Education and Fragility: An Assessment Tool. USAID 2006

Education and Fragility: an Assessment Tool
September 2006
The Education and Fragility Assessment Tool:
Summary and Acknowledgements
Acknowledgements
ducation plays a key role as both a Elitism/Exclusion/Factionalism: A
E contributor and as a mitigating force to

fragility. While the traditional paradigm
in the development world has focused on
systematic practice by one group (political
elite, social, ethnic, religious, regional,
socio-economic), to provide for its own needs
Education for All (EFA), fragility requires a rather than for the general welfare. Social
new vision that exceeds EFA goals in pre- service delivery is skewed to the group in
and post-conflict settings. Through research power.
Photo credit: USAID/Leslie McBride
and consultation, a new paradigm for
USAID helped rehabilitate 12 education has emerged that addresses the Insufficient Capacity: A government has the
classrooms, replacing doors risks of conflict and the need to mitigate them. will, but lacks the capacity to manage
and windows, repairing the roof,
renovating the electrical system effectively one or more of the structural
and installing new lights and This paradigm is framed around three key conditions its faces. Structural conditions can
fans. The exterior and interior questions: How does fragility affect include extractive industries, lack of arable
walls were patched and painted,
and the classroom floors were education? How does education contribute land, bad neighbors or HIV/AIDS.
redone. Classrooms were also to fragility? How can education mitigate the
fully furnished with new
equipment. A community
sources of fragility and support resiliency? Transitional Dynamics: Transitional
outreach program now The assessment tool assists in moments during post-conflict situations or
orchestrates maintenance of the answering these key questions through a elections can present either a window of
school and its surroundings.
series of thematic tables organized around opportunity or a window of vulnerability.
general and specific root causes of fragility
and their relationship to education. Each table Organized Violence: An ongoing, violent
looks at the links between patterns of confrontation exists between state security
fragility and access, quality, relevance, equity forces and one or more opposing armed
and management. groups. Violence destabilizes the lives of
many in civil societies, destroys productive
There are tables covering governance, and social infrastructures, and limits social
security, social and economic domains as services.
well as separate tables for specific patterns
of fragility such as corruption, exclusion Public Disengagement: One survival
and elitism, insufficient capacity, transitional strategy of civil societies is withdrawal from
dynamics, organized violence, and public the public arena because operating in the
disengagement. public realm is ineffective or risky. This
Photo Credit: USAID/Reverie Zurba
includes political disengagement (low voter
A counselor works with
The specific patterns of fragility included in turnout in elections, reluctance to speak out),
AIDS-affected children at this toolkit are drawn from fragility economic disengagement (focus on
Jabavu Clinic in Soweto. assessments of current USAID programs. family subsistence), and social
disengagement (under use of available
This assessment tool is intended to help services).
identify the links between education and
fragility in countries that are at risk for conflict. This education sector assessment tool is
The underlying principles that help define designed to analyze the causes of fragility as
fragility include the quality of relationships they relate to the full spectrum of education
between those with the power to govern and services and systems, from early childhood to
key actors and groups in society; the higher education, for formal and non formal
outcomes produced by those relationships; education, for in-school children and students
and the public’s perception of the and out-of-school youth.
effectiveness and legitimacy of the state.
It is a work in progress that challenges
The following sample of fragility patterns are traditional views of education development
Photo Credit: Fitore Berisha, Mural Art
preliminary and should be viewed as a partial and offers perspectives for further cross
Group list: sectoral strategies. Most of all it enables
education interventions to help avert crises
Young artists work on a mural
symbolizing cooperation and Corruption/Rent-Seeking: Those in power and build capacity and resilience towards
connectedness. manage public affairs for private gain—for peace and transformation.
themselves or their political supporters.
Access to public services is conditional on
payments to providers. Examples include
kleptocracy and self-enriching leaders.
Introduction
ow does education contribute to fragility? How does fragility affect education? How can
H education mitigate fragility and build resilience? These key questions frame a new paradigm that
casts education in the forefront of addressing the risks and the reality of conflict in countries
affected by potential or real unrest.
This Education and Fragility Assessment Tool was designed to help USAID missions and bureaus
identify and analyze the links between education and fragility in failing, failed or recovering countries.
Understanding this relationship will hopefully lead to approaches and strategies to mitigate the sources of
fragility and contribute to building more resilient systems than can inform education policy and implement
program recommendations. The goal is to support education’s role in alleviating the conditions related to
fragility while promoting transformational development.
The agency’s strategic approach is particularly concerned with issues of legitimacy and effectiveness in
governance as it pertains to four domains: economic, social, political and security. The Fragility
Framework analyzes specific patterns of fragility such as organized violence, corruption, exclusion and
elitism, transitional dynamics, insufficient capacity and public disengagement. Conditions of fragility
require new ways of conceptualizing, delivering and evaluating the impact of development assistance,
particularly in education. This tool is designed to be of relevance to all types of education services, formal
and non-formal, and from early childhood development to higher education.
Acknowledgements
I would like to thank the following dedicated group of USAID staff members who committed their time, experience and
expertise to the development of this assessment tool: Sharon Benoliel, Christine Capacci-Carneal, Carolyn Coleman,
Charles Feezel, John Hatch, Mei Mei Peng, Judith Robinson, Zachary Rothschild, Christopher Shepard, Julie
Swanson-Hanson, Jana Wooden, and Maryanne Yerkes. This project received unwavering support from Joseph Carney,
director of the Agency’s Office of Education and Gregory Loos, basic education team leader, both of whom helped make
the production of this toolkit possible.
There were many colleagues outside of USAID who contributed much-needed constructive feedback. They include Janet
Robb, American Institute for Research, Eric Eversmann, Catholic Relief Services, Frank Dall and Norman Rifkin, Creative
Associates International, David James-Wilson, Education Development Center; Frances Molinaro, Management Science
International; Elaine Schwartz and Carl Triplehorn, Save the Children USA; and Rachel Philips, U.S. Department of Labor.
I am proud of the work we have accomplished together to better understand education’s fundamental role in lasting
recovery and transformational development.
Contact information: Dr. Yolande Miller-Grandvaux, USAID,

