Evidence in policy planning: Using evidence to operationalize, cost and implement policy plans

The Role of Data and Evidence in Costing Policy Plans: Challenges to Effective Utilization

In his opening remarks, Martín Benavides, Director of IIEP, stated, "Data and evidence are crucial for education stakeholders to assess resource availability, analyze risks, estimate costs, identify bottlenecks, and project implementation timelines." His words set the stage for a compelling discussion on the importance of effectively mobilizing data and evidence across diverse contexts to ensure equitable, effective, and efficient education policies. As the webinar unfolded, speakers took the floor to delve into current trends and challenges in using evidence and data in costing education plans.

Jean-Claude Ndabananiye, ProgrammeSpecialist at IIEP-UNESCO, addressed the significant limitations in the use of data and evidence for costing. He emphasized the technical challenge of the disconnect between costing and simulation tools, which fail to link resources to learning outcomes. He further underscored the lack of high-quality, disaggregated data on diverse groups with varying needs, such as gender and children with special needs. Furthermore, he noted the insufficiency of data coming from intersectional areas such as health, demographics, and social protection, as well as data related to displaced populations and the specific needs arising from various emergencies, including climate change.

Navigating Diverse Challenges: Lessons from Africa, Latin America, and Central Asia

BénéwendéBonaventure Segueda, the Permanent Secretary of the Strategic Development Plan for Basic and Secondary Education at the Ministry of National Education, Literacy and Promotion of National Languages in Burkina Faso shared his experiences working at country level. Drawing from his experiences, he emphasized the necessity of using reliable data for financial budgeting in education, particularly in a context marked by limited resources and growing educational demands. He underscored the significance of macroeconomic data, including budget allocations for education and cost projections, to ensure equitable and sustainable financial planning for educational policies amid constrained resources and pressing needs.

Javier Gonzalez, Director of SUMMA (the Laboratory of Education Research and Innovation for Latin America and the Caribbean), discussed the challenges of estimating education costs, particularly due to the socio-economic disparities among countries, such as differences in GDP. Drawing from his experience with SUMMA in Latin America, he presented strategies for promoting equity and inclusion in contexts where education funding is insufficient relative to GDP. He advocated for a shift in perspective, emphasizing the importance of centering the learner in the costing process rather than merely focusing on teacher salaries, school construction, and materials.

Stefania Sechi, Education Specialist in Education Finance at the Global Partnership for Education (GPE), emphasized the critical role of cost analysis in assessing resource mobilization, efficiency, and equity. During this process, several challenges arise, including limited flexibility within macro-fiscal projections and expenditures, as well as inadequate coordination between policy, costing, and financial planning. "Significant gaps in data collection persist, particularly regarding inclusion and inconsistent documentation, which hinder efforts to enhance efficiency and equity." To illustrate this process, she pointed to GPE's work in Tajikistan, where resources are being mobilized for implementing policy reforms by learning from simulation and sensitivity models, alongside cost assessments of the transition and mid-term operational frameworks in analyzing different scenarios with diverse trade-offs.

The intensity of the questions submitted via Chat demonstrated the relevance and importance of this topic. Much more could have been discussed, including how education systems can better integrate digital and 'green' transformations into education financing and costing plans.

Upcoming Learning Series and Further Resources

The session was concluded by Gwang-Chol Chang, Chief of Section of Education Policy at UNESCO, who echoed the remarks made by the speakers by highlighting the challenge but also the importance of allocating resources equitably, efficiently, and transparently. He also emphasized the unpredictability of resource allocation, stating, "The COVID-19 disruptions forced all governments to relocate resources."

The FA1 Learning Series will continue to cover different policy issues throughout 2024 and 2025. For updates and additional information, please visit: Functional Area 1 Learning Series: Using Evidence to Transform Education Policy.

For a deeper exploration of these subjects, please refer to:

• Tech4Ed initiative: more on the Digital transformation of education for better learning.
• Budgeting for disability inclusion: practical considerations onhow to finance disability inclusion in education to transform systems and leave no one behind.
• Climate-smart education financing: a useful new resource is The need for climate-smart education financing. A review of the evidence and new costing framework. This includes the Climate and Environment Intervention Matrix (CEIM) - a new tool to help governments and donors understand the cost implications of building climate-smart education systems. This is available both in EN and FR.
• Ensuring adequate, efficient and equitable financing in education: https://www.iiep.unesco.org/en/projects/ensuring-financing-education
• Investing in education: the cornerstone of the future, by Javier Gonzalez (SUMMA) (in Spanish): https://www.summaedu.org/invertir-en-educacion-piedra-angular-del-futuro/