Implementing Education

Decentralization

Donald Winkler RTI International

EGAT/ED Global Sector Training Workshop

August 8, 2005

Why Focus on Decentralization?

Decentralization is a dominant policy direction in many countries.

Questions about design and implementation.

Questions about impact: Quality, equity, efficiency, and democratization.

Our EQUIP2 focus: Implementation, accountability, finance.

EQUIP2 Activities Knowledge sharing, development of

analytic framework, tools to facilitate implementation.

Policy and Country Briefs: Synthesis of good international practices—information, report cards, accountability, finance.

Decentralization Workshop: Develop toolkit to facilitate implementation.

International Experience Decentralization is global.

Long ago: Federal Countries Yesterday: Latin America Today: Asia and Africa.

What is Education Decentralization?

Two basic types of education decentralization:

School Autonomy: Delegate responsibilities to schools

Devolution: Devolve responsibilities to governments

Hybrid Model: Devolution with Autonomy

Education DecentralizationDevolution—Argentina, Brazil,

Indonesia, Pakistan, Spain

School Autonomy—El Salvador, Kenya, Nicaragua, Armenia, New Zealand

Hybrid—Egypt, Peru

Devolution: Argentina Rapid devolution to

provincial governments. Continued centralized

control at provincial level. Slow transformation of

central MOE. No impact at school level

despite major reform.

Autonomy: El Salvador Schools managed by community

associations [ACEs]—full autonomy. Rapidly increase access in remote areas. Capacity not a constraint. MOE capitation grants.

Hybrid: South Africa Devolution to provincial governments. School Governing Boards manage

budgets. Block grants to provinces and capitation

grants to schools. Increased access and fiscal equity. Important role of analysis.

Some Lessons Learned Devolution—little impact on quality. School autonomy—more promising. MOE--essential implementation role. Critical role of information and standards

in accountability. Active participation of parents and

teachers—necessary condition for quality.

Implementing Decentralization

“Big Bang” Decentralization policy designed and

implemented very quickly E.g. Indonesia (2 years), Argentina (6 months)

“Go Slow” Decentralization policy designed and

implemented over many years E.g. South Africa and Peru (4-5 years) Spain (20 years)

“Big Bang” vs. “Go Slow” “Big Bang” approach may result in poor

policy design that makes implementation difficult but quickly creates a fait accompli.

“Go Slow” gives policy makers time to pay attention to details and gives reform opponents time to block significant change.

Either approach has significant risks for successful implementation.

Education Decentralization Toolkit

Three day workshop for key stakeholders. Highly interactive exercises. Tools to:

Create a common vision Link decentralization to quality Identify obstacles to implementation Re-engineer processes Meet conditions for accountability Set priorities for moving ahead

Toolkit Objectives Identify obstacles to implementation Foster communication and build

consensus Develop agreement about priority

objectives Put the focus on teaching and learning in

the classroom Understand international lessons learned Create understanding of the complexity

and size of the implementation task. Realize the need to restructure the MOE to

support decentralized education

Education Decentralization Matrix

Function National Regional Local School

Governance

Finance

Personnel

Students

Curriculum

Facilities

Examples of Tools Reverse Process Engineering

Schematic Diagram: Reverse Process Engineering

National Government

Regional Education Departments

School Classroom Resource

Elements:

Agencies/Organizations

Actors/Decision Makers Financial Flows Discrete Decisions

Local Councils (Sakrebulos)

District (Rayon) Education Divisions

School Council

Egypt Experience Participants: Ministries of Education,

Higher Education, Finance, and Local Administration; Governorates

Content: Emphasis on design, focus on quality, communication,

international experience, identify Egyptian successes.

Resources on Decentralization

Additional Resources USAID web site: EQUIP2

www.equip123.net World Bank website

www1.worldbank.org/publicsector RTI Education Finance & Decentralization

Conference Website https://register.rti.org/EducationFinance/index.cfm

Implementing Education

Decentralization Three countries:

Peru [Fernando Bolaños] Uganda [David Bruns] Zambia [Cornelius Chipoma]

Three questions: Country setting and status of decentralization? Key difficulties in implementation? USAID assistance strategies?