Office of Education, ymiller-grandvaux@usaid.gov.
ECONOMIC DOMAIN
How does fragility in the economic domain affect education? How does education contribute to and mitigate economic fragility?
To what extent does...
ACCESS QUALITY RELEVANCE EQUITY MANAGEMENT
Does the economic situation Does education content and Does education provide the Do the inequities in the Is education planning linked to
affect parents? How? quality meet the country’s skills, knowledge, and education system impact on economic growth or economic
economic growth and attitudes students need for job availability, level of recovery plans?
Does the economic situation development needs? employment? income and status?
affect students or specific Does the government’s
socio-economic groups? Do primary school graduates Does the economic sector Does the availability of budget reflect a collective will
How? acquire livelihood skills? (private/public) impact on training and economic to provide education services?
education and training opportunities impact
Does the economic situation Do parents and students see services? education? What proportion of the
affect teachers? a link between education and national /local budget is
employment? Are economic opportunities Does the private business allocated to the education
Is the private education sector linked to training and sector play an active role in sector? How much is
growing? Is this a symptom of education? education delivery? Please externally financed?
weakness of public specify.
education? Are salaries and opportunities Are financial plans and
in the private sector more policies implemented?
Does the business sector attractive than in teaching?
(including the extractive Has the economic situation
industry) support formal and Do economic policies and affected the level of education
non-formal education? decisions contribute to resources, funding, and
widening social disparities? service delivery in the last
Are there policies on school three years?
fees that affect access?
Does decentralized financing
impact equity or inequities in
education?
Is student enrollment and

performance linked to the
allocation of education
resources?
GOVERNANCE DOMAIN
How does fragility in governance affect education? How does education contribute to and mitigate fragility in the governance?

