E x c e l l e n c e i n p u b l i c s e r v i c e : D e l i v e r y a n d r e f o rm labour force and growth in output per worker, perhaps due to a combination of perverse governance environments, stagnant demand for educated labor and poor educational quality (Pritchett, 2001). Another cross-national study focused on cognitive skills measured by international tests, rather than school attainment, and found a strong link to economic growth independent of other contributing factors, such as property rights, open markets and effective economic institutions (Hanushek and Woessmann, 2008). Thus, attaining societal benefits depends on people acquiring knowledge and skills, not just on attending school (Boissiere, 2004; Glewwe, 2002).1 The choice of a particular focus of school reform differs as an education system moves from one performance level to the next. Moving from poor to fair performance, for example, typically has a focus on gathering information. It should be noted that in some regions schools share school performance data publicly, while others share such data only privately among schools (Mourshed et al., 2010; Banerjee and Duflo, 2011: pp. 97–101). World Bank investment projects Comparing the World Bank’s investment projects completed between the 2007–09 financial years with those completed in 2010–12, the number of projects rated high or substantial on monitoring and evaluation declined from 33 to 26 per cent. Reasons included limited baseline data, unfocused indicators and indicators measuring just outputs rather than outcomes. There were also weak monitoring organisations with high staff turnover and vacancies, unclear roles and responsibilities for data collection, weak management information systems and data quality, and limited data utilisation for decision making (IEG, 2014: pp. 45). This weakening monitoring and evaluation performance has contributed to an overall decline in outcomes across all sectors. Figure 1: Project ratings Figure 2: Project ratings Figure 3: Statistical significance Figure 4: Ratings by region Commonwealth Governance Handbook 2014/15 50 Quality ratings Outcome rating Modest and above Negligible Total Moderately satisfactory and above 50 1 51 Moderately unsatisfactory and below 20 5 25 Total 70 6 76 Quality ratings Outcome rating Modest Substantial Total Moderately satisfactory 26 6 32 Satisfactory 7 11 18 Total 33 17 50 Quality ratings Outcome rating Modest and above Negligible Total Moderately satisfactory and above 50 (46.97) 0.19 1 (4.03) 2.27 51 Moderately unsatisfactory and below 20 (23.03) 0.4 5 (1.97) 4.64 25 Total 70 6 76 The figures in parentheses represent, respectively, the expected cell totals if the variables were independent and the chi-square statistics for each cell Africa East Asia and Europe and Latin America Middle East South Asia the Pacific Central Asia and the Caribbean and North Africa Modest and above 89% 100% 100% 89% 73% 92% Negligible 5% 0% 0% 11% 18% 8% Total 94% 100% 100% 100% 91% 100%
CEP template 2012
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