Primary Education Survey Evaluation Report Somalia - Somali - JNA

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PES Evaluation Report, 2008 • A school report that should be provided within 3 months of data collection. This report can also be used as a data validation check. In addition it can be used by schools and CECs for planning processes and development of school improvement plans. • District reports that reflect education conditions within the district generally and allow schools and CECs to benchmark themselves and district officers to determine priorities • Regional reports that reflect education conditions across regions and allow for comparison of progress between regions. • Zone and Somalia reports that that provide a summary of major EFA indicators and trends disaggregated by Region, gender and Rural/Urban. The tables in the current report would be available by front end module to data base. • A set of thematic reports that would change from year to year and would provide deeper analysis of EMIS data of issues of specific relevance. This might include gender, vulnerable and marginalised children, water and sanitation, condition of building or impact of specific programmes. It is expected that specialist technical assistance would be required to support this work. This technical assistance would be supported by a variety of interested agencies. • The capacity to interrogate the data base using the query module of Access would be developed at Zone level and would be available for generating specialised reports for stakeholders In preparing these reports specific attention should be paid to the technical capacity of the target group to interpret and use the reports. It has been suggested that a glossary of terms be included in each report to enhance readability. To make more explicit the thoughts behind the need for alternative reporting formats, a set of indicative data needs and how they might be used have been developed and included as Appendix7. They address a range of specific school, district and regional issues that are common issues in emerging education systems. They provide some direction as to how evidence based planning might begin. An emerging form of reporting is in the form of Maps. The EU has funded the Food and Agriculture Organisation to develop a Somalia Dynamic Atlas. Data from the EMIS should systematically be integrated into a comparable atlas via GIS software. This format provides a useful form of collating data sets and providing easily accessed information in map form with associated attachments and tables. The GPS coordinates that have been collected in the PES will facilitate this synthesis. Such a synthesis is discussed further in the coordination section of this report. DEVINFO format of reporting should also be considered. DEVINFO is a data base format commonly used in developing countries for providing access to key data and indicators across a wide range of areas, including education, health, population, WASH, etc. It is not country specific and hence the data of many countries can be accessed using this format. It has become evident that there is little capacity in some zones in the areas of evidence based planning, monitoring of progress at various levels of the system, or school improvement planning. It will not be adequate to merely produce reports. It will therefore be necessary for support and training to be provided for many levels of the MoE, on how to use the reports to improve the education outcomes for the children of Somalia. There already exists Community Education Committees (CEC) that provide support for education at the local level. Additionally, UNICEF is supporting a Community Development Project that aims to empower local communities to harness resources through identifying local needs and priorities, and proposal writing. These structures can be used to enhance education ownership at the local level. By linking to Community Development Committees (CDCs) this process can be used to mobilise resources. This process could be strengthened in the field of education by providing school/community reports that focus on reporting local conditions and facilities together with relevant comparisons. Such reports could be used to underpin local proposal development 34
PES Evaluation Report, 2008 2.2 Recommendations a. That the draft 2006/2007 report should not be published in its current form. b. That a set of target groups are identified and reports designed specifically for each group. This process should also be supported by a front end module built for the access data base that can be flexibly accessed by a variety of users without the technical capacity to use the query module of Access. c. That reports include a school/CEC report, District reports, Regional reports, Zone and Somalia compact reports that provide a summary of major EFA indicators and trends disaggregated by Region, gender and Rural/Urban, and a set of thematic reports that would change from year to year and would provide deeper analysis of EMIS data of issues of specific relevance. d. That the capacity to extract information from the Access data base using the Query module of Access be developed at Zone level among those responsible for data base management. e. That Data from the EMIS be systematically integrated into an Atlas via GIS software f. That necessary support and training be provided for many levels of the MoE, on how to use and interpret the reports. D. IMPACT Findings and Analysis The impact of such survey instruments as PES is difficult to measure in objective terms. This study has attempted to assess impact by making inquiries with regard to the use and status of the PES report. Use of the PES by NGO and UN agencies has been reported earlier in this report, and indicates extensive use of the data and indicators by all agencies contacted. In particular it has allowed participation in EFA reporting and the setting of appropriate Millennium Development Goals. The general view is that the PES is the only significant information source in the sector for Somalia. These positive responses tend to indicate the perception that the PES reports are a valued and reliable instrument for planning in the sector. To the extent that the PES is having an impact on or “contribute to increased enrolment rates, greater opportunities for girls, increased numbers of teachers and a larger number of quality schools” (Appendix 2) can only be measured in the success of the programmes that are underpinned by the survey. The way in which the survey data underpinned proposals and programme development described by agencies earlier is evidence of this critical link. It is therefore necessary to look at the trend studies to quantify the impact of the efforts in the sector. One example is provided here to make the point. The number of children in schools has increased from approximately 150000 in 1999 to just fewer than 400000 in 2007. This trend has been consistent over the last ten years and applies to all three zones, with the exception of a decline in enrolments in the CSZ in the last year of measurement. The Gross Enrolment Ratio (GER) has also increased across all three zones in the last ten years. The juxtaposition of the PES and this increase in enrolment and GER does not establish cause and effect directly, but is indicative of some success in the sector when viewed holistically. While these judgements of impact can be made, there have been identified in this report a number of EFA indicators that cannot be calculated due to the data not being collected. Examples of these are net enrolment rations, and survival and efficiency indicators. The impact of the PES would be enhanced by the inclusion of these data and indicators. While there is evidence of impact at the macro level of agency planning, there is little evidence of a significant impact of the survey at either ministry level or at regional, school or community level. This is probably a result of capacity constraints and a lack of a wide ranging and flexible reporting structure. Strategies have been identified above to improve performance and impact in these areas. These include the decentralization of survey strategies and data use to enhance ownership of the processes involved. The emergence of evidence driven planning is one of these processes that will be associated with improved impact. 35
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