Does the political will of the Have the curricula led to Does education give people Have inequities in the How do people show trust or distrust
current leadership impact on negative attitudes about the skills needed to participate education system affected in national and local education
authorities?
educational access? different population groups in political life? the political and governance
and fueled extreme political or structures? Does fragility within the leadership
Does access to educational religious positions? Does the quality of the affect the capacity of teachers, school
opportunity support the education system produce Have political and governance administrators? How? Why?
development of leadership Is the classroom environment students who can participate structures produced inequities What factors affect the selection and
capacity? participatory or inclusive? fully in society? in education? placement of education leaders?
Does the quality of education Can civil society groups Does education provide equal Is education decision-making (at all
levels) participatory or exclusive?
help build democratic culture? involved in education (PTAs, opportunity for employment or
student councils, teachers for entrepreneurship? To what extent are schools affected
Are the schools affected by unions) also participate in by the performance and capacity of
the performance and capacity local decision making? Are school management national, regional and local education
authorities?
of local education officials? committees selected and
organized in an equitable Are resources well-managed within
manner? the sector? How does this impact on
education quality?
Do inequities in educational Are the channels of communication
quality fuel tensions? (quality encouraged between authorities and
of teachers, number of stakeholders?
textbooks, materials)
Are citizens informed about the
government’s education plans?
Do communities participate in the

delivery and quality of education
services?
Do teachers’ unions play a significant

role?
Are leaders held accountable for

the procurement and distribution of
textbooks and materials?
SECURITY DOMAIN
How does fragility in the security domain affect education? How does education contribute to and mitigate security issues?

Does insecurity affect school Does insecurity in and around Is freedom of expression in Are ethnic and minority Do human rights abuses,
attendance for teachers and schools impede education education institutions groups marginalized? including gender based
students? quality? encouraged/repressed? violence, happen with
Does insecurity affect girls’ impunity in and around
Is access to schools impeded Do the benefits of an education opportunities? schools?
by insecurity in and around education or the opportunity
schools? costs lead to greater youth Does security affect school
drop-out or participation? management?
Are students or teachers lost
to the schools due to conflict? Does curricula perpetuate What codes of conduct for
and legitimize ethnic/political/ teachers are in place? Are
Does insecurity impact on religious violence? implemented?
educational access for refu-
gees and internally displaced Do schools perpetuate a Are children’s rights violated
populations? culture of violence and (child abuse, gender-based
create/sustain insecurity? abuse, etc)?
SOCIAL DOMAIN
How does fragility in the social domain affect education? How does education contribute to and mitigate fragility in the social domain?

Does fragility impact on What is the psycho-social Is the language of instruction Does fragility in the delivery Is there a high teacher
access? impact of violence on students a contested issue? and effectiveness of education turn-over rate?
and teachers? services impact on student
Are schools segregated Are the schools mitigating the performance (literacy, Do education policies mitigate
(ethnic/ religious, etc)? How? Do parents and students see effects of HIV/AIDS? retention, completion)? the effects of HIV/AIDS (such
a link between education and as teacher replacement)?
Is HIV/AIDS a determinant of quality of life? Are there community/school Are the inequities in
exclusion? mechanisms to respond to education delivery linked to
Do classroom norms support psycho-social stress? a lack of educational
Do schools provide a healthy or mitigate a culture of quality (number and capacity
and clean environment? violence? Of discrimination? of teachers, materials,
appropriateness of
Does poor health (HIV, curriculum)?
malaria, etc) impact on
access? Is fragility contributing to
inequities in education
Do refugee children have (numbers and quality of
access to education services? teachers, materials, relevant
curriculum)?
Do parents decide which child
goes to school? Are there gender inequities in
the school? What are they?
Do education policy and

