The Modalities of the Management of Education Systems

Présentation au sujet: "The Modalities of the Management of Education Systems"— Transcription de la présentation:

1 The Modalities of the Management of Education Systems
By Mamadou Bassirou TOURE EMIS Specialist For: Sherif Yunus Hydara Project Manager Projects Coordination Unit (PCU) Ministry of Basic & Secondary Education (MoBSE)

2 Which Strategies for the management of the education Systems
The Internal and External efficiency ordinary project educational project The efficiency "common“ markets in the field of education International comparisons Inputs-Results Which Strategy for the educational management Based on the results, select the most cost-effective modes of organization What results? What methods of analysis? What methodological framework of reference?

3 Which Strategies for the management of the education Systems (Cont’)
Differentiation in the context of an "ordinary" project (Final) Objective : develop a region Analysis of the development factors (opening up hard to reach and/or remote areas ) Specifications Competitive Proposals Implementation Results 1 "technical" (opening Up hard to reach and/or remote areas ) Results 2 "final" (development area)

4 Internal and External Efficiency
Objectives Specifications Implementation Intermediary Objectives Attained Final Objectives Attained Internal Efficiency (technical) External Efficiency (finale) Evaluation

5 Application in the case of education
Final objectives (Too broad): professional and social integration of citizens, knowledge transfer, ... Specification = Programs Implementation Results (technical) in terms of learning and skills Results (final): economic and social integration, ....

6 Efficiency on ordinary Market
Results/Outputs Results/Outputs Unit Costs Unit Costs

7 Efficiency in Education
Results/Outputs Unit Costs

8 School Life Expectancy in terms of Education Expenditures in % GDP

9 Relation quality primary education (QPE) et Expenditure per student (UCPRIM) in 33 African ountries (circa 2000) 0,00 5,00 10,00 15,00 20,00 25,00 UCPRIM 40,00 50,00 60,00 70,00 QPE Angola Botswana Burkina Faso Burundi Cameroun RCA Tchad Comoros Côte d'Ivoire Guinée équatoriale Gambie Guinée-Bissau Kenya Lesotho Madagascar Malawi Mali Maurice Maroc Mozambique Namibie Niger Rwanda Senegal Sierra Leone Afrique du Sud Swaziland Togo Tunisia Ouganda Zambie Zimbabwe

10 Relation Schooling Unit Cost / Students’ performance(Tchad)
Source : PASEC

11 Literacy Rates After 6 Years Training

12 Efficiency in Education
Results B A Unit Cost

13 Efficiency in Education
Results D C B A Unit Cost

14 Why are Education Systems less Efficient?
Difficult to Experiment Complexe phenomena Public Sector (absence of « naturelle »regulation) Weak Evaluation culture Era of Education Systems Phenomena / Era of Policy Actions Negligence of financial considerations « Production Technologies » less known

15 What Strategy for Educational Management?
Invert the traditional Inputs=Outputs Based on the results to improve operations of the management Systems Use of adapted econometric methods suitable for estimating the impact of managment modes of organization Result = f (Students, context, methods of organization) Which Results/Outcome Indicators ? Internal and External efficiency  Learning School careers Behavior The integration Measuring effectiveness is insufficient: focus efficiency

16 Take into Consideration of costs and especially opportunity costs
The incremental approach applied to education: Taking into account the financial dimension initial conditions Take into Consideration of costs and especially opportunity costs Optimization as "strategic objective“ Some examples which underline the intersest /importance of a marginal approach to educational phenomena Illustration: should we increase the period allocated to initial teacher training?

