Sector analysis
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This document discusses sector analysis and using the logical framework approach to analyze an education system. It describes sector analysis as collecting and critically examining internal and external factors relating to the education system. These include how the system functions internally and external conditions influencing the system. The logical framework approach is presented as an analytical technique to structure the situation analysis, establish objectives, and identify risks. Key aspects of the logical framework like the matrix, problem analysis, SWOT analysis, and stakeholder analysis are outlined.
Sector analysis
- 1. Chapter II. Sector Analysis GABRIELA FLORES JENNY FLORES
- 2. SECTOR ANALYSIS………. Refers to the data collection on and critical analysis of the aspects relating to the education sector. Internal and external aspects of the education system: How the system functions (internal dynamics) to meet people’s needs and economic demand. Driving forces behind the education system and external conditions (the environment of which education is a part), e.g. macro-economic and socio- demographic situations and developments.
- 3. Planners and managers can….. Examine the relevance, efficiency and effectiveness of the inputs, processes and outputs of the system in its current setting. This helps to identify critical issues, challenges and construct remedial actions and policy provisions. Look at the above aspects from the perspective of the system’s strengths, weaknesses, lessons and opportunities regarding educational development.
- 4. 2.1. Diagnostic aspects to be analyzed 1.- Macro-economic and socio-demographic frameworks: Socio- economic context of the country and its impact in the educational system. a) Demography and manpower b) Macro-economic and budgetary framework c) Socio-cultural analysis d) Politico-institutional analysis
- 5. 2.- Access to and participation in education: each level of education; the internal effi ciency, and the disparities in education. a) Access and participation b) Internal efficiency 3.- Quality of education: a) Education personnel b) Instructional methods, processes and outputs c) Instructional methods, processes and outputs
- 6. 4.- Educational outcomes and external effectiveness: 5.- Educational costs and finance: a) Costs of education b) Educational finance c) Use of resources 6.- Managerial and institutional aspects: Administrative function (budgets, personnel, buildings, instructional materials, etc.) Pedagogical function contributes to the actual management and transformation of these resources into end-products (graduates, learning achievements, individual and social benefi ts).
- 7. 2.2. Sector analysis through the LFA 2.2.1. Logical Framework Approach: An overview It is an analytical technique which can help educational planners and managers to: - Structure the analysis of the current situation. - Establish a logical hierarchy of objectives. - Structure ways and means by which these objectives will be achieved. - Identify the potential risks to achieving the objectives and expected outcomes. - Establish how outputs and outcomes might be monitored, reviewed and evaluated.
- 8. Logframe matrix structure: principal questions Narrative Summary Objectively Verifiable Indicators (OVI) Means of Verification (MOV) Risks and Assumptions Goal Indicate the broad objective to which the plan or Project has to contribute What are the quantitative or qualitative measurements to assess whether the goals are being achieved? What sources of information exists to verify the course of the plan or project? What external factors are necessary for achieving these broad objectives? Purpose Indicate the end-of programme/Project status What are the quantitative measurements or qualitative evidence by which the achievement of these specific objectives can be judged (estimated time) What sources of information exists to verify the achievement of the specific objectives? (Purpose to Goal): What conditions external to the plan/project are necessary if achievement of the purpose is to contribute to reaching the goal? Outputs Indicate each of the outputs that are to be produced in order to achieve the purpose What kind and quantity of outputs, and by when will they be produced? (quantity, quality, time) What sources of information can be to verify that outputs are produced? (Output of Purpose): What are the conditions external to the plan/project which, if not met, are liable to restrict progress from outputs to achievement of the purpose? Actions/Activities Indicate each of the actions/activities that are to be undertaken in order to produce each of the outputs. The verifiable indicators at this level consist of resources required to undertake the activities (institutions, persons, time schedule, etc.). MOVs at this level are usually the costs required to implement the activities (Activity to Output): 1) What external factors must exist to obtain expected outputs on time? 2) What kind of conditions outside the control of the plan or project is necessary for its inception (preconditions)?
- 9. Three principal stages of Logframe Situation analysis Policy and strategy formulation Action programmes • Problem analysis • Stakeholder analysis • Analysis of objectives • Analysis of strategies • Logframe Matrix • Nesting of Logframes • Performance indicators • Means of verification • Risk assessment and assumptions • Inputs/resources
- 10. 2.2.2. Situation analysis Problem analysis One can apply the Logical Framework, especially its techniques of problema analysis, in order to identify and structure the hierarchy of problems that the education system faces. Problem analysis can help in this analytical work of situation analysis by identifying what the problems are and establishing the cause and effect relationships between these problems. The key purpose of this analysis is to identify the “root causes” and, not just the effects and symptoms of the problema.
- 12. SWOT Analysis Provides information that is helpful in matching the system’s resources and capacities to the competitive (interceonnected) and dynamic (envolving) environment in which it operates. As such, it is instrumental in problema identification and strategy formulation. SWOT matrix can help structure policy options and strategies on the basis of the data analysed using a SWOT Analyisis such as is outlined below - S-O strategies pursue opportunities that are a good fit to the system’s strenghts. - W-O strategies overcome weaknesses to pursue opportunities. - S-T strategies identify ways that the managers of the system can use the strengths to redure their vulnerability to external threats. - W-T strategies establish a defensive plan to prevent the system’s weaknesses from making it
- 14. 2.2.3. Stakeholder analysis Stakeholders can be described as individuals, groups and/or institutions having an interest in a Project or plan. They can: - Be positively or negatively affected by the impact of the plan or the Project, and or. - Influence the success or the failure of the Project or the plan.
- 15. Stakeholder Analysis Matrix 1. Stakeholder 2. Stakeholder interest(s) 3. Assessment of impact 4. Strategies for wining support or reducing obstacles