Monitoring
Inputs and Infrastructure - Policy Lever
Essence
This lever measures the extent to which there is a monitoring system in place to ensure that mandated inputs and infrastructure are in fact available at the schools. This set of questions will cover three aspects: 1) Is there someone monitoring? 2) Is there a system monitoring all schools? And 3) is the community involved in the monitoring?
Indicator
A score ranging from 1 to 5, calculated based on 16 policy questions. Responses are scored according to a rubric that considers the factors associated with good monitoring systems for inputs and infrastructure. Two scores are reported: one for de jure policy existence and one for de facto policy implementation.
Background
To ensure that all schools meet the standards for inputs and infrastructure, there must be some form of monitoring system in place. This system should assess whether all schools have certain mandated factors (such as functioning toilets), identifying the schools that are not in compliance with the standards and thus are in need of further support. In the event that funding has been allocated for a particular input or infrastructure aspect in a school, monitoring also makes it more likely that the investment materializes into the desired inputs (Collier & Hoeffler 2005). In the end, monitoring learning conditions should provide policymakers with information and tools to better address the needs and problems of schools (Amin et al. 2008).
Policy Survey
School Survey
Instrument Used for Measurement
Measurement Approach
The 16 questions that make up this indicator can be found in the Policy Survey as well as the School Information module that is part of the broader School Survey. They ask about the (de facto and de jure) monitoring practices associated with each of the inputs and infrastructure aspects being tracked as part of the GEPD. For example:
(de facto) Is there someone monitoring that basic inputs are available to the students at the school? Basic inputs include: functioning blackboard, chalk, pens, pencils, textbooks, exercise books in 4th-grade classrooms, basic classroom furniture, and at least one computer in the schools.
(de jure) Is the task of monitoring all basic inputs clearly allocated in the legislation?
(de facto) What are the inputs that are being monitored?
(de jure) Which basic inputs are clearly stipulated in the legislation as inputs that must be monitored?
(de facto) Are parents or community members involved in the monitoring of availability of basic inputs?
(de facto) What infrastructure aspects are being monitored?
(de jure) Is the task of monitoring basic infrastructure clearly allocated in the legislation?
Instrument Sources
Newly developed, but adapted from Systems Approach for Better Education Results (SABER) – School Finance