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UIS Support to Countries in SSA

UIS Regional Workshop for Anglophone AfricaAddis Ababa, EthiopiaNovember 4-8, 2012

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UIS Support to Countries

• UIS Field presence in SSA• Capacity Building activities

– Data Plans– Education Finance– DQAF– Support to EMIS– Training materials

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UIS field presence (before UNESCO Reform)

Dakar

Bamako

Yaoundé

Nairobi

Dar es Salaam

Windhoek

Not systematically covered

BotswanaEthiopiaEritreaGambiaGhana KenyaLesothoLiberia MalawiMauritiusMozambiqueNamibiaNigeriaSeychellesSierra leoneSomaliaSouth AfricaSouth SudanSwazilandTanzaniaUgandaZambiaZimbabwe

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UIS field presence in SSAAnglophone countries coverage

DakarMélanie Smuga

GambiaLiberia Sierra leone

Yacine Fall Ghana Nigeria

Nairobi Inge Vervloesem

ErithreaEthiopiaKenyaMauritiusSeychellesSomaliaTanzaniaUgandaSouth Sudan

? Monica Githaiga

BotswanaLesothoMalawiMozambiqueNamibiaSouth AfricaSwazilandZambiaZimbabwe

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UIS field presence in SSA

• The NESIS (1991) – ADEA WGEMPS• SCB Programme (2002 – 2006)• UIS presence has grown significantly since 2009 with

the creation of statistical advisory posts– Support through UNESCO Offices– Repositioning modelled on the UNESCO Reform– End of projects direct implementation– Funding by UIS / UNESCO (CapEFA and regular program) /

Other partners– Responsibility by country for support to international

reporting– Support from the whole team for capacity building

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UIS Capacity Building activities

• Support to international reporting– Site visits to support UIS questionnaires reporting (56 missions

conducted by UIS field staff in 2012)– Data plans– Financial data– ISCED– Regional module

• Diagnoses using DQAF• Development of Action Plans• Support to EMIS• Support Education Sector Analysis (with Pole de Dakar)• Support to UNESCO’s programs (Teachers Diagnostics, Cap

EFA)• Development of training materials

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Data Plan: UIS capacity building on international reporting

• Training session (1-2 weeks) in situ for a team of staff concerned with UIS reporting

• Objectives:– Improve the understanding and Facilitate the

completion of questionnaires– Generate buy-in and support of the Ministry staff– Contribute to the improvement of education data

collection at the national level– Focusing on sustainability as it provides a country

specific documentation

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Data Plans conducted

Burkina FasoMaliSenegalBeninTogoCARCameroonTchad GambiaNigeriaNamibia South AfricaBotswanaTanzania

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Support to Education Finance data

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MaliBurkina FasoTogoCAR GambiaRwandaMalawiGhana

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DQAF: History & Context

• Initially (2002) developed by the IMF to assess the quality of macro-economic statistical series

• In 2004, the World Bank and UIS modified it for use in the evaluation of education data

• For several years, UIS has engaged in diagnostic assessments of national education statistics systems using the DQAF methodology - in Latin American and in Sub-Saharan Africa (SSA) between 2005 and 2006

• Between 2008 and 2011, within the UNESCO support to the AU Second Decade of Education action plan, SADC and other RECs, 17 DQAF were conducted in SSA

• Inconsistencies in the structure of the instrument and in the relevance of some items as well as the need for standard scoring guide lines and other methodological issues have been identified

• After stabilisation and development of documentation, the DQAF is now a UIS Official Instrument

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DQAF: Six data quality dimensions

0. Prerequisites for quality 1. Integrity

2. Methodological

Soundness

3. Accurate & reliable 4. Serviceable 5. Accessible

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DQAF: 21 sub dimensions

0. Prerequisites

0.1 Legal and

Institutional Environment

0.2 Resources

0.3 Relevance

0.3 Quality

Awareness

1. Integrity

.1 Professionalism

.2 Transparency

.3 Ethical

Standards

2. Sound methodology

.1 Concepts and

Definitions

.2 Scope

.3 Classification

.4 Basis for recording

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DQAF: 21 sub dimensions

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3. Reliable

.1 Source data

available

.2 Source data

regularly assessed

.3 Statistical techniques

.4 Regular

assessment of intermediate

data

.5 Revision studies

4. Serviceable

.1Data

disseminated are timely and at

regular intervals

.2 Statistics are

consistent

5. Accessible

.1 Statistics are

presented in a clear manner

.2 Accessible &

pertinent metadata

.3 User assistance

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DQAF: Elements of scoring

• The scoring is done for each data producing unit part of the exercise and for each of the 140 practices of the framework– Practice not observed (scored 1)– Practice largely not observed (scored 2)– Practice largely observed (scored 3)– Practice observed (scored 4)– Not applicable

• During The fact finding mission, the group of experts will discuss each of the 140 practices of the DQAF and will score it using the dedicated Matrix

• Whenever is possible, recommendations will be provided to suggest possible improvements

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DQAF Conducted

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EMIS Action Plans

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Country DQAF Action PlanBotswana 2011 Validated Eritrea Ethiopia 2004 Validated ImplementedGambia Ghana 2004 Validated ImplementedKenya 2010 Validated On progressLesotho 2009 Liberia Malawi 2011 Validated DoneMauritius 2011 Mozambique 2009 Validated PostponedNamibia 2011 Validated PostponedNigeria 2003 Validated ProposalSeychelles Sierra leone Somalia South Africa 2009 Validated Recom.South Sudan Swaziland 2009 Validated Tanzania 2010 Validated ESMISUganda 2004 Validated ImplementedZambia 2009 In countryZimbabwe 2010 In country

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Support to EMIS: Operational mode

• Data analysis– Through consultants or other UNESCO teams

• Data quality (EMIS)– Increasing number of requests from

countries for UIS EMIS tools– We work with a group of consultants that we

know and have trained• Customization• statistical reports design and automation• Trainings in use and administration• Deployment• Maintenance

– UIS keeps the scientific direction and ensures quality process

• Development of Action Plans• Support to data needs definition• Provide free software• Monitoring of the system evolution

Data Analysis and Use

Data Quality

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Countries using UIS EMIS tools

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Development of training modules

• DQAF SADC– Education finance statistics– Data Analysis– Methodology for data reconciliation of different data sources– Methodology for data cleaning– Education data quality assessment– Publication release and dissemination strategy– School records management system– Data collection processes

• Partnerships with Regional training Institutions– ENSEA & EASTC– Editorial committee– Trainings

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Thank you

Marc Bernal, UIS Regional Advisorm.bernal@unesco.org

UNESCO Dakar