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Operations Procurement International Consultant Terms of Reference Ethiopia Education Finance and Expenditure Review
Operations Procurement International Consultant Terms of Reference Ethiopia Education Finance and Expenditure Review
International Consultant Terms of Reference Ethiopia Education Finance and Expenditure Review
| SSA/030/2009 | 2009PRO016 |
| Deadline: 05 October 2009 5:30 PM | |
| Agency: UNDP | |
International Consultant Terms of Reference Ethiopia Education Finance and Expenditure Review
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UNDP/DAG would like to recruit International Consultant as per the below detailed ToR Ethiopia Education Finance and Expenditure Review Terms of Reference for International Consultant SSA/030/2009 BACKGROUND 1. The Federal Government of Ethiopia has requested technical assistance from the World Bank and Development Partners (DPs) for a review of education sector expenditures over the past years. The proposed Ethiopia Education Public Expenditure Review (EPER) will be carried out jointly by the Government, World Bank, DFID and other DPs, according to the Concept Note, to be reviewed by the World Bank Country Team in early October 2009. 2. The study will provide a complete analysis of education expenditures in the entire country subject to the availability of data. At the national level, the study will provide a complete analysis of public spending by both federal and sub-national governments. At the regional level, the study will provide a comprehensive and detailed analysis of expenditures in selected 3-4 regions. Government agreement on the region selection process is under discussion. The study will also examine household expenditures on education, subject to data availability. The proposed study has three broad purposes: * Analyzing the costs, productivity, and financing of education. First, the study will generate a set of core indicators that measure baseline performance of the sector in terms of costs and expenditures, internal efficiency measures, human and material resource use, educational outcomes, and learning achievement. To achieve this broad objective, the study will: (a) analyze the sources and uses of expenditures on education across all tiers of government and all levels of education; (b) assess efficiency and equity effects of public spending education, including the effects of changes in education revenues on education outcomes, including enrolments, attendance, and learning outcomes; and (c) review the budgeting process, the resource allocation mechanism, and inter-governmental budget transfers, and their effects on the efficiency and equity of education expenditures. In analyzing the costs and financing of education, the study will pay particular attention to the effectives of the global economic crisis in the education sector in Ethiopia, especially on enrollment and attendance rates, teacher salaries, and availability of key teaching and learning leaning materials. This analysis will serve as the basis for identifying policy options to improve sectoral outcomes on measures of effectiveness, equity, and efficiency. A separate public expenditure tracking survey (PETS) will also examine the use of available resources to achieve the intended education objectives through a public expenditure tracking survey in one or two Regions. This case study will examine the shares of government allocations for education intended for schools that are reaching schools through a public expenditure tracking survey in one or two States. It will also examine the use of funds at the local level and how effective the funding has been for educational purposes. * Estimating the costs of achieving the MDG goals for education. The study will estimate the future public expenditure requirements for the education sector nationally and by selected Regions to achieve the MDGs goals for education. * Promoting Dialogue on How to Increase Effectiveness, Equity, and Efficiency. The education PER will promote informed dialogue within Government and between Government agencies and stakeholders around the analytic findings. The purpose of these efforts is to help forge consensus on the validity of the indicators and findings, as well as on their relevance for Ethiopia, and to stimulate debate their implications for Ethiopia’s developmental prospects. In addition, the study will help the Government develop a medium-term program in the education sector for incorporation in the draft Federal 2010 budget and selected regional budgets, to strengthen the effectiveness and pro-poor targeting of expenditures consistent with PASDEP/ESDP priorities 3. This study will be prepared collaboratively by the World Bank and DPs. The DFID will also provide technical support through the assignment of an Education Advisor to work closely with the Bank task team. The Federal Ministries of Finance and Education are keen interest in the study as part of the preparation of the ESDP and the MDG costing as part of their planned application for the second FTI CF Grant in December 2009. OBJECTIVE OF THE ASSIGNMENT 4. The objectives of the proposed assignment are to: (a) conduct an analysis of costs and financing of education in Ethiopia, based on the agreed Concept Note to achieve the above broad purposes. Specially, the consultant will identify. The specific objectives are to: · analyze the costs, productivity, and financing of education in Ethiopia at all levels of education, including the effects of the economic and food crisis in the education sector during the past few years; · examine the budgeting process, the resource allocation mechanism, and inter-governmental budget transfers, and their effects on the efficiency and equity of education expenditures. · construct, test and apply a model of input requirements and educational costs; and employ the model to increase understanding of policy alternatives and their cost implications; and · produce projections of the costs of meeting the specific goals for education that are being proposed by the Ministry of Education. · develop a medium-term program in the education sector for incorporation in the draft Federal 2010 budget and selected regional budgets, to strengthen