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Case Studies
Under an Asian Development Bank grant assistance project, [RETA 6089 Strengthening Results Based Management in Sector Agencies] Mongolia and Cambodia conducted a number of case studies to identify a number of areas in which results based management is or could assist in improving education service improvement. The case studies are presented on this website, grouped under four broad headings:
» Results
» Resources
» Organizations
» Processes
Results
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Cambodia and Mongolia have completed a number of diagnostic case studies that illustrate different aspects of RBM. Check out these case experiences which focus on Results.
Performance Agreements
Mongolia uses performance agreements to set out what education results are to be achieved by political and administrative units at central, provincial and local government level.
Measuring Performance
Measuring performance in education is a continuing challenge. This Mongolian case study proposes a set of new measures for results.
School Performance and Teacher Assessment
This is where target setting and performance monitoring is critical but how do you apply it to teachers and schools?. Cambodia has national targets but Mongolia provides for individual school target setting.
Judging Quality
How can quality be measured in Education and do Provincial educational units have the skills and experience to advise upon and monitor school quality performance? Mongolia case study grapples with this RBM problem.
Gender Target Setting and Planning
Getting the equitable gender balance is a targeted result in both Cambodia and Mongolia. In Cambodia, girls are underrepresented and In Mongolia, boys are under represented. This case study explains Cambodia's program to lift gender performance targets.
Enrolment
Lifting enrolment rates is the target but barriers to doing so include discretionary fees by schools that poor families could not afford. Cambodia has tackled this problem with an innovative program.
Sector Planning
How is education planning done in Cambodia so that top down aspirations match bottom up realities?
Monitoring
Cambodia does a great job of publishing their annual performance results at sector level.
Resources
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Cambodia and Mongolia have completed a number of diagnostic case studies that illustrate different aspects of RBM. Check out these case experiences which focus on Resources.
Funding programs
When Cambodia wanted to lift their enrolment results and avoid the delays and barriers of the usual budget funding practices, they came up with a series of program budgets that got funds directly to and accountable by schools. Read this case study to learn more.
Big and Small Schools dilemma
School funding can be wholly or partly based upon the number of students. The fairness of this approach is questioned because the economics of schools do differ because of size and other factors not directly related to the number of students. This case study examines small and large school funding in Mongolia and proposals for change.
Provincial demand forecasting
For provincial education leaders, it is not just a matter of ensuring good education services today but being able to sustain them over the medium term. That calls for forecasting demand and supply in sufficient time to initiate remedial action like building or acquiring facilities and train or redeploy teachers. This Cambodian case study demonstrates how forecasting can reveal trends that will require timely action to avoid crisis responses.
Ministry-donor partnership
In many countries, efforts to improve education have taken place with little coordination between donors and with the Ministry under pressure to implement initiatives advocated by each donor. This case study from Cambodia shows how these problems are avoided and ensures results and resources are aligned.
Finance - Education Cooperation
While getting results is the job of Education, the control over resources are typically with Ministries of Finance. Often there is a lack of cooperation and understanding between these two ministries with the result that education initiatives are frustrated. Cambodia has recognized the RBM benefits of achieving close cooperation and understanding between Finance and Education.
Organizations
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Cambodia and Mongolia have completed a number of diagnostic case studies that illustrate different aspects of RBM. Check out these case experiences which focus on Organization.
Structures and accountability
RBM relies upon having clear statements and chain of accountability. Job holders know what is to be achieved, how they will be measured and who they are accountable to. In Mongolia, performance agreements have been developed between political appointees - Minister to Governors and also between Minister and the department and provincial and district units. This case shows what is currently happening.
Education congress
Education involves many people at all levels from schools to central ministry. With so many involved, it is important that there are effective means of building an RBM culture that includes developing and communicating plans and targets and reviewing past results. Cambodia do this through their annual education congress. Read this case study for more information.
Cooperation between Ministries
There is often a lack of cooperation and understanding between the Education ministry and the Finance Ministry with the result that education initiatives are frustrated and suspicions arise that scarce funds are being wasted. Cambodia have avoided this situation by establishing a joint committee to promote understanding and cooperation. Read this case study to find out how the committee works.
Provincial capacity to evaluate quality
A major challenge for education officials is how to measure education quality and ensuring provincial educational units have the capacity to advise upon and assess quality performance. This case study from Mongolia examines this issue.
Donor - Ministry planning and monitoring arrangements
In many countries, efforts to improve education have taken place with little coordination between donors and with the Ministry under pressure to implement initiatives advocated by each donor. This case study from Cambodia shows how these problems are avoided and ensures results and resources are aligned.
Processes
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Cambodia and Mongolia have completed a number of diagnostic case studies that illustrate different aspects of RBM. Check out these case experiences which focus on Processes.
Management Information
The key to good planning and performance is having a reliable, timely information system. The basis for MIS is to understand what is wanted as performance indicators. Mongolia has recently reviewed its performance indicators and a copy of their proposals is available at this link.
IT Networks
With Education delivered through many schools, districts and provinces, it is both challenging and vital that good communications are in place. Good communications allows information, plans, performance and knowledge to be shared. Barriers to good communications include lack of electricity, few computers, lack of computer communication skills. This case study considers how to improve effective communications in Mongolia.
Internal Audit
Building confidence in Education's governance, the use of its funds and reliability of its reported performances is an important part of RBM. It gives confidence to Government, donors and the community about its education system. Education in Cambodia is an early adopter of this approach. Read this case study for more information.
Disputes Resolution
How can communities make their grievances on education results, resources and processes, known and get them resolved? This case study describes how Cambodia provides for resolving disputes in the complex task of delivering education.
School Performance monitoring - Good Practice School
How should school performance be judged and what can they be held accountable for. This case study illustrates how school performance is being dealt with in a good practice school
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