decision making structures
reflect the socio-cultural make
up of the country?
PUBLIC DISENGAGEMENT
How does disengagement affect education? How does education contribute to and mitigate public disengagement?
Are public services being Are students being taught Does the education system Is the government providing Are international donors
provided by non-governmental about their role as citizens politically socialize students/ education services to some supporting government-
entities? Give a percentage. and the role of government citizens? Does one have to be groups but not others? provision of education
in providing essential public from a specific political party services? Are donors working
Are citizens using government services? to succeed? “around” the government?
education services? Why?
Does the education system Do communities have the
Are non-governmental provide students with an capacity and will to advocate
institutions (such as churches, understanding of basic for education?
civil society organizations, economics and job training or
private voluntary employment? How does language of
organizations, etc.) providing instruction policy impact public
services that should be Does the education system disengagement?
provided by the government? encourage national unity?
Does the education system Are citizens able to become
What do most citizens think is reflect and support democratic advocates for education
the appropriate responsibility processes? services locally, nationally?
of the government, the private Are communities organized to
sector, and religious How does the education do so?
communities in education? system encourage the
development of “critical Does the government (in)
consciousness” and action mirror the public’s
awareness of social/political disengagement in education?
inequalities and issues? What are the incentives to
stakeholders for supporting
Do students, parents, education?
teachers, and communities
have access to external and
pluralistic sources of
information (radio, TV,
internet)?
Are educational institutions

used as fora for debate or are
they used to legitimize the
government’s actions?
CORRUPTION
How does corruption affect education? How does education contribute to and mitigate corruption?
Is there a pattern of money/ Do school inspectors receive Do learners feel their formal Are money/ favors Is there evidence of ghost
favors given in exchange for money from teachers? or non-formal education is disproportionately required teachers?
access to school, for relevant to their lives? of certain groups for grades/
Is there evidence of improper use
promotion to other levels or Is money favor given in scholarships/ textbooks/
of school fees (paid by parents)?
other learning opportunities? exchange for good grades, Are students able to use the materials?
scholarships, textbooks or skills acquired in school to Is there evidence of improper use
How does corruption materials? earn a living? of school budgets (allocated by the
determine who has access to government)?
education? What is the relationship What are the economic How are the proceeds from school
between private tutoring and benefits of learning? What gardens and other revenue
grades? is the economic benefit of generating activities used?
certification at each level of
Are there standards for education? What role do PTAs or school
teacher performance and management committees play in
mitigating or facilitating corruption
accountability? How are they What civic values are taught practices?
enforced? and practiced in the schools?
Is accountability part of the Is there an expenditure tracking
Are teachers models for formal and non-formal system (National Education
students to emulate (in terms learning environment? Accounts)? How is it used? And
by whom?
of honesty and transparency)?
Are there school gardens? Is there government will/ capacity
How is corruption addressed How are they used? to promote financial accountability?
in the curriculum and formal Is there a demand for accountability
and non-formal school/ What problem solving and from communities?
learning environment? conflict management skills are
Is there a demand for accountability
taught? What behaviors are regarding school performance and
patterned related to problem availability of materials?
solving and conflict
management? Is there accountability for the
procurement and distribution of
Can formal and non-formal textbooks and materials?
education offer an attractive To what extent are schools unsafe
alternative to corruption? because of corrupt building
practices?
Are fees or party loyalties required

by faculty or teachers for placement
in certain positions?
INSUFFICIENT CAPACITY
How does government institutions’ lack of capacity affect education? How does education contribute to and mitigate the insufficiency of national capacity?

Does access to education at What leadership skills are What jobs exist for people What examples of favoritism Is there political will to address capacity
in education?
all levels depend on socio- needed in ministries and local who are educated in country in capacity building by donors/
economic status or ethnicity? governments? What technical to contribute to national NGOs exist to date? How can What steps has the government taken to
skills are needed? Are development goals? they be addressed