62 evaluation and capitalization unit synthese va

AFD Evaluation

exPost ExPost

n° 62

October 2016

Evaluation of AFD’s Sectoral Intervention Framework (SIF) on Education, Training and Employment, 2013-2015 Summary of final report Authors: Marion GINOLIN, Nebghouha MOHAMED VALL and François ROBERT, Le Vif du Sujet. With Eric LANOUE and Hugues LEGROS

Studies, Research and Knowledge Evaluation and Capitalization Unit Agence Française de Développement 5, rue Roland Barthes 75012 Paris < France www.afd.fr

Authors: Marion Ginolin, Nebghouha Mohamed Vall and François Robert, associate consultants, Le Vif du Sujet In collaboration with Eric Lanoue and Hugues Legros.

Coordination: Corinne de Peretti, AFD

Disclaimer All statements of fact, opinion, or analysis expressed in this document are those of the authors. They do not necessarily reflect official positions or views of the French Development Agency or any of our partners, past or present. Nothing in the contents should be construed as asserting or implying endorsement of an article’s factual statements, interpretations, or recommendations.

Publication director: Rémy Rioux Editing director: Bertrand Loiseau ISSN: 1962-9761 Legal deposit: 4th quarter 2016 Cover photo: Sectoral Centre for Vocational Training in Construction and Public Works, OFPPT, Settat, Morocco, March 2016 Cover photo courtesy of: Le Vif du Sujet Graphic design and page layout: Eric Thauvin Translation, copyediting and proofreading: Compagnie européenne des traducteurs et interprètes, Paris, and Dupont & Smith speciality translations, Paris

Evaluation of AFD’s Sectoral Intervention Framework (SIF)

TABLE OF CONTENTS Introduction 4 • The SIF

4

• Assessment

4

1. An overview of AFD’s work in the education, vocational training and employment sectors

7

2. Findings and conclusions

9

2.1 Response to sectoral issues and needs in countries of intervention

9

2.2 Identification of levers affecting results

10

2.3 Comparative advantage of AFD as regards other funding bodies

10

2.4 Legibility, appropriation, capitalisation, education and learning

12

2.5 Framing and guiding AFD activity

12

2.6 Access to quality education

12

2.7 Results of public-private partnerships

13

3. Overall conclusions

14

4. SWOT analysis: strengths, weaknesses, threats, and opportunities

14

4.1 Strengths

14

4.2 Weaknesses

14

4.3 Threats

15

4.4 Opportunities

15

5. Recommendations

16

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Introduction

► The SIF

AFD’s Sectoral Intervention Frameworks (SIF) are reference documents that plan and steer work in a given field over a period of three to five years, in addition to providing financial guidelines (amounts planned for support, financial instruments used), technical guidelines (targeting support, links to national policies and other partners) and geographical guidelines.

An SIF has a three-fold role:

• It encourages collaborative thinking within the Agency and particularly within a technical division, providing an overview of earlier periods and examining the issues within a sector in relation to the Agency’s potential areas of intervention.

• It is a framework document that links operations to results.

• Finally, it is an instrument that facilitates discussion and communication both within the Agency and with the outside world (partners, civil society, administrative bodies).

The SIF sets out positions and strategic priorities by sector and by geographic area. It describes the financial instruments that can be used depending on the various areas of intervention.

► Assessment Both the document and the process are used to assess AFD’s sectoral intervention framework on education, training and employment, 2013-2015. The questions posed in the terms of reference look successively at the relevance, consistency and effectiveness of the discourse and the portfolio of activities.

The SIF assessment seeks to enumerate the learning points for each of the departments in question and should enrich AFD’s strategic reflection. It should also account for the relevance, implementation and outcomes of the development projects.

