The overall purpose of this monograph is to lay the groundwork for
developing a series of indicators for education that can be used to
monitor progress in education projects, in country specific education
systems, in developmental spin-offs from investment in education and in
terms of poverty reduction. In the current policy climate, the focus is
on basic education.
In Chapter One, a 'conceptual framework\" is sketched out. This
includes, in the first three sections, an analysis of the reasons for
the resurgence of interest in educational performance indicators,
identifying the problems of definition and development and reviewing the
literature about the use and abuse of performance indicators. The second
half of Chapter One discusses possible frameworks for performance
indicators drawn from the experience of a selection of countries and
In Chapter Two, case studies of the experience in Kenya (with a
long-standing DFID involvement in various projects), Andhra Pradesh
(where there has been a large scale unified programme for over six
years), and South Africa (where appropriate structures are being
developed) are examined.
Chapter Three, moves beyond the education sector to develop a framework
of overall social indicators. The rise of what has been called the
'social indicator movement' in the 1960s is discussed, drawing
attention to the major split between those focusing on a uniform method
of valuation (usually money) across the social sectors and those
concerned to reflect the diversity of living patterns. The concerns that
led to the development of social indicators in the 1960s continue to be
relevant today. Examples of different approaches to developing social
indicators systems are reviewed.
The overall message of the report is that whilst anyone can develop
performance indicators, the problem is to identify the social forces
which have led to the generation of data, and therefore to take into
account the misuses to which they can be put by arbitrary authority.
Educational Paper No. 37, DFID, London, UK, ISBN 1 86192 224 8, 190 pp.
Monitoring the Performance of Educational Programmes in Developing Countries