Strategic Review of the EDUCO Program - EQUIP123.net

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Strategic Review of the EDUCO ProgramJuly 2010also require a substantial administrative effort, to change the by-laws of the ACEs in each municipality,set up the CDE structure in each of more than 2,000 schools, and train principals and communities innew procedures and roles.The change in policy and transition process would be confusing for the ACEs and the teachers affected,as well as for the students and parents and public opinion in general. To reduce problems would requirea substantial investment in a public relations and communications plan. It would also require a largescaletraining and orientation program for supervisors, school principals, and ACEs to inform them ofthe implications of the change.Summary of the OptionsThe following table (Table 6) summarizes the different options presented here:Table 6. Summary of optionsOptionOption A.ContinueEDUCO asit currentlyesistsTable 6. Summary of optionsParallel SystemsOption B.EDUCO withchanges inteacher hiringImpact and contribution for improving educationAccess in ruraland poor schoolsStudent learningTeacher attendanceGrade repetitionRetention000000----00Impact and contribution for improving educationOption C.EDUCO withchanges in ACEs,stressing governance0++++Option D.The best of both+++++++++Unified SystemsOption E.Eliminate EDUCO--------Quality, learning,equity, efficiencyNo change ineither ACEsor CDEs.Lessaccountability inACEs; possiblylower parentmotivation; nochange in CDEs.Better administrationand focus ongovernance in ACEs;no impact on CDEs.Significant impacton ACEs andCDEs to improveadministration,clear rules, flexiblemanagement.Less accountabilityin ACEs and lowerlearning potential;loss of motivation ofparents in ACEs; moreteacher absences. Noimpact on CDE rules.44
Strategic Review of the EDUCO ProgramJuly 2010Administration and managementFinancial impactSchoolsTeachersMINEDAdministrativeburdenMINEDSchoolsAccountabilityOverall impact onteacherscommunity000000000--+++++---Unknown--Net impact on efficiency of administration and managementFinancial impact,accountability,administrativeburdenNo change ineither ACEsor CDEs.Savings forMINED fromlower teachersalaries andmore efficientadministration.Loweraccountability.Unclear impact onteachers—lowersalary, moresecurity. Noimpact on CDEs.Cost implications and complexity of implementationTimelineCostLegalBureaucraticCommunication000001 year-------Net implications of implementing optionEasiestand leastexpensive.Source: Prepared by authorsMedium costand complexity.40% of ruralteachers must betransferred andpositions created.Regulations mustbe changed in2,200 ACEs andpeople trained onchanges. Intensivecommunicationsprogram.-0++++0+Better schooladministration andbetter division ofresponsibilities. Fewertransfers to ACEs. Noimpact on CDEs.2-3 years--------Medium costand complexity.Regulations mustbe changed in 2,200ACEs and train themin new role. Intensivecommunicationsprogram.Depends on policiesDepends on policies---+++++++++Financial impacton schools dependson policies. Betteraccountability,role clarity, andefficiency for allACEs and CDEs.5 years------------Greater costand complexity.Amend GeneralEducation Lawand TeachingProfession Law.Effect on ACE/CDE regulationsin each school andstatus of all ACEand new teachers.----+++++--Unknown--Savings for MINEDfrom lower teachersalaries and fewertransfers to ACEs.More efficient as asingle system. Loweraccountability. Parentslose motivation. Noimpact on CDEs.1 year--------Medium cost andcomplexity to changeteachers and ACEs,but only for EDUCOschools.+++ Positive impact (maximum +++, medium ++, minimal +). Maximum implies great impact on all schools (ACE and CDE). Medium and minimal meansimpact on one model or the other, or moderate impact.--- Negative impact (maximum - - - , medium - -, minimal -).0 Neutral impacts. Does not change or improve current situation.45
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