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Evaluation of AFD’s Sectoral Intervention Framework (SIF)

It is organised around seven questions: Question 1. In what way do AFD’s strategic choices in terms of education, training and employment, respond to the overarching issues of the sector and the needs of intervention areas? (Relevance of strategic discourse) Question 2. To what extent does the SIF 2013-2015 use the levers that have been identified as being effective through existing research and evaluations to achieve the developmental results and in what way? (Relevance of strategic discourse) Question 3. To what extent does the SIF 2013-2015 promote the comparative advantages of AFD in terms of expression and innovation compared to other funders? (External consistency of strategic discourse) Question 4. To what extent does the SIF contribute to the legibility and ownership of the strategy on the one hand, and to building upon AFD’s experiences and learning on the other? (Effectiveness of strategic discourse) Question 5. To what extent is the SIF 2013-2015 a framework and guidance tool for AFD’s work in this sector? (Effectiveness of strategic discourse) Question 6. To what extent does AFD’s strategy to support basic education (primary and secondary) contribute to access to high-quality services by both girls and boys? (Impact of strategic discourse, effectiveness of the portfolio of interventions).

Question 7. To what extent does AFD’s strategy to develop public-private partnerships produce results in the vocational training sector? (Impact of strategic discourse, effectiveness of the portfolio of interventions).

This assessment took place between October 2015 and July 2016. The working methods of the team of consultants were based on various instruments:

• Literature review; • Technical and financial analysis of the project portfolio: according to evaluative questions, this examination focused on projects that had been approved between 2013 and 2015 or over a longer period. An exhaustive presentation of this portfolio review can be found in Annex 1 of the main report;

• Interviews with staff at headquarters, in the Agency, and with external partners.

• A questionnaire on perception within the Agency, focusing on the SIF; • Four fact-finding field trips, each lasting six days: Senegal and Madagascar for basic education; Morocco and Senegal for

vocational training.

• Two case studies based on a documentary study and interviews: Burkina Faso (basic education) and Vietnam (vocational training).

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Evaluation of AFD’s Sectoral Intervention Framework (SIF)

1. An overview of AFD’s work in the education, vocational training and employment sector The SIF’s operational agendas can be divided into three

Niger (funds from the Swiss Agency for Development and

areas of intervention:

Cooperation). This support, combined with technical support, can build the skills of local actors. Debt Reduction-Development

• Area 1. Education: Promoting access to basic, high-quality

Contracts, or C2Ds for short, make a significant contribution

education (primary and secondary) for all children, enabling

to national sectoral programmes. Moreover, Ivory Coast’s C2D

long-term literacy and autonomous progress towards further

is exceptional in terms of its coverage of the education system

training or employment.

(education, vocational training and employment, higher) and

• Area

its amount (€226M).

2. Professional development: Providing young

people with skills that are useful to their lives as citizens and

Other projects support access to quality basic education, and

in the labour market by developing a range of educational

primary and secondary schooling in particular, both in terms

options (upper secondary, vocational training, and higher

of increasing enrolment and in terms of improving the quality

education), combining adaptation to economic and

of teaching. Both rural and urban areas are included. Three

environmental issues, social inclusion, academic excellence,

NGO sectoral innovation facilities (FISONG) projects

and partnerships.

specifically explore ways of improving student access and retention in basic education programmes for the most

• Area 3. Employment and social protection: Promoting

vulnerable populations.

successful transitions to the labour market in addition to access to gainful employment for all young people on the basis of

Finally, five regional programmes focus on improving the

integration mechanisms and employment policies.

quality of teaching through innovative projects relating to African national languages, information and communication

The overall financial objective of the SIF for 2013–2015 is

technologies, and observation of classroom practices. In

€800M (with an annual volume of activities of €250–300M)

addition, AFD continues to support the Pôle de Dakar, which

and a distribution of funding of 30% for Area 1, 40% for

assists its partner countries in the analysis and assessment

Area 2 and 30% for Area 3. This increase in comparison to the

of their education systems.

previous SIF most notably involves an increase in activities In terms of vocational training, numerous financial supports

promoting training and employment.

fall within the first sub-agenda, relative to AFD’s “historical The observation of the 2013–2015 project portfolio shows a

approach” (public-private partnerships in the modern production

close match between actual activity and the strategic agendas

and services sector). This approach is combined with support

and objectives set out in the SIF.

to building and funding national mechanisms as a whole (dedicated training funds), in such a way as to enable upscaling.

In education, support for sectoral programmes allows AFD to participate in sectoral dialogue. This participation was

All of the abovementioned projects share common activities:

enhanced through the delegated management of funds in

i) they involve economic actors; ii) they support educational

Burkina (Global Partnership for Education, GPE funds) and in

initiatives by economic actors; iii) they enable public services

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to establish technical colleges and vocational training centres dedicated to key productive, industrial and service sectors;

The table below summarises commitments that were made for 2013-2015:

and iv) they guide sectoral reform and the establishment of sustainable national mechanisms for basic and professional

Funding granted between 2013 and 2015 In millions of euros

education.

