The EFA Observatory and Role of NFE Monitoring · The EFA Observatory and Role of NFE Monitoring...

The EFA Observatory and Role of NFE Monitoring

Adapted from various presentations prepared by the UIS

UNESCOINSTITUTE for STATISTICS

Background

• The EFA 2000 Assessment drew attention to the vital role of statistics to monitor and evaluate the EFA goals

• Regular monitoring of the state of education is an essential part of the follow-up to Dakar

UNESCO INSTITUTE for STATISTICS

Background

Lesson learnt from EFA 2000 Assessment

A rush to acquire data toward the end of the evaluation period is

• Wasteful of resources• Inefficient efforts• Limited values


BackgroundConclusion from the Lesson learnt

• A culture of assessment should be established as regular manner

• The statistical work should be an integrated part of the regular data collection mechanism

• Continuous follow-up on data validation and regular contact with national data authorities will be required

• Strengthening national capacity is also essential part of the process


Creation of EFA Observatory

• Smooth collaboration and cooperation of EFA Assessment activities among the partners at various levels

• Formulation of proper mechanism, standard and indicators for the countries to carry out the EFA Assessment activities

• Validity of the collected and compiled data• Provision of technical resources if countries require

Being aware of important of the process and taking into account from the pervious experiences, it is urgent and essential to set up the technical body to assure:


Objectives

Collect, analyse and disseminate up-to-date information on the state of education required by countries, regions and the international community monitoring progress towards the goals of Education for All

Collect, analyse and disseminate up-to-date information on the state of education required by countries, regions and the international community monitoring progress towards the goals of Education for All


Basic principles

• There should be no duplication of data collection• International agencies should collaborate and share the

data• Data collection should reflect national needs• National statistical priorities should not be distorted• Data collection should utilize existing sources• Data strategy should be the building of technical

capacity• The data should be returned to the countries and

assistance given to ensure their effective exploitation• Data analysis and interpretation should be culturally

sensitiveUNESCO INSTITUTE for STATISTICS

Working modalities

• Supportive networks• Continuous consultation with national data providers• Collaborate with regional, sub-regional and field

levels partnership• Work in partnership with a wide range of other data

users• Recognize the voice from local while maintaining

global standard• Listen constructive suggestions and provide feedback


Chronological events of EFA Observatory• Discussion on an EFA Observatory was made on “The First

Meeting of the Working Group on EFA, 22-24 September 2000” at Paris

• In October 2000, the EFA Observatory was created within the UNESCO Institute for Statistics

• EFA Expert Meeting on Indicators, 25-26 June 2001

• Monitoring Report on Education for All, 2001 -http://www.unesco.org/education/efa/monitoring/monitoring_rep_contents.shtml

• Annual Sub-regional Workshops on Education Statistics

• Proposed Regional EFA Observatories

• Editorial committee on EFA Monitoring Report


Role of NGOs and Civil Societies

• Participate in national data collection and compilation on EFA data especially on non-formal education

• Promote awareness of EFA Observatory activities• Act as watch-dog for integrity of monitoring and

evaluation of EFA assessment• Participate in the development of EFA monitoring

and evaluation mechanism, system and indicators at national, sub-regional and regional levels

• Mobilize resources


Role of NFE-MIS and EFA Monitoring

• The EFA 2000 Assessment reported mainly on formal parts of the education system

• Dakar noted non-formal education plays an important role to present complete picture of EFA

• Little organized information exists• Requires firstly a mapping of NFE programmes and

activities at all levels

One of the specific goal at Dakar Framework is: Achievement of a 50% improvement in the levels of adult literacy by 2015


Nature of NFE

• Organized programmes at various levels• Diversity/ Flexibility in programme approaches• Regular/ ad hoc in frequency• Various actors and target groups• Concepts, definition and understanding vary among

actors • Monitoring mechanism not properly coordinated• Methodologies on monitoring require additional

development and testing• Distinction between formal/ nonformal education is

difficult in practice


NFE(Non-formal Education) – Identification criteria

All intentional and organized learning activities (with clearly defined location, target population, teaching-learning contents and methods, schedule and duration) that take place beyond the regular formal educational programmes in schools, universities and other educational institutions.

