External mid-term evaluation : improving the efficiency of education systems II

External evaluation covers the period 1984-5/88. Training in data collection and the use of simple computer models has been the principal activity to improve institutional capacity in planning and analysis. The impact of training is probably restricted by language and software problems. Workshop instruction is in English, the language of the instructor, even though the English-speaking ability of the trainees is very limited. Although most software is written in English, it does not appear cost-effective to teach English prior to training in computer use. A second problem is the use of software which is not supported within the country. In the knowledge-building component, the project has invested substantial effort and funds in conducting sector assessments, but has neglected to provide for sufficient translation and distribution. In general, distribution has been limited to key policymakers in the various government ministries and donor agencies. This distribution has often been only in English (except for a translated executive summary), thereby limiting the potential audience to high-level officials with educational and travel experiences in the West. The project has largely ignored its goals of disseminating the lessons learned in asssessment technology and developing an information network for education policy issues among other countries. Policy-related R&D varies widely across countries. In some (e.g., Botswana and Nepal), researchers are well qualified and expectations are high regarding the quality of the product. In other countries, the investigators lack either the skills or enthusiasm for the specified research project. The amount of TA to investigators and the interaction between investigators working on similar themes does not appear adequate to assure high-quality products. The project has also failed to systematically promote knowledge networks within countries and to develop a dialogue with the larger scholarly and practitioner community. The project should also collaborate more with A.I.D.'s BRIDGES project, led by Harvard University, which aims to develop strategies for future education initiatives. The impact of project activities on efficiency and costs cannot yet be determined, though the familiarity of selected individuals in the education and planning ministries with the findings of the sector assessments suggests at least an indirect influence on educational policy and resource allocation. However, some governments have announced educational policies which would not be supported by the sector assessments and have failed to back policies supported by the assessments.