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					EFA FTI 2011 Monitoring Exercise
Guiding Questions for Country Explanatory Note


    Complement the quantitative results with qualitative explanation
    Help Local Education Groups (LEG) to engage in discussion around the qualitative questions as an exercise to reflect
     on possible improvements in the education sector regarding aid effectiveness promoted and implemented by the LEG
    Responses to be typed in the white blanks below each question
    Please be brief. Write bullet points where it says ‘list’, ‘name’ but otherwise write full sentences.
    We will use your responses and the quantitative data as a basis for a country chapter / brief in the full 2011
     monitoring exercise report. We will share the draft country chapters for verification before publishing.
    Write or call us if you have any questions: Caroline Schmidt (English) and Laurent Cortese (French)
    Please refer to the terms and definitions provided in the questionnaires for the donors and the Ministry of Education,
     the OECD 2011 Survey Guide and the OECD Glossary. All information is accessible on the webpage:
    Submission of the Explanatory Note through focal points for this exercise: May 4, 2011 to  Please name the document: COUNTRYNAME_expl_note.doc

   1     Country Public Financial Management and Procurement Systems
         What reforms have been implemented or are planned to improve the quality of public financial management systems
         (budget execution procedures, financial reporting procedures, and auditing procedures) and procurement systems (laws,
  Q1.a   regulations and institutions) in the education sector at national and sub-national levels? If legal or institutional
         frameworks are established (Procurement Acts, Regulatory Authorities, anti-Corruption laws), what steps are taken to
         build capacities or allocate resources to effectively implement them in the education sector?
         To what extent are donors making efforts at the country level to (a) implement their commitments to use country systems
  Q1.b   as a first option, (b) communicate clearly reasons for not using country systems where this is the case, (c) review this
         regularly, and (d) have a plan in place to transition to the use of country systems.
         Have the Local Education Group and the EFA FTI processes in your country contributed to efforts to improve the quality of
         public financial management and procurement systems? If yes, describe briefly how.
         Please list the constraints and challenges placed on donors in making use of partner country‘s public financial
  Q1.d   management and procurement systems? Are there cases where donors apply safeguard measures? Are measures in place
         to phase these out?
         Please describe the financial management and procurement arrangements for the implementation of the Catalytic Fund
  Q1.e   grant? If the Catalytic Fund grant has made use of public financial management and procurement systems, has it
         encouraged more donors to make use of them?
   2     Aid to Education
         Please list the main reasons why there are gaps between what is actually disbursed by donors and what is recorded in
         the annual budget estimates by the government for education.

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EFA FTI 2011 Monitoring Exercise
Guiding Questions for Country Explanatory Note

         To what extent do donor partners provide full and timely information on annual commitments and actual disbursements
  Q2.b   to the Ministry of Education and Ministry of Finance? What efforts are being made, or need to be made, to ensure the
         necessary information disclosure?
         To what extent are donor partners delivering on their commitment to provide rolling three-to-five year expenditure
         and/or implementation plans? What are the challenges experienced with this?
         Common Arrangements – Program-based approaches (PBAs)
         (please see here terms and definitions in the donor questionnaire Indicator 9 Qd15 and Qd16)
         Please describe briefly how PBAs are currently being used in the education sector or sub-sectors. What are the benefits/
         strengths of using PBAs?
  Q3.b   What are the challenges in channelling a greater proportion of aid to education in support of PBAs?
         Have country authorities (Ministry of Education) taken a lead in promoting the development of PBAs in the education
         sector? (yes/ no)
   4     Results Oriented Frameworks
         What progress has been made (and what are the challenges remaining) in effectively implementing a monitoring
  Q4.a   evaluation strategy that includes a results framework with impact, progress and output indicators, a mechanism to collect
         data regularly, to evaluate data and feed findings back into the policy cycle in the education sector?
   5     Local Education Group
         List the priorities of the Local Education Group with respect to the implementation of the aid effectiveness principles in
         the education sector. Are those efforts driven by a broader national agenda on aid effectiveness?
         What are the steps taken by the Local Education Group to integrate technical cooperation as part of the national
         education sector plan based on a (joint) capacity analysis and coordinated support among donors?
         If parallel implementation units (PIUs) are used, what steps, are being taken by the Local Education Group to (a) avoid
         creating new parallel PIUs, and (b) to phase-out parallel PIUs and/or mainstream PIUs into national structures?
         Briefly describe the key features of the joint sector review used and supported by the Local Education Group. How do the
         results and findings of the review reports feed in the sector process? Are they useful and do they ticker change?
         Please describe what efforts are being made by the Local Education Group to improve coordination of joint donor
         missions and joint country analytic work?

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