(NFE-MIS monitors all organized programmes that have not been monitored through regular school statistics)

Type of NFE

1. Adult literacy programmes2. Non-formal basic education3. Non-formal higher education4. Agricultural extension and rural development5. Industrial and service skill training6. Language training7. Religious education8. General culture and leisure education

Issues on developing NFE-MIS

• Concept and definition • Classifications (of NFE Programmes, Institutions, Learners,

etc..)• Standardization• Achieving complete data• Mobilization of all participants to Participate/ Cooperate in

monitoring mechanism• Ensuring coordination and data compatibility• Reinforcing skills and resources in monitoring mechanism• Sustainability (System based and not person based)


Required actions

• Development of measurement approaches and assessment methodologies of basic learning achievement

• Development of a methodological package to promote the systematic collection, analysis and dissemination of NFE data

• Development of tools to enhance the process of monitoring and evaluation of NFE programmes and activities

• Wide dissemination methodological package and tools, and support to NFE institutions (NGO, civil societies, centers) in countries to build consistent monitoring of NFE

• Collection of international comparable NFE data


Ssuggested approaches to develop a NFE-MIS

5-step approach: 1. conceptual and methodological development; 2. design of accompanying computer software to facilitate

country implementation; 3. pilot projects to test the methodology and software;4. finalization of technical materials(manual, handbooks,

software, instructions) for wide dissemination and implementation in building national NFE monitoring systems.

5. International collection and dissemination of information on NFE, also as part of EFA-DFU at the international level.


Steps to develop a NFE-MIS at country level

1. Need assessment and situation analysis2. Define the required information and indicators3. Collect baseline information on NFE Programmes

and Institutions4. Develop a code and classification system for NFE

programmes5. Organize a coordinated NFE monitoring mechanism6. Design standard core input/output forms7. Start testing system in small scale and gradually

expand to full coverage (Snowball approach)


Steps to develop a NFE-MIS Database

1. Identify the resource requirement to computerize the system

2. Allocate the resource for development and maintenance

3. Develop and test the computerized system4. Prepare the user manual5. Train the people6. Implementation7. Continuous adapting and upgrading


Current UNESCO actions on Development of NFE-MIS

• UIS – Revision of Manual for Statistics on Non-formal Education

• UNESCO ED/BAS/Lit – Development of handbook and software tool for building NFE-MIS at district level

• ACCU - Development of software tools “Mango” for Center-based NFE-MIS

• UNESCO Asia-Pacific Regional Bureau – Regional cooperation and collaboration mechanism (APPEAL)

• Similar activities in Africa and other regions


Integrated Methodological Package for monitoring NFE: Proposed components

• Manual for Statistics on Non-formal Education (UIS)• Handbook and software tool for building NFE-MIS at

district level (UNESCO ED/BAS/Lit)• Center-based NFE-MIS (ACCU, UNESCO Bangkok)• Pilot project reports• Impact studies• Web resources• Measurement methodologies for Basic Learning

Assessment



UNESCO Conceptual framework and classification on NFE

Area focused NFE-MIS



Institutional based NFE-MIS



Integrated NFE-MIS



Resources

Impact

studies

Integrated NFE-MIS


UNESCO Conceptual framework and classification on LLL

Resources

Impact

studies

Integrated LLL-MIS

UIS concerned on development of NFE monitoring mechanismWhile other partner sectors and agencies are developing tools to process and disseminate information on NFE with appropriate methodological materials, UIS will be more concerned on:

• Development of the concept and methodology on NFE data collection (1996 manual)

• Development of NFE statistics and indicators• Standardization and classification of NFE related

indicators• collecting and disseminating international NFE

statistics and indicators with special regard to EFA monitoring


Development issues and prospects

• Increasing awareness and need for monitoring NFE• Standard concepts and methodologies are taking shape

but required more implementation and feedback• Needing pragmatic and systematic implementation at

national, district, local levels (Snowball approach)• Mobilization of commitment and support to develop NFE

monitoring system• Proper and full utilization of information• Forward looking on monitoring for lifelong learning


True EFA

All type of Education for All people

at all times


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