TOTAL SUPPORT

Various methods of implementation can nonetheless be observed in the countries of intervention depending upon (i) the social, economic and political contexts; (ii) the history of initiatives by AFD and/or other partners; (iii) the degree of freedom that AFD has over its work.

The second sub-area, “rural and/or informal sectors” has seen increasing (albeit slow and incremental) investments in terms of financing, most notably through the FISONG funding for specific training by way of apprenticeships that aim

1 025,5

% Total

Basic education

584,6

57

Vocational training

209,3

20

Higher education

145,9

14

Labour market integration

85,7

8

Sub-Saharan Africa

750,9

73

Other areas

274,6

27

Subsidies

555,2

54

470,3

46

Loans

Source: Le Vif du Sujet, from AFD’s data.

participants towards labour market integration (four projects).

Certain elements of other projects also target the rural sector,

The €800M goal was significantly exceeded with more than

marginalised populations, and the learning sector.

€1,000M of support processed and granted under the SIF In terms of higher education, AFD operates in a geographical

2013-2015.

field that extends beyond French-speaking Africa: Ivory Coast and Senegal in addition to Lebanon and the Dominican

Both the activities conducted and their funding are aligned

Republic. The common thread among these operations is the

with the SIF options.

promotion of a vocational focus for higher education.

Nevertheless, in financial terms, it is difficult to reach a more In terms of employment and integration, labour market

precise assessment of the match between actual activity and

integration is presented as being the ultimate goal of projects

the SIF framework, insofar as the SIF provides directions,

that support vocational training schemes—and appropriately

some of which are given for geographic areas, others for sub-

so; thus, certain vocational training support projects offer

sectors, and yet others for financial instruments. It can simply

“employment” elements but have been classified by agreement

be stated that:

as “vocational training” projects. In terms of initiatives that are strictly dedicated to the themes of employment, integration and social protection, there are few to be found in the 2013– 2015 portfolio (only three projects in Morocco, Ivory Coast, and Mauritania were undertaken).

•

There does not appear to be a gap between actual work

conducted and the SIF indications and,

•

While a different distribution of the various funding

instruments between geographic areas and sub-sectors was The study and research programme implemented over the

supposedly judged in the same way, some of these show a

2013-2015 period followed and enriched the themes set out

stronger focus on education, or more significant grants to this

in the SIF.

sub-sector in Africa.

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Evaluation of AFD’s Sectoral Intervention Framework (SIF)

2. Findings and conclusions

2.1. Response to sectoral issues and needs in countries of intervention In what way do AFD’s strategic choices in terms of education, training and employment respond to the

and analysis. These choices are intended to steer the interventions in:

overarching issues of the sector and the needs of intervention

• Basic education, towards the definition and establishment

areas? (Relevance of strategic discourse)

of sectoral policies; The independence of AFD’s strategic sectoral choices is limited by numerous external and internal strategic intentions.

• Vocational training, towards partnerships with professional

The relative availability of the various financial instruments

branches in order to re-establish training systems on the

may influence the development of strategic choices, even if

basis of demand and shared governance.

the SIF contains no explicit analysis in this regard. AFD’s biggest area of autonomy over its strategic choices relates

That said, AFD does not pre-define specific issues in terms

to the methods and technical objectives of its interventions,

of technical problems, but retains the possibility of adapting

including its decision to promote sectoral approaches, its

its work on a case-by-case basis, through overarching

decision to link quality to the production of knowledge and

policies defined for each country. Because they can be

capacity building, and its decision to link the establishment

adjusted to different geographical areas, the variety of its

of training mechanisms to that of professional organisations

financial instruments also contributes towards pragmatically

are decisions which do not appear to have been made in a

seeking a match to local needs.

context other than that of AFD’s autonomy.

