Primary Education Survey Evaluation Report Somalia - Somali - JNA

PES Evaluation Report, 2008
While it is clear that the survey reports have had very little impact on the MoEs, it is still of major
importance to the various agencies working in the education sector. Staff from Save the Children
indicated that they:
Use data for Base line data, enrolment figures, number of teachers, school environment,
fees of students, community contributions and gender numbers
Data collected targets ministry, but they (the Ministries) don’t use it.
A UNESCO representative supported this position and added that the PES consisted of the only
significant data for the sector.
A wide range of uses of the PES reports were identified by NGOs. These included:
• Data used in proposal preparation.
• Establishing base lines for activities and monitoring progress to assess impact of activities.
• Identifying and prioritising schools in need of water and sanitation support.
• Planning for distribution of supplies.
• Planning for teacher training. (Special focus on women due to very small number of women
teachers identified in the survey)
• Planning for text book production and distribution.
• Use as a sampling frame.
• Prediction of numbers of students progressing to secondary school.
• Comparison of Regions for patterns of enrolment across the country.
• Identifying schools for rehabilitation interventions.
From the above it can be concluded that the PES data is playing an important role in the development of
the sector from an agency perspective. The MoEs seem to be making very limited use of the data at the
present time but have indicated a desire to do so. To facilitate “Evidence Based Planning” there are a
number of issues that need to be addressed, these include timeliness, capacity to use the data, format of
reporting of data, and the development of a systematised and institutionalised planning process. This
institutionalisation needs to take place at central, regional and school/community levels. These issues will
be more fully discussed later in this report.
1.1 Recommendations
a. That timeliness of data reporting be improved to suit institutional needs.
b. That capacity to use the data be developed among stakeholders.
c. That alternative formats of reporting of data be developed to differentiate between stakeholders.
d. That a systematised and institutionalised planning process be developed. This institutionalisation
need to take place at central, regional and school/community levels.
2 EMIS Tools
2.1 Findings and Analysis
This evaluation includes an exploration of the use schools make of a set of tools to assist in managing the
schools. These tools are inappropriately referred to as ‘EMIS tools’ and consist of a Class Register,
School Register, Student record card and a set of detailed instructions on their use. Unfortunately, the
timing of the visit to Zones coincided with school holidays and hence, discussions on their use with
teachers or principals were impossible. Their use was discussed with REOs and Ministry staff. They
estimated that Class registers are used by 80% of schools and school registers by 20% of schools. The
80% may be a bit optimistic since the 2006/7 draft report indicated that only 50% of school had received
the tools. The pupil record cards are very infrequently used, with one REO saying:
They are only used when a student changes schools.
One Zone indicated that these tools were to be a major monitoring focus in the new school year:
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