the effectiveness and pro-poor targeting of expenditures consistent with PASDEP/ESDP priorities TASKS AND RESPONSIBILITIES 5. The consultant will carry out the assignment in two Phases. Phase 1 will cover an analysis of the costs and financing of education; and Phase 2 will cover the preparation of a PETS in selected 2-3 regions. Phase 1 (October-December 2009) 6. The consultant’s main tasks and responsibilities during Phase 1 are as follows: Task 1. Analysis of the costs, productivity and financing of education in Ethiopia 7. The consultant will examine the costs, productivity, financing of education in Ethiopia, in close cooperation with a team of local consultants. The consultant will generate a set of core indicators that measure baseline performance of the sector in terms of costs and expenditures, internal efficiency measures, human and material resource use, educational outcomes, and learning achievement. To achieve this broad objective, the study will: · Analyze the sources and uses of expenditures on education across all tiers of government and all levels of education; · Assess efficiency effects of public spending education. In evaluating education spending by economic/budgetary classifications, special attempts should be made to examine the costs of both recurrent personnel (teachers and non-teaching staff) expenditures, and recurrent non-teaching expenditures such as instructional materials, operation, maintenance and utilities and capital expenditures. In examining the efficiency of education expenditures the following questions should be examined: What is the technical (internal) efficiency in the production of education services, by types/levels of education? What are specific measures to improve internal efficiency in the education sector? Describe unit costs by level and types of education, by district. Present changes in unit costs by types/level of education over time. Examine the factors explaining variations in unit costs. · Examine the effects of the global economic crisis in the education sector in Ethiopia, especially on enrollment and attendance rates, teacher salaries and attendance, and availability of key teaching and learning leaning materials. 8. In analyzing the costs and financing of education, the consultant will assist and supervise a team of local consultants (3-4) in the design and preparation of a review of the regional education expenditure reviews in 3-4 regions (to be selected in consultation with the Government). The consultant’s final report will integrate the analysis, findings and recommendations of regional background studies. Task 2. Analysis of equity effects of education expenditures. It is not clear yet whether it is feasible and useful to analyze to proceed further analyses especially with the focus of the effects of public spending, since it is not clear whether the required data will be available to carry out a nationwide assessment of the effects of public spending on education by level and types of education. Therefore, it is important that the consultant investigate in detail the data availabilities and constraints for carrying out an analysis of the effects of public spending on various education outcomes, such as enrollment, attendance, dropout rates; and learning outcomes, and so forth. The availability of results of the household budget survey will be an essential data requirement for this analysis. The study will: · Describe education outcomes (enrollment, attendance, completion rates) by levels of education, gender, and rural/urban, socioeconomic background. Across districts/geographic location (rural/urban), compute ratios of male/female enrollments or years of education for various years. · Estimate benefit incidence of public spending on education, by quintile and level of education. · Examine how effectively public resources are being used to achieve the objectives of access and equity in the sector, by level and types of education. · Evaluate the impact of private education spending on education outcomes, especially in enrollment behavior. The relevant questions include: What is the share of private spending on education? How is generated and used by education institutions? What’s the impact on enrollment and attendance rates? How does it affect the costs of schooling across the country? Task 3. Budget process, resource allocation mechanisms, and Inter-government transfers 9. The consultant will review the budgeting process, the resource allocation mechanism, and inter-governmental budget transfers, and their effects on the efficiency and equity of education expenditures. Review the budget process, including norms in the allocation of public resources. How is the budget is determined both at the federal and sub-national levels? How does the budgeting process affect the efficiency and equity of education spending? To what extent do actual expenditures in the education sector match the approved budgets? What processes or organizational changes need to be made to improve the budget process? 10. In the review of the inter-governmental fiscal relationship, among the questions, the study will address the following: What are the roles of federal and sub-national governments in the delivery of education services? How is the sub-national delivery of education (especially primary and secondary education) financed? What are the main sources of revenue for sub-national governments to finance the delivery of education services? How do the sub-national education budget is determined? How are federal transfers allocated for sub-national governments? How revenues and expenditures are reported at the local level, concerning the education sector? Task 4. Construction of a Model of the Cost of Education 11. The consultant will train and assist counterparts in developing a dynamic model of student enrollments, staffing requirements, construction needs and recurrent expenditures. The model will be subjected to extensive testing in order to build an understanding of its operation and to strengthen counterparts’ grasp of the importance of specific determinants of enrollments and costs. The consultant will also work with counterparts to quantify the costs implications of proposed changes in education policy and teaching strategies/methods. Task 