Basically, the development of the idea of a continuum of AFD’s strategic choices are marked by a strong continuity over a long period of time.

education—from training to employment—both in terms of contemporary analyses and on the international agenda, matches the strategic intentions expressed by AFD. However,

The most general choices are historically rooted and carry

when taken with with the rarity of grant monies, this risks

over from one SIF to another. They are to support or seek

reducing the historical but essential priority to the simple

sustainable policies in a sectoral framework, and to promote

expansion of the range of primary education in least

the construction of governance capacities in terms of quality

developed countries.

and participation in production, and systems data

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2.2. Identification of levers affecting results To what extent does the education, training and employment

• In terms of vocational training: the involvement of economic

SIF 2013–2015 use the levers that have been identified as

actors in the definition, financing and management of training

being effective through existing research and evaluations to

projects defined in line with the philosophy of public-private

achieve the developmental results, and in what way?

partnerships; support to national structural policies;

(Relevance of strategic discourse)

• In terms of integration and employment, support for labour

As a medium-sized agency working in a very wide geographical context, AFD strives to maximise the impact of

market integration schemes and efficient and sustainable employment policies.

its funding by identifying levers that can increase its ability to Intellectual production relating to the issues facing the sector

generate change.

is closely tied to questions raised over the period and is based on possible or existing levers used for the interventions.

The SIF identifies the main levers for this work as follows:

However, an inevitable time lag affects the relationship between

• In terms of basic education: regional initiatives to promote

the levers upon which the EDU (Education, Formation, et

quality (the multi-national School and National Languages

Emploi) division and knowledge production units both work.

project (ELAN), the Francophone Initiative of Distance Training of Teachers (IFADEM), and CONFEMEN’s programme to

The description of what is expected from support or intellectual

support education systems in French-speaking Africa (PASEC))

production activities is vague in the SIF. This has contributed

or systems analysis (Pôle de Dakar), and governance capacity

towards the difficulties it has had in retaining or building upon

building activities;

firm and stable teachings within these various activities.

2.3. Comparative advantage of AFD as regards other funding bodies partnerships with other actors and thus, ultimately, to promote

To what extent does the SIF 2013–2015 promote the

its comparative advantages.

comparative advantages of AFD in terms of expression and innovation compared to other funders? (External consistency

The assessment shows that these advantages are perceived

of strategic discourse)

in a variety of ways, both internally as well as by external The question of the comparative advantages of AFD in its

partners, and that they are not capitalised upon.

sectoral work is closely linked to that of the consistency of its strategic discourse. Indeed, these comparative advantages

What follows is a diagram that summarises the relationship

justify AFD’s actions and guide their direction: the intervention

between AFD interventions and the most salient theoretical

strategy is coherent when it is based upon AFD’s comparative

tenets today, which function as benchmarks.

advantages.

This diagram is the result of assessment work; the text of the The relevance of the relationship between the sectoral

SIF reviews AFD’s comparative advantages but does not

objectives set by AFD and the resources it is able to mobilise

explain them.

depends on its ability to establish, create and/or forge

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Evaluation of AFDâ&#x20AC;&#x2122;s Sectoral Intervention Framework (SIF)

Position

Comparative advantages Two-fold position as technical agency and development bank

Shared across AFD

Supervising support implemented by the beneficiary

Combining the production of knowledge and leading

Ability to combine several financial instruments to the same end

Ability to produce knowledge

expert networks with financial production

Support for national sectoral policies and reforms

Local political networking supported by technical capacities of the division and agencies

Shared across all "Education and training" division areas of work

Seeking partnerships in work: supporting or seeking policies which other partners will join and support Supplementing overarching support for national

Recognised ability to form partnerships

Technical capacity of the division and the agencies

sectoral policies with specific technical support

Specific to basic education

Approaching quality through the governance of edu-

Technical capacity of the division and the agencies

cation systems rather than funding inputs

Regional projects and initiatives

Supporting technical support to institutions or

Regional projects and initiatives

regional projects The involvement of economic actors in the definition, financing and management of training projects de-

Local policy input

fined in line with the public-private partnership

Networks of experts and partner institutions

philosophy

Specific to vocational training Support for establishing sustainable national basic and higher education schemes (standardising certification frameworks, validation of experience,

Technical capacities of the division Networks of experts and partner institutions

training funds financed notably by business tax)

Specific to integration and employment activities

Support for labour market integration schemes and

Recent division activity: based on comparative

efficient and sustainable employment policies

advantages proven through work in the two traditional areas

Development of a network of expertise

Source: Le Vif du Sujet.

