Post on 29-Dec-2015
Developing planning capacities in Developing planning capacities in fragile contexts – the Afghanistan fragile contexts – the Afghanistan experienceexperience
IIEP Summer School 20-31 July 2009Rebuilding resilience: planning education in « fragile contexts »
Strategic planningThe strategic planning cycle
Medium term strategic plan
Final evaluation
Monitoring implementation
Yearly operational plans
+ MTEF
+ Budget
Strategic sector planningBasic logical steps of the plan preparation
1. Situation analysis
2. Vision, goal and target setting
3. Assessment of proposed targets’ feasibility
4. Formulation of priority action programs
5. Preparation of financial framework
6. Preparation of monitoring framework
7. Consolidation of draft sector plan
8. Final revision and adoption of the plan
9. Preparation of yearly operational plans
Involvement of
nationaland
internationalstakeholders
Session outlineSession outline1. Reflection in groups2. Development of National Education
Strategic Plans3. Capacity development for strategic
planning4. Principles of intervention5. How strategic planning strengthens the
education system6. Capacity development model7. Key messages
Reflection in groupsReflection in groupsEach group picks one questionYou have 20 minutesDiscuss and write your key points on the
flipchartAppoint a reporterMake a short presentation
QuestionsQuestionsGroup 1: What are the obstacles or challenges to
planning in situations of fragility?Group 2: What are the benefits of educational
planning in situations of fragility?Group 3: What are the benefits of educational
planning in situations of fragility?Group 4: Who should be involved in the planning
process? At which level of the system? (Be specific)
Group 5: What are the main differences between planning education development in fragile situations and planning in normal circumstances?
Population:33,6 million (July 2009)Growth rate: 2.63%
Life expectancy: 44.6 y
Ethnic groups:Pashtun 42%, Tajik 27%, Hazara 9%, Uzbek 9%, Aimak 4%, Turkmen 3%, Baloch 2%, other 4%
Languages:Dari (official) 50%, Pashto (official) 35%, Uzbek and Turkmen 11%, 30 minor languages
Islamic Republic
34 provinces
Strong international presence (ISAF and humanitarian/development partners)
Education overviewEducation overview6.3 million in schools in 2008 (34% girls)
(only 900,000 total in 2001)50% primary school age children out of
school24% literacy (32% male, 13% female)12,000 primary and secondary schools160,000 teachers (24% qualified)Equity issues: girls and women;
urban/rural; province/province disparities
Development of National Education Development of National Education Strategic PlansStrategic Plans
MoE-IIEP cooperation started in May 2002MoHE Strategic Plan, 2004Strategic Planning and Capacity
Development Project, 2006-2009First National Education Strategic Plan
(NESP) 2006-2010 started 2006NESP II 2010-2014 started 2008
Development of National Education Development of National Education Strategic Plans (2)Strategic Plans (2)At the start of NESP I:Not enough qualified personnelWeak managementAbsence of (reliable) data – EMISWorsening security situationBut, strong political leadership for plan
development
Development of National Education Development of National Education Strategic Plans (3)Strategic Plans (3)At the start of NESP II, many challenges remained, but:Consultation effortsJoint review process / donor harmonizationIncreasing technical capacity / autonomyEMIS in place at national level / School SurveySchool mapping underwayTeacher registration underwayNew MoE structure
Capacity development for strategic Capacity development for strategic planningplanningVariety of capacity development
approaches◦Formal training workshops in country◦ In-depth training (Masters at IIEP)◦Technical assistance as a training modality (no
substitution)◦Generic skills training (English, computer)◦Recruitment of national TAs (conditional to MoE
recruitment)◦Attempt to train trainers◦Coaching/mentoring in country and at a distance
Collaboration with other agencies / TAs
Principles of interventionPrinciples of interventionParticipatory approach (involvement of actors
within and outside MoE)Gender sensitive approach – positive
discriminationHands-on work works bestSupport donor harmonization (joint review of
NESP implementation)Plea for long-term support to capacity
development (predictability) Plea for institutional cooperation (sustainable)Support future SWAp perspective
How strategic planning strengthens How strategic planning strengthens the education systemthe education systemContributes to State building Puts the Ministry of Education in the leading
position Improves internal/external communicationCreates better synergy among the different
Ministry departments and autonomous bodies
Facilitates coordination with and between donors (alignment)
Increases the efficiency of service delivery by the Ministry
How strategic planning strengthens How strategic planning strengthens the education system (2)the education system (2)Creates national ownership of and
mobilization for educationUrges MoE to restructureUrges MoE to manage better (ex: merit-
based recruitment, decentralization, school councils etc.)
Is a catalyst for systems development (EMIS, AFMIS, program budgeting, teacher registration, school mapping etc.)
Is a trigger for capacity development Increases technical self-confidence
Challenges & Challenges & weaknessesweaknessesSecurityQuality Implementation (operational planning)Reaching provincial/district levelLinking plan to budget Top-down vs. bottom-up planningDevelop capacities while delivering
servicesStaff turnover, « brain drain » or deathAid coordination
Capacity development modelCapacity development model1. In-country training2. In-depth training for selected staff3. Sector plan preparation focused on
process (more than product)4. Plan implementation / revision5. Decentralized (provincial) level6. Building national training capacity +
institutional arrangements7. Phase out? Remain involved? How?
Key messagesKey messagesPolitical will and leadershipFoster participationLong-term involvement (financial and
institutional)Flexibility of aidTrust-buildingSelf-confidence restoration Agree with MoE on how far to be
involved in policies and substance
Key messagesKey messagesAvoid substitution (despite temptation)Do not distort with high salariesAlly with like-minded partnersBe prepared to invest to start all over
againBe prepared to take risks