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By Binta Rassouloula Aw and Kassa Diagne

Biennial Meeting on Education in Africa 2006 27, 28, 29, 30 and 31 March 2006, Libreville, Gabon « Study on Costs and Financing of Literacy in Senegal». By Binta Rassouloula Aw and Kassa Diagne. CONSTRAINTS High demand for education Monitoring and evaluation device not functional

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By Binta Rassouloula Aw and Kassa Diagne

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  1. Biennial Meeting on Education in Africa 2006 27, 28, 29, 30 and 31 March 2006, Libreville, Gabon« Study on Costs and Financing of Literacy in Senegal» By Binta Rassouloula Aw and Kassa Diagne

  2. CONSTRAINTS High demand for education Monitoring and evaluation device not functional Unit costs unknown Competition with other education sectors Increasing poverty NEEDS Development of human capital as a prerequisite for social progress and economic growth   Combatting illiteracy as a condition for enhancing individual and collective well being. Demand for education resulting from population growth and dwindling rate of enrollment over the last few years Issues

  3. Analysis Intersectoral approach InSenegal, priority given to the education sector which has been receiving 40% of the budget since 2003

  4. ANALYSIS (contd.) Intersectoral approach Order of priority of education sub-sectors: • Primary education: 31.97% • Middle and general secondary education: 24.75% • Technical education and vocational training: 2.13% • Higher education: 17.31% • Pre-school education: 0.72% • Literacy: 0.77% • Administrative management: 22.35% • Total: 100%

  5. ANALYSIS (end) Structure of unit cost for a sub-project of 10 classes with 3 streams of 300 pupils (e.g. World Bank project) • Staff training: 2 970 000Fcfa • Teaching aids: 6 210 000Fcfa • Equipment: 2 160 000Fcfa • Monitoring and Evaluation: 2 970 000Fcfa • Staff allowances: 10 000 000Fcfa • Operations: 540 000Fcfa • Activities to ensure sustainability: 800 000Fcfa • Support for institution: 1 350 000Fcfa Total : cost of grant per pupil: 30 000Fcfa + 2500Fcfa (participation per pupil) OTHER UNIT COSTS CIDA/ cost of grant per pupil: 15 000 + 2500 (participation) = 17 500 FCFA   COUNTRY/Government: cost of grant: 6000 + 2500 = 8500 F

  6. Sources of funding Internal sources of funding: • State budget: • Annual allocation to communities :159 million FCFA for the COUNTRY-State, • Annual budget for counterpart financing for existing projects: 50 million • Household contribution: • Community Participation: 2500fcfa per pupil • Other sources : sectoral projects domiciled in technical Ministries (Fishery, Livestock, Social Development, Agriculture ; etc. ….), development societies (SODEFITEX ; SODEVA ; SAED etc.…) ; National NGOS. Financial information not available External sources of funding: • Bilateral and multilateral cooperation for the 1995-2005 decade: • -World Bank: 12.6 billion • -CIDA : 13. 6 billion • GTZ : data not available  b) Other sources : not identified

  7. Sources of funding (contd.) • Observation 1 : the bulk of State funding goes to management and only a small part is reserved for literacy activities: emphasis is placed on operations. • Observation 2 : funds coming from financial partners total more than 26 billion (from 1995 to 2005) and are usually allotted to learning. Funds come mainly from the World Bank 39%, CIDA 47% and German Cooperation - GTZ 14%( emphasis on capital projects) • Observation 3 : the private sector and local communities are almost absent from sources of funding.

  8. What factors to combine to create a suitable financing model? • The analysis will start by identifying the pertinent structure to be retained (e.g. structure of categories of teachers to be considered); • Will also make provision for generation of coherent data (not to be under-estimated) for the different variables retained in the structure of the model for the base year. • Finally will highlight the potential relevance which is different from strategies that may be considered in developing qualitative and quantitative literacy in the different programmes.

  9. At the crossroads of supply and demand • The first is that the provision of educational services is at the crossroads of factors of supply and demand and that while supply side constraints do indeed exist, sometimes there are constraints of demand and these should be borne in mind. • The second very strong element is that even if resources are generally sufficient, they should be adequately distributed to the literacy centres and reflected in learning results at local level. However, significant progress should be made at both levels.

  10. Outline of an acceptable cost: elements of the structure 1- General background data: Duration of programme in terms of: • quantum per hour and number of months • Continuous or non-continuous system presented in form of sessions or levels 2-Personnel of the sub-project 3-Teaching aids 4- Management activities relating to the sub-project 5- Support for institutions 6- Community participation

  11. Key factors of success • Every expenditure to be voted with an eye on results • Donor confidence to be maintained  • Unit costs to be reduced • Approach of sustainable financing to be adopted. • Internal performance of literacy classes to be improved. • Monitoring and evaluation system of programmes to be enhanced.

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