Ministry of Education's goal is to establish an EMIS that allows its 67 primary schools and 27 secondary schools to enter their information in real time. EMIS staff includes a deputy education planner and a statistician, but the EMIS primarily relies on school principals to deal with issues of data accuracy and timeliness, improved teacher training, increased inter-agency coordination, improved personnel efficiency, and better data management and protection.
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The Education Management Information System (EMIS) in St. Kitts and Nevis is part of the Education Planning Division of the Ministry of Education.
... See More + It functions in collaboration with the Chief Education Officer and other education officers. Four key objectives of St. Kitts EMIS have been established: collect and analyze educational data; inform policymakers; provide feedback to stakeholders; and monitor and support schools. This report includes the following headings: facilities and equipment, EMIS staff, EMIS data, data collection, data processing, and publications.
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With the growing demand for timely and accurate data, the Ministry of Education (MOE) in St. Lucia embarked on a project to implement an Education Management Information System (EMIS) for all schools across the island.
... See More + Due to financial constraints, it was initially implemented in public secondary schools, but has expanded over time to include primary schools and Sir Arthur Lewis Community College. This report includes the following headings: facilities and equipment, EMIS staff, EMIS data, data collection, data processing, and publications.
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The Education Management Information System (EMIS) country report for Grenada includes the following headings: background which includes education data in Grenada, EMIS staff, facilities and equipment, EMIS data, and publications; prerequisites of quality; assurances of integrity; methodological soundness; accuracy and reliability; serviceability; and accessibility.
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This book gathers in one volume all the information related to Automated DEC [Development Economics - Vice Presidency at the World Bank] Poverty Tables (ADePT) Edu, the software platform created by the World Bank for reporting and analyzing education indicators and education inequality.
... See More + It includes a primer on the availability of education data, an operating manual for using the ADePT software, a technical explanation of all the education indicators ADePT generates, and an overview of global education inequality using ADePT Edu. Chapter one is an introduction to ADePT Edu. It describes its origin and intended use and familiarizes readers with educational statistics. Chapter two is intended for users unfamiliar with the different datasets that contain education statistics and household-level data that contain information on education. Chapter three is a step-by-step technical guide for potential users. In addition to identifying the hardware and operating system requirements, it provides graphic examples of each of the steps needed to install and operate the software. Chapter four describes the outputs of ADePT and the definitions of all the indicators it generates. Chapter five provides a global and regional overview of education inequality, using ADePT Edu outputs obtained from household survey data. It analyzes inequality in school participation, progression, and attainment. Chapter 5 also illustrates how ADePT Edu can be used to readily analyze data from any household survey, a feature that makes this software unique. The analysis of education inequality serves as a backdrop for the potential use of household surveys for analyzing the demand side of education.
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The objective of this paper is to present an assessment scale for benchmarking school autonomy and accountability. This scale is one of the tools being developed under system assessment and benchmarking for education results (SABER) initiative created by the World Bank as part of its education strategy.
... See More + The purpose of this scale is to reinforce the monitoring and evaluation of education system performance to foster a better environment for teaching and learning. The goal of this effort is to align the personal and managerial incentives at the school level to produce increased student learning. The application of the assessment scale can be an important tool for education system reform if it is used as an instrument for planning and monitoring the enabling conditions for improving system performance. As such, it starts with the assumption that increased school autonomy and improved accountability are necessary conditions for improved learning because they align teacher and parent incentives. This assertion is consistent with the SABER framework for fostering better school performance that includes three important factors: (a) the periodic measurement of learning outcomes and of teacher performance as the basis for school accountability, (b) the use of school and student performance indicators that can be compared across localities and across time, and (c) the use of rewards and sanctions and policy interventions for aligning personal and school incentives with improved student performance.
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Working Paper 94450 APR 27, 2011
Arcia, Gustavo; Macdonald, Kevin; Patrinos, Harry Anthony; Porta, EmilioDisclosed
School autonomy and accountability are two components of School-Based Management (SBM) that complement each other to increase the operational and pedagogical efficiency of schools.
... See More + If schools have enough operational autonomy to manage their financial and human resources, then they can become accountable to their clients, namely their students and their families and, as a result, increase the probability of improving student learning (Barrera, Fasih and Patrinos, 2009). Since SBM encompasses diverse practices and policies applied in different forms in many countries in the world, the World Bank has initiated the design of SBM indicators that could be of use to governments to identify and implement practices and policies that increase autonomy and accountability and, by inference, induce the education system to produce better learning outcomes (World Bank, 2007; Patrinos, 2010).
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The change in government in 1990 marked the beginning of a new education policy focused on parental rights and responsibilities, and anchored on the decentralization of the public education system.
... See More + At the most fundamental level, the Ministry of Education wanted to give parents a voice in the education content and process, and local control over educational resources in order to foster accountability and competition in the delivery of public education. In short the Ministry wanted to restore the social contract between the family, the state, the civil society, in the provision of public education. To this end, school autonomy was a key instrument to achieve three operational goals: 1) including parents and civil society in school management; 2) giving parents more voice and control over the education of their children; and 3) increasing operational efficiency in the face of scarce resources. This report describes Nicaragua's program of school autonomy, first, it relates the issue of autonomy to the decentralization of education, giving the autonomy program a theoretical context. Second it describes in some detail the components of autonomy and the different levels of responsibility of each stakeholder. Third, it describes the most recent findings on school autonomy performance. At the end, the report poses challenges to school autonomy, hoping that by responding to those challenges there will be sustained improvement in the coverage and quality of public education.
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LAC Human & Social Development Group Paper Series 20937 APR 30, 1999