5. Estimation of Budget Requirements and Assessment of Funding Strategies 12. The consultant will help a task force and local consultants prepare a budget for the preferred set of education goals and assess options for financing education nationally and by Regions. The evaluation of policy options will identify both efficiency and equity aspects of education outcomes. Task 6. Analysis of the Government’s Education Priorities and Public Spending The following questions need to be examined in the context of the improvement of the efficiency and equity effects of public spending on education to assist the Government in the preparation of the fourth Education Sector Development Plan. o How does the use of these resources match the Government’s priorities and objectives as indicated in its policy documents, including the PASDEP? o What changes should be made in the ESDP for education sector spending? o What changes should be made in both Federal and Regional Government budget for Year 2010 for the education sector to improve the effectiveness and equity of spending? Task 7. Preparation of a Report on the Costs and Financing of Education 13. The consultant will prepare a draft report integrating both national and regional cost and finance studies, and analysis of budget requirements and assessment of funding strategies for both national and sub-national governments. The draft report will be submitted to the Bank and DPs by end of November 2009 for review and presented at the Annual Review Meeting (ARM) in early December 2009. Phase 2 (January-April 2010) 14. The consultant’s main tasks and responsibilities during Phase 2 (March-April 2010) is to prepare the Final Report on Education Expenditures in Ethiopia. During Phase 2, a PETS will be completed separately by a consultant team by February/March 2010 based on a separate TORs in 2-3 regions. This analysis will serve as the basis for identifying policy options to improve sectoral outcomes on measures of effectiveness, equity, and efficiency. The consultant will also produce the final report on the Costs, Productivity, and Financing of Education in Ethiopia in April 2010, incorporating the findings and analysis of both Phase 1 and Phase 2 reports. WORK PLAN 15. Tentatively, the consultant will make four visits to Ethiopia. Each visit will be about two weeks. The first visit will focus on the preparation of an inception report, assembling data, reaching agreement with policy makers on the specific policy alternatives that will become the focus of further analyses and training counterparts and helping counterparts in the collection, evaluation and analysis of data on the school age population, flows of students through the education system, input requirements and costs. A work plan will be prepared and submitted within 2 weeks of the commencement of the assignment. During this first visit, the consultant will also assist UNDP in the selection and training of a team of local consultants, who will be hired under separate Terms of Reference to collect national and regional data and prepare the draft regional background reports. 16. The second visit by the consultant will focus on the data collection and analysis and preparing the draft report, which will be discussed with the Government in December 2009. The consultant will assist the counter part team in preparing a PowerPoint presentation of the model and its principle findings and in drafting a report of the findings of the joint effort. A workshop will be conducted by the counterpart team (with support from the consultant) to which senior public officials and donors would be invited. 17. The third visit by the consultant will finalize Phase 1 report, (a) examining the costs and financing of education and (b) estimating the funding for the achievement of the education MDGs. 18. The fourth visit to Ethiopia will finalize the final report, to be delivered to the Government and final reporting at a national conference to be organized in Addis Ababa in October 2010. INSTITUTIONAL ARRANGEMENTS AND REPORTING 19. The consultant conducting the assignment will report to Mr. Halil Dundar, EPER Task Team Leader, at the World Bank, together with Dr. Chris Berry, DFID, who will be coordinating EPF’s support on behalf of the DPs, for all technical matters and Ms. Victoria, UNDP, for the implementation of the contract. 20. The consultant will work closely with a team of local consultants, to be hired separately by UNDP (subject to the agreed scope of the work) to assist the consultant in data collection, entry and analysis. The consultant will assist the task team for selection of local consultants. In addition, the consultant will be responsible for: (a) training and supervision, of local experts; (b) the development of sampling frames; data collection surveys; (f) data entry and analysis; and (h) preparation of reports. Separate terms of reference and contracts will be prepared for local consultants). OUTPUTS 21. The following are general requirements and should be considered the minimum deliverables of the assignment. In addition to advice and training provided to local consultants to be hired separately for data collection/entry and the preparation of background reports, as per Main Tasks and Responsibilities stated above, the Consultant will provide a summary of tasks completed and advice provided on a regular basis in a form of progress reports. All written materials and reports are to be delivered in English. 1. Inception Report. Within the first two weeks after the signing of the contract, the Consultant should present a work plan and time schedule for the duration of the assignment/contract, in consultation with the EPER task team. The report should consist of: (a) Work plan for the assignment; (b) Report on the major activities completed; and (c) Any issues arising from the TOR or activities undertaken. 2. Draft Report for Phase 1. This report is a comprehensive report, which will include description of work done and the final draft paper. The report shall be submitted 30 days before the contract expiry date. Within 15 days of receipt, UNDP in consultation with the EPER task team will provide its comments on the draft final report.&am |
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