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2.4. Legibility, appropriation, capitalisation, education and learning To what extent does the SIF contribute to the legibility and

Awareness of the SIF outside AFD is low and this weakness

ownership of the strategy on the one hand, and to building

may relate to the large range of views that external partners

upon AFDâ&#x20AC;&#x2122;s experiences and learning on the other?

have of the particularities of AFD and its comparative

(Effectiveness of strategic discourse)

advantages.

The SIF is one of the elements of internal AFD communication

Basically, the SIF is not an exhaustive representation of

on technical intervention policy. The development of a new

AFD policy, and mentions only a few general principles that

SIF is one of the processes by which agents gain ownership

guide the work (national management of support, help with

of this policy; however, the text itself is not always known in

management in delicate situations, systematic connection of

detail. Its content is not shared unconditionally by all, and

capacity building activities with central support activities).

some people say that they feel divided between short-term

Neither does it include a structured presentation of building

operational constraints and the broader ambitions that the

upon lessons drawn from past experiences.

SIF proposes.

2.5. Framing and guiding AFD activity To what extent is the SIF 2013-2015 a framework and

However, an examination of projects shows that at any given

guidance tool for AFDâ&#x20AC;&#x2122;s work in this sector? (Effectiveness

time, there is a large overall conformity with the applicable

of strategic discourse)

directions of the SIF, and that the portfolio develops in line with changes in successive SIFs.

In terms of guiding operational activities, the SIF is generally perceived by agents as not being particularly restrictive. Its

This clear paradox between the loose and not particularly

integration into a range of management documents (external

restrictive nature of the framework documents and their ability

or internal, geographic, thematic) whose active periods

to influence activity in real terms and give it new direction may

overlap gives it a low level of precision, while other elements

demonstrate the depth of the development process itself or,

such as arbitration on financial instruments have a significant

more broadly, of a solid and productive culture of enterprise,

effect on the direction of operational activities.

to which the SIF and other elements contribute and the result of which is this good ability to enable the operations and strategies to overlap without any formal constraints.

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Evaluation of AFD’s Sectoral Intervention Framework (SIF)

2.6. Access to quality education To what extent does AFD’s strategy to support basic education (primary and secondary) contribute to access to

country, Burundi, where AFD’s support has been but recent and modest.

high-quality services by both girls and boys?

The erosion of sectoral dialogue can be seen even in

(Impact of strategic discourse, effectiveness of the portfolio of interventions)

countries where AFD work has been the most regular and widespread: this alarming signal shows that it is not enough

It is difficult to reach a conclusion on the sustainable impact of AFD support in terms of access to education. Statistical

for AFD to intervene for political dialogue to remain alive and fruitful.

data cannot simply be understood from the perspective of the expansion of systems, which result from highly diverse

Regional work on basic education can sometimes be seen

underlying phenomena and AFD interventions. Nonetheless,

through the construction of capacities in terms of evaluation,

a fairly clear parallel can be drawn between the most notable

analysis and planning, and the now widespread reference to

growth in provision, the reduction of disparities and long-term

the Country Status Report (CSR) approach taken by the Pôle

consistency of the AFD’s work in certain countries—which is

de Dakar is a good example of success.

tempered by the existence of remarkable results in one

2.7. Results of public-private partnerships To what extent does AFD’s strategy to develop publicprivate partnerships produce results in the vocational training

development of centres, their relationships to professional branches, and the governance of the sector in general.

sector? (Impact of strategic discourse, effectiveness of the There is no doubt that AFD plays a crucial role in the

portfolio of interventions)

development of a methodology of delegated management of One of the indicators of AFD accountability relates to the

vocational training centres and the development of

number of young people attending centres receiving AFD

partnerships between professional organisations and the

funding. From this point of view, acceleration in the creation

public authorities, which are no longer simply theoretical but

of reception capacities has occurred over the current SIF

have become operational. This owes much to the role of

period. This may correspond to one effect of the AFD

long-term networking and policy intermediation that AFD has

strategies that have led to development of sectors and

undertaken.

professional branches in their relationship to training, thus allowing for an expansion of capacities.

