Bangladesh - Belgium

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Citizens’ Voice and Accountability Evaluation – <strong>Bangladesh</strong> Country Case Study Watch report and this provides a sustainable tool for engaging with the Government on substantive policy issues. There is also a sense that donor activity has supported, and certainly not undermined, a shift in CAMPE activity onto a more institutionalised and sustainable footing, with CAMPE stakeholders arguing that CAMPE has shift from individualised activity in the 1990s to the “institutionalised voice” of the education sector. As part of this institutionalisation process, CAMPE has reached out to a network of civil society partners, claiming that it has a 1,000-strong NGO network that it can draw upon. Lessons Learned Voluntarism and networking platforms work effectively when combining professional expertise and group commitment to influencing and improving policy design and implementation. Many of the kinds of institutional connections that generate demand amongst policy makers on the supply side for advice and which generate accountability through the spotlight of monitoring and media activity are beyond the design ambitions of donor projects. This donor intervention illustrates how light-touch secretariat support and funds for designing and implementing research and research tools, and producing and disseminating outputs, can be positive in supporting and not diverting or undermining the institutional momentum generated. The stated emphasis on facilitating local citizen voice and participation in policy process appears to be less significant in CAMPE’s model of change although some activities do include local people In a participatory process. It seems clear that CAMPE’s comparative advantage in the CVA field is clearly in policy analysis and leverage and that it shouldn’t feel that it has to go into more populist CVA areas of citizen participation, whether this be to satisfy a perceived donor demand for such activity or whether to expand or overcomplicate its own model of change (see discussion below). The effectiveness of the People’s Forum on MDGs (a broad based civil society platform which monitors government’s progress towards realising the MDG targets) appears to have been less effective. This may be in part due to the broad sectoral scope of the task. The effectiveness of EW lies in its narrow focus and sectoral expertise in primary education. III: Models of Change Developed The model of change employed (see Figure 1 below) is based on the assumption that using the experience and expertise of established professionals for citizen’s voice can, through advocacy and policy dialogue, exert significant leverage on the policy process. There is also a set of assumptions around the government as a participant in this dialogue. The model assumes that policy makers are prepared to listen carefully to CAMPE in its advisory role and to respond constructively to the advocacy role of CAMPE. It seems indeed there has been a growing maturity and increased self confidence amongst education officials which allow it to listen to criticism rather than dismissing or ignoring it. There is also a greater sense of partnership in policy discussions, so that even though in the case of the PEDP II there was no acknowledgement of CAMPE’s contributions, the Ministry was listening and distilling the evidence and ideas produced through Education watch and other CAMPE tools. The effect assumption that evidence-based discussions will filter through to increased allocations of budget appears, however, to be one missing step in the CVA link to improved education outcomes. On the one hand it appears that CAMPE’s advisory role is “empowering” MoPME in its internal relationship of accountability with the MoF by enabling it to back up its sector budgeting with more considered policy analysis. On the other hand, there are power relations and interests within the centre of government that can remain immune to evidence-based policy approaches to budgeting. 122
Citizens’ Voice and Accountability Evaluation – <strong>Bangladesh</strong> Country Case Study Model of change Assumptions Activities Outputs Outcomes Monitoring instrument (quant/qual) developed and information generated • CAMPE annual reports Using the experience and expertise of established professionals for citizen’s voice and for facilitating local citizen voice and participation in policy process. A combination of high quality analysis and international PPeace, recognition increases the leverage of , CAMPE on education policy makers. Coaching/Advising role: Inputs to government dialogue and policy documents Annual report with accompanying events. Watchdog Role: M&E of performance and impact of govt in this sector (including Mass Communication Campaign working with media) Capacity building of education service providers especially NGOs, for managing and implementing education programs Watchdog/ policing role: Using/revising legal frameworks and government commitments for accountability People’s Forum on MDGS (PFM): a civil society platform to monitor state progress towards realising the MDGs 123 • Occasional research outputs • Annual launch conference for annual report • Government official and unofficial responses to CAMPE analytical inputs • Media reporting on government performance • Institutional bridging linkages between “grassroots” voices on education and macro level policy discussions • Government policy change as reflected in content of PEDP II • Government statements are more motivated by evidence • Government accountability increased by media spotlight • The government used to be motivated by quantity goals (e.g. literacy eradication) but now focussing more on quality and sustainability issues • Budgets shift in favour of increased spending on education
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Bangladesh - Belgium

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