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Sajjad Awan PhD Scholar TE
Planning

1
Indicators for Educational
Planning
…..all you wanted to know

about indicators but were
afraid to ask
Sajjad Awan PhD Scholar TE
Planning

3
Why indicators?
• More complex education systems
• Greater need for information-based
decision making
• Transparency in us...
How is the information used?
• Political rather than rational imperatives
rule (EFA, FTI, Catalytic Funds etc)
• Need for ...
What do indicators attempt to
do?
• Show the evolution of the education
system
• Underscore the trends
• Highlight problem...
Defining an indicator
• A tool which gives a sense of the state of the
education system and reports on that state to
the w...
The capacity of an indicator
•
•
•
•

Measures how close one is to an objective
Identifies problematic situations
Meets po...
How should indicators work?
• Indicators should work like a control panel
or like the warning lights on a car
• They indic...
The hierarchy of evaluation

• Goal
• Purpose
• Objectives
• Indicators (OVIs)

Sajjad Awan PhD Scholar TE
Planning

10
An example from Uganda
Goal: to increase the efficiency and effectiveness
of secondary education
Purpose: To improve the q...
What kind of indicators could we
construct to measure these
outputs?
• Which are PROCESS issues?
• Which are PRODUCT/OUTCO...
An example from Bangladesh
See the paper from PEDP II –
• Are you satisfied with the categories of
Outcome, System and Pro...
Per Dalin and his ‘Development
Chain’
• The need to develop indicators for
The Pilot Phase
The Implementation Stage
The Ea...
A final word on the Log Frame
• A mixed audience of believers and non-believers
• The Log Frame apparently offers a techno...
THANKS
Sajjad Awan PhD Scholar TE
Planning

16
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Why indicators for educational planning by sajjad awan ph d scholar te planning

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Why indicators for educational planning by sajjad awan ph d scholar te planning

  1. 1. Sajjad Awan PhD Scholar TE Planning 1
  2. 2. Indicators for Educational Planning …..all you wanted to know about indicators but were afraid to ask
  3. 3. Sajjad Awan PhD Scholar TE Planning 3
  4. 4. Why indicators? • More complex education systems • Greater need for information-based decision making • Transparency in use of funds • Targets harder to attain: more diagnosis needed • Monitoring and evaluation more a part of the accountability requirement Sajjad Awan PhD Scholar TE Planning 4
  5. 5. How is the information used? • Political rather than rational imperatives rule (EFA, FTI, Catalytic Funds etc) • Need for more accessible information • Need to assess the functioning of the education system in all facets • Assessment must be easy to interpret • Description of the system must be understandable Sajjad Awan PhD Scholar TE Planning 5
  6. 6. What do indicators attempt to do? • Show the evolution of the education system • Underscore the trends • Highlight problems Sajjad Awan PhD Scholar TE Planning 6
  7. 7. Defining an indicator • A tool which gives a sense of the state of the education system and reports on that state to the whole community • Its characteristics are: - its relevance - its ability to summarise information - its relationship to other indicators - its precision and comparability - its reliability Sajjad Awan PhD Scholar TE Planning 7
  8. 8. The capacity of an indicator • • • • Measures how close one is to an objective Identifies problematic situations Meets policy concerns Answers questions regarding policy choices • Compares the state of play to a standard or reference value Sajjad Awan PhD Scholar TE Planning 8
  9. 9. How should indicators work? • Indicators should work like a control panel or like the warning lights on a car • They indicate that there is a problem or that an objective has been fulfilled or is on the way to fulfilment • A specialist then addresses the problem • An indicator is not a target or an objective • It only illustrates progress towards a target • It is a signpost not a destination Sajjad Awan PhD Scholar TE Planning 9
  10. 10. The hierarchy of evaluation • Goal • Purpose • Objectives • Indicators (OVIs) Sajjad Awan PhD Scholar TE Planning 10
  11. 11. An example from Uganda Goal: to increase the efficiency and effectiveness of secondary education Purpose: To improve the quality of teaching and learning of English, maths and science Outputs: a) TRCs established and functioning b) In-service teacher education upgrades knowledge and skills c) Provision of materials d) Systems for sustainability in place e) Gender biases addressed in TRCs and in-service teacher education Sajjad Awan PhD Scholar TE Planning 11
  12. 12. What kind of indicators could we construct to measure these outputs? • Which are PROCESS issues? • Which are PRODUCT/OUTCOME issues? Sajjad Awan PhD Scholar TE Planning 12
  13. 13. An example from Bangladesh See the paper from PEDP II – • Are you satisfied with the categories of Outcome, System and Process Indicators – all of which come under the (ADB) heading of Key Performance Indicators ? • Do these indicators satisfy our criteria of relevance, ability to summarise information, relating well to other indicators, precision and comparability, reliability? • How does the approach compare with that of Kenya ? Sajjad Awan PhD Scholar TE Planning 13
  14. 14. Per Dalin and his ‘Development Chain’ • The need to develop indicators for The Pilot Phase The Implementation Stage The Early Institutionalisation Stage The Institutionalisation Stage The Dissemination Stage Sajjad Awan PhD Scholar TE Planning 14
  15. 15. A final word on the Log Frame • A mixed audience of believers and non-believers • The Log Frame apparently offers a technology for evaluation through its structure • Its limitations are – the underlying theory of causation (the output is purely the result of the input), its human capital theoretical basis, its inflexibility in terms of unexpected change, its over-simplification of purpose Sajjad Awan PhD Scholar TE Planning 15
  16. 16. THANKS Sajjad Awan PhD Scholar TE Planning 16

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