17 Should we Increase the Initial Teacher Training Period. 1
Should we Increase the Initial Teacher Training Period? 1. Effect on Quality Q3 Q2 Q1 F1 F2 F3

18 Should we Increase the Initial Teacher Training Period? 2. Cost Effect
Cost /Salaries C3 C2 C1 Teacher Training (Years) F1 F2 F3

19 Should we Increase the Initial Teacher Training Period. 3
Should we Increase the Initial Teacher Training Period? 3. Cost Efficiency Analysis In terms of quality: Moving from F1 to F2 increases the quality from Q1 to Q2 In terms of costs: Moving from F1 to F2 increases expenditures from C1 to C2 The Ratio Cost / effectiveness introduces "exchange rate” between the alternative actions R1/2 = Q2-Q1/C2-C1 R1 / 2 measures the additional quality obtained by investing one additional unit of money in this activity We will compare R1 / 2 to R2 / 3 but also the ratio effectiveness/cost calculated for other activities (class size, textbooks, ..)

20 Optimisation In theory, calculation of cost-efficiency ratios for all factors of school organization Optimization: max quality / quantity at a given cost or minimum cost at a given quality/quantity The choice of a cost level determines the tradeoff between the number of children to be educated and the quality of learning. The above analysis fits into that because it allows to optimize the quality at a given cost

21 Unit Cost A2 (Quantity) E2 A1 (“Quality”) E1 Enrolment
With the Same Budget, Trade Off between the quantity of children to be enrolled and the unit Cost per student Unit Cost Enrolment A2 (Quantity) E2 A1 (“Quality”) E1 Budget Constraint Budget = Unit Cost x Enrolment UC1 UC2

22 quantity-quality Trade Off due to Budget Increase
Unit Cost Enrolment E2 A0 E0 B1 (Option “Quality”) B2 (Option Quantity) E1 Increasing Budget UC1 UC2 UC0

23 Distribution of Countries by Level of Resources Allocation at the Primary Level
Il existe une variété importante de coût unitaire suivant les pays. Alors que certains pays dépensent par élève du primaire 7% du PIB par habitant ou moins (Botswana, Gabon, Guinée Equatoriale, RDC, Togo), d’autres allouent jusqu'à 20% ou plus (Djibouti, Lesotho, Maroc, Namibie, Niger). Cette variété ne s’explique pas uniquement par les contextes culturels et/ou géographiques dans la mesure où des pays proches culturellement et géographiquement présentent des coûts unitaires très différenciés. Rq : La variété inter-pays est également très importante pour les autres cycles d’enseignement : de 14% du PIB par habitant (en Guinée Bissau, au Gabon ou à Maurice) à 63% (au Burundi) pour le niveau secondaire et d'environ 50% du PIB par habitant (en Afrique du Sud, au Gabon ou à Maurice) à 791% (en Mozambique) pour l’enseignement supérieur. La réalisation de la SPU nécessite dans certains pays soit d'augmenter les ressources pour le cycle primaire, soit de réduire la dépense par élève, soit les deux Des coûts unitaires trop élevés pénalisent la scolarisation primaire universelle. (i) Par exemple, parmi les pays à niveau moyen de ressources (entre 1 et 1,5% du PIB alloué aux dépenses courantes du cycle primaire – pays en rose sur le graphique), on observe que ceux dépensant par élève autour de 8-10% du PIB par habitant (Cameroun, Angola, Mozambique) présentent des TBS supérieurs à 100% (ii) alors qu’à l’extrême inverse, les pays où la dépense par élève est la plus élevée (autour de 20% du PIB par habitant) ne peuvent offrir qu’un TBS avoisinant les 50%, très inférieur à ce qu'il est nécessaire pour atteindre la SPU. Comment atteindre la SPU (TBS autour de 120%) Du fait de la liaison, à niveau donné de ressources, entre quantité et dépense unitaire, pour beaucoup de pays atteindre la scolarisation primaire universelle implique : - soit (1) de diminuer le coût unitaire, ce qui se matérialiserait sur le graphique par un déplacement sur une même courbe vers la gauche et donc vers le haut (augmentation du TBS) - soit (2) d'augmenter les ressources disponibles pour le cycle primaire ce qui correspond à un déplacement vertical sur le graphique (par exemple le passage d’une courbe à la courbe supérieure), - soit (3) les deux.