Halsey RogersHDN, World Bank

April 2013

Governance measurement in educationHelping to make Learning for All a Reality

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World Bank and education

Goal of Education Strategy 2020: Learning for AllWhy aim beyond Education for All?

– Impressive recent progress on increasing enrollment and completion, but:

– Millions of children still out of school– Mounting evidence on shortfalls in learning

Learning for All = Improve access/completion and learning

clockwise: Disabled student in Slovakia; Students in a health class in Sri Lanka; Primary school girls in Mali; Secondary school students in Turkey. Photos: World Bank

Korea, Rep.

Hong Kong SAR, China

Lithuania

JapanCzech Republic

ItalyUnited States

Australia

Armenia

Norway

MaltaMalaysia

Ukraine

Russian Federation

Cyprus

Thailand

Romania

Lebanon

Bosnia and Herzegovina

Jordan

IsraelGeorgia

Bulgaria

Indonesia

Algeria

Syrian Arab Republic

Colombia

Botswana

Morocco

Kuwait

QatarSaudi Arabia

El Salvador

Ghana

0

100

grade 8 students as a % of all 14 year-olds

grade 8 students with some knowledge of whole numbers, decimals, operations, basic graphs as a % of 14 year-olds

Learning gaps in developing countries: TIMSS data, 2007

clockwise: Disabled student in Slovakia; Students in a health class in Sri Lanka; Primary school girls in Mali; Secondary school students in Turkey. Photos: World Bank

Korea, Rep.

Hong Kong SAR, China

Lithuania

JapanCzech Republic

ItalyUnited States

Australia

Armenia

Norway

MaltaMalaysia

Ukraine

Russian Federation

Cyprus

Thailand

Romania

Lebanon

Bosnia and Herzegovina

Jordan

IsraelGeorgia

Bulgaria

Indonesia

Algeria

Syrian Arab Republic

Colombia

Botswana

Morocco

Kuwait

QatarSaudi Arabia

El Salvador

Ghana

0

100

grade 8 students as a % of all 14 year-olds

grade 8 students with some knowledge of whole numbers, decimals, operations, basic graphs as a % of 14 year-olds

Learning gaps in developing countries: TIMSS data, 2007

Strategic themes

Invest earlyInvest smartlyInvest for all

only 15–18 % of learning gap isexplained by more school inputs

so what explains learning gaps?

education systems are complex human organizations

and education reform is about changing behaviors of many actors and stakeholders

Invest smartly ensure that learning happens

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Education inputs

Student enrollment

Expanding the education knowledge baseto help countries assess, benchmark, and improve

their education policies and governance

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Quality of policies &

institutions

Education inputs

Quality of policy implementation

Learning for all

Quality and quantity of education delivered

Expanding the education knowledge baseto help countries assess, benchmark, and improve

their education policies and governance

SABER in future Implementation

SABER now Policy intent

School & household surveys(e.g., SDI in Africa)

EMISEMIS,

student assessments

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Quality of policies &

institutions

Education inputs

Quality of policy implementation

Learning for all

Quality and quantity of education delivered

SABER in future Implementation

SABER now Policy intent

School & household surveys(e.g., SDI in Africa)

EMISEMIS,

student assessments

10

Policy intent: SABER

• SABER = Systems Approach for Better Education Results

• SABER collects and analyzes information on system-level education policy and institutional choices – Mostly de jure, plus some system-level indicators of

implementation– Detailed indicators– Collected in 13 domains or policy areas– Can compare across countries or over time– Data collection in 100 countries

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SABER domains or policy areas

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What SABER provides

• Analytical– Framework for policy dialogue, focused on key policies &

institutions for Learning for All

• Descriptive– Detailed new data on policies and institutions

• Evaluative– Ratings of progress toward good-practice policies

8. Motivating teachers to

perform

1. Setting clear

expectations for teachers

2. Attracting the best into

teaching

3. Preparing teachers

with useful training and experience

4. Matching teachers’ skills with students’

needs

5. Leading teachers with

strong principals

6. Monitoring teaching and

learning

7. Supporting teachers to

improve instruction

EffectiveTeachers

Ex: SABER-Teachers maps policies for 8 goals

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Ex: Goal 1 Setting clear expectations for teachers

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Using the policy data for country reports

Sample: SABER-Teachers, Uganda

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17

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Quality of policies &

institutions

Education inputs

Quality of policy implementation

Learning for all

Quality and quantity of education delivered

SABER in future Implementation

SABER now Policy intent

School & household surveys(e.g., SDI in Africa)

EMISEMIS,

student assessments

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Policy implementation: Tools under development, linked to SABER

• Are these policies implemented in practice?– SABER focus so far: policies + some system-level

implementation– Next step: Add school-level implementation to identify

policy-implementation gaps (as in PETS)

• Examples (India, Thailand, Mexico)– Teacher recruitment and deployment– Teacher knowledge of standards & duties– Receipt of salaries– School autonomy over finances

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Quality of policies &

institutions

Education inputs

Quality of policy implementation

Learning for all

Quality and quantity of education delivered

SABER in future Implementation

SABER now Policy intent

School & household surveys(e.g., SDI in Africa)

EMISEMIS,

student assessments

21

Quality/quantity of education delivered: Service delivery surveys

• Tools for measurement:– Teacher absence surveys– Classroom observation modules– Teacher subject-matter assessments

• Widely used in ad hoc way (e.g., impact evaluations), but now more institutionalized– SDI in AFR– Stallings classroom observation in 6 countries in LAC

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Quality of policies &

institutions

Education inputs

Quality of policy implementation

Learning for all

Quality and quantity of education delivered

SABER in future Implementation

SABER now Policy intent

School & household surveys(e.g., SDI in Africa)

EMISEMIS,

student assessments

Goal: map out governance & its consequences all along the service-delivery results chain

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Lessons

• Balance between actionability & feasibility– Still working on balance in SABER– Long surveys data-quality issues more than cost?

• Sustainability– WB side: SABER built into WB Strategy indicators– Government/country side:

• demand-based, so try to make tools practical• use to audit administrative data?• demonstration civil society can institutionalize

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HDN links on governance in education

SABER tools and results: www.worldbank.org/education/saber

Teacher absence surveys: http://siteresources.worldbank.org/INTHDOFFICE/Resources/AbsenceBookletNoAnnex.pdf

PETS guidebook:http://issuu.com/world.bank.publications/docs/9780821385197/1?zoomed=&zoomPercent=&zoomX=&zoomY=&noteText=&noteX=&noteY=&viewMode=magazine