Moreover, many contemporary sectoral strategy documents reflect the principles of shared governance promoted by AFD,

However, AFD’s primary concern in countries in which it operates does not relate to planned reception capacities from

which signals their growing popularisation with national decision makers.

a quantitative point of view, and remains focused on the

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3. Overall conclusions AFD has formulated and developed a small number of clear

this practice and their operational activity develops through

intervention principles. These statements make the SIF more

successive redirections of the policy. Indeed, examination of

precise in nature than similar documents published by other

the project portfolio shows that the operational activities are

agencies or development banks.

consistently coherent with the SIF options and that their evolution over the years follows the development of strategic

In terms of its operations, the ”Education and training”

discourse.

technical division favours the possibility of exploiting opportunities that arise and of maintaining overall coherence with the

The SIF thus provides a regularly renewed opportunity to

doctrine that it has progressively established and developed,

encourage the adaptation of sectoral work to new contexts,

rather than following a precise operational framework set out

while subscribing to long-term continuities.

in strategic documents. Individual agents adapt themselves to

4. Analysis of strengths, weaknesses, opportunities and threats

4.1. Strengths The habit of regularly reviewing strategic discourse and reinterpreting its central aspects has the effect of ensuring they

justification of each decision in accordance with a list of strategic demands.

are constantly in line with contextual changes. This is an interesting strength of the ”Education and training” technical

The position of AFD’s choices in terms of supporting long-term

division. ................................................................................

policies and the connection to other external interventions creates

..The flexible and not highly restrictive nature of the operational

both a good ability to adapt to the variety of national contexts

framework means that AFD does not generate time-consuming

and the many opportunities to identify levers to interventions.

and painstaking bureaucratic practices around the permanent

This choice is thus one of AFD’s significant strengths.

4.2. Weaknesses The SIF process struggles to really build upon experiences,

requires a more formal focus and the production of specific

assessments and intellectual production. This ability to do so

documents that are more detailed than reports from preced-

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Evaluation of AFD’s Sectoral Intervention Framework (SIF)

ing phases, which are brief and inserted as a reminder into

In terms of basic education, orientation towards primary

the SIFs, without clear and explicit reference to new facts or

teaching in sub-Saharan countries is no longer the be-all and

knowledge.

end-all of AFD’s work. This is not entirely a choice, but results partly from the rarity of grants, the only available instrument

This relative weakness in terms of the ability to build upon

in this segment. Despite all this, poor, priority sub-Saharan

past experience is connected to the observed dispersion of

countries still struggle to meet the goal of universal primary

what staff identify as the comparative advantages of AFD.

education and efforts to help them do so are not yet over.

It is also connected to the ways in which interventions are

In terms of vocational training, the choice of sectoral centres

monitored, as identified by case studies and fieldwork.

with partnership or delegated management corresponds to

Focused on the execution of activities and financing, this type

the formal, modern and globalised part of the economy, while

of monitoring struggles to lead to long-term evaluations, with

young people in sub-Saharan countries, in escheat, continue

operational matters and the schedule of instructions taking

to require the skills to build efficacy at the local (and possibly,

precedence over analysis of the outcomes that AFD could

even) the informal scale.

generate.

4.3. Threats Sectoral policy dialogue, which has been fairly sluggish in

are weaker than the Fast Track initiative indicative framework.

many countries, and sectoral reviews are few and far between

It follows that currently supporting national sectoral policies

or no longer take place, and the quality of discussions is often

no longer involves, ipso facto, the ability to support their

lamented. Moreover the international reference frameworks

definition or to develop partnership opportunities.

4.4. Opportunities The significant increase in the volume of support generated

tries, these two institutions are able to design their analyses

by the ”Education and training”S division makes it more nec-

in such a way as to provide sectoral approaches with the

essary than ever to have a framework for strategic activity,

theoretical and intellectual renewal they require.

whose technical aspects go beyond the orientations of the bilateral aid policy set by administrative supervisors.

The creation of the Platform of Expertise in Vocational Training for Africa (PEFOP) within the Pôle de Dakar gives

Renewing the intellectual analysis framework for the devel-

even more meaning to this opportunity. It also enables AFD

opment of the educational sector in the developing world

to ensure the efficacy of its previous experience in sectoral

(based on the knowledge of the Pôle de Dakar) and the qual-

training centres and public-private partnerships, with the ef-

ity of education (PASEC is responsible for this evaluation) is

fect of adapting the outlines to the sub-Saharan world.

now necessary. In addition to services benefiting these coun-

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5. Recommendations

Evaluation has clarified a small number of recommendations

(i) Lagging or languishing sectoral dialogue in certain coun-

of varying weight.

tries appears to be a threat to the traditional positioning of AFD interventions. This risk can be responded to in different

The first is to retain the SIF exercise, in terms of the process

ways:

and the document, with all its flexibility. This would enable it (along with other mechanisms) to contribute both to manag-

- By associating with MAEDI and creating a renewed posi-

ing operations and to participate in the creation and

tion inside the GPE itself, where the discussions of

dissemination of a solid business culture, which is productive

partnerships between the various actors of development and

and appropriately shared by staff.

of the education sector already take place;

In terms of the format and preparation of the document, all

- By strengthening the technical capacities of the actors in

indications are that a document longer than the 2013 one

local agencies and of those who are in charge of the sector;

would be preferable, insofar as it would enable a more precise presentation of the report of the preceding period and the

- By allowing project managers more time—above and be-

reasons that underlie the intervention strategies. This docu-

yond the monitoring and evaluation of their grant

ment could also cover more than three years, which would

projects—to revive dialogue at the local level and to provide

be closer to the actual project life cycle.

the necessary support to the local agencies. This can include the preparation of journals and magazines, the monitoring

Monitoring and building upon experiences merits greater

and evaluation of national sectoral plans, the production and

emphasis in the SIF exercise, both in terms of a process and

diffusion of newsletters and reminders for journals, and the

as a document. It would be useful to find time for building on

search for other institutions and PTF groups who are inter-

previous experiences during the preparatory process, as well

ested in similar work.

as a specific place for this in the document. This attention would additionally require operations monitoring that would

(ii) In terms of basic education, on a mid-term time frame (or

integrate the outcomes (development results) of projects.

one that lasts a few years) the EDU department can seek to bring together the work that it has influenced, be it in terms of

Low awareness of the SIF does not appear to be a signifi-

research quality (such as projects at the regional level, and

cant issue in itself, but it may be so in connection with the

PASEC), or in terms of research in general, with the ultimate

dispersion of views of staff and partners on the AFD’s strat-

goal of being a resource for multilateral actors (GPE in

egies and comparative advantages. A few simple provisions

particular), for renewed approaches. These approaches to

could contribute towards improving this awareness.

quality would go beyond current frameworks that simply measure the performance of pupils in a few disciplines, and

As for the strategic positioning of the next SIF, the consult-

would be carried out in parallel with the practical instruments

ants recommend reflecting on three courses of action.

exPost ExPost

•

of school catering at an acceptable quality of service. Certain

16

Evaluation of AFD’s Sectoral Intervention Framework (SIF)

courses of action do indeed suggest themselves, such as the

in the governance of national systems—including that of

standardisation of working conditions and practices, solid

centres for education and vocational training—presents itself.

procedures to assure local contributions, and local governance

AFD would like to assume an approach based on the demand

of establishments and local administrative constituencies. In

of economic actors. Rural regions and informal economies in

just a few years, AFD could aspire to a position of both technical

these least-developed regions (most of which are located in

and conceptual leadership on this central issue, which has

Sub-Saharan Africa) require research and experimentation

until now been left to the wayside by other development actors.

work, which the new platform (PEFOP) is able to accommodate, assemble, evaluate, and diffuse. From this perspective, the

(iii) In terms of professional development opportunities, the

mandate and activity of PEFOP over the coming years may

more general issue of public-private partnerships and their role

be called upon to play a central role in the new SIF.

exPost ExPost

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17

.

Evaluation and Capitalisation Series . No 62

List of acronyms and abbreviations

AFD

French Development Agency

C2D

Debt Reduction-Development Contracts

EDU

Education, Training and Employment Division (AFD)

ELAN

ELAN-Africa Initiative (a francophone initiative promoting bilingual education to better succeed at school)

FISONG

Facilité d’innovation sectorielle pour les organisations non gouvernementales [an AFD

tool for facilitating sectoral innovation amongst NGOs] GPE

Global Partnership for Education

IFADEM

Francophone Initiative for Teacher Distance Training

LDC

Least Developed Countries

MAEDI

French Ministry of Foreign Affairs and International Development

PASEC

Programme d’analyse des systèmes éducatifs de la CONFEMEN, [Program for the

analysis of educational systems within the Conference for Ministers of State Education

and Francophone Governments]

PEFOP

Platform of Expertise in Vocational Training

PPP

Public-Private Partnership

SIF

Sectoral Intervention Framework

exPost ExPost

•

18

Latest publications in the series Previous publications can be consulted online at: http://librairie.afd.fr Les numéros antérieurs sont consultables sur le site : http://librairie.afd.fr

N° 61

Limpopo National Park Development Project

N° 60

Evaluation du Programme national de développement participatif (PNDP) - C2D Cameroun

N° 59

Contribution de l’AFD au Fonds de partenariat pour les écosystèmes critiques (CEPF)

N° 58

Agroécologie : évaluation de 15 ans d’actions d’accompagnement de l’AFD

Agroecology: Evaluation of 15 years of AFD Support

N° 57

évaluation des interventions de l’AFD dans les secteurs sanitaire et médico-social en Outre-mer

N° 56

évaluation des activités de Coordination SUD dans le cadre de la convention AFD/CSUD 2010-2012

N° 55

étude d’évaluation et d’impact du Programme d’appui à la résorption de l’habitat insalubre et des bidonvilles au Maroc

N° 54

Refining AFD’s Interventions in the Palestinian Territories: Increasing Resilience in Area C

N° 53

évaluation des lignes de crédit de l’AFD octroyées à la Banque Ouest Africaine de Développement (2000-2010)

N° 52

évaluation stratégique de projets ONG dans le domaine de la santé

N° 51

L’hydraulique pastorale au Tchad

N° 50

Réhabilitation des marchés centraux

N° 49

Bilan des évaluations décentralisées réalisées par l’AFD en 2010 et 2011

N° 48

étude sur la facilité d’innovation sectorielle pour les ONG (FISONG)

N° 47

Cartographie des prêts budgétaires climat de l’AFD

N° 46

Méta-évaluation des projets « lignes de crédit »

N° 45

Bilan des évaluations de projets réalisées par l’AFD entre 2007 et 2009

N° 44

Impacts des projets menés dans le secteur de la pêche artisanale au Sénégal

N° 43

L’assistance technique résidente – Enseignements tirés d’un appui au secteur de l’éducation en Mauritanie

N° 42 Évaluation partenariale des projets d’appui à la gestion des parcs nationaux au Maroc N° 41

AFD Municipal Development Project in the Palestinian Territories

N° 40

évaluation ex post de 15 projets ONG à Madagascar

N° 39

Analyse croisée de vingt-huit évaluations décentralisées sur le thème transversal du renforcement des capacités

N° 38 Étude des interventions post-catastrophe de l’AFD N° 37

La coopération française dans le secteur forestier du Bassin du Congo sur la période 1990-2010

N° 36

Suivi de la réalisation des objectifs des projets de l’AFD : état des lieux

N° 35

Cartographie des engagements de l’AFD dans les fonds fiduciaires sur la période 2004-2010

N° 34

Addressing Development Challenges in Emerging Asia: A Strategic Review of the AFD-ADB Partnership

Final Report, Period covered: 1997-2009

N° 33

Capitalisation des démarches pour la mise en oeuvre des projets de formation professionnelle : cas de la Tunisie et du Maroc

N° 32

Bilan de l’assistance technique à la Fédération des paysans du Fouta Djallon (FPFD) en Guinée : 15 ans d’accompagnement

N° 31 N° 30

Adapter les pratiques opérationnelles des bailleurs dans les États fragiles Cartographie de portefeuille des projets biodiversité Analyse sur la période 1996-2008 Cartography of the AFD Biodiversity Project Portfolio: Analysis of the Period 1996-2008

N° 29

Microfinance dans les états fragiles : quelques enseignements de l’expérience de l’AFD

N° 28

Un exemple d’amélioration de la gouvernance locale à travers le partenariat AFD / coopération décentralisée :

capitalisation du projet de réhabilitation des marchés de Mahajanga

N° 27

Pratique de l’aide sectorielle : enseignements et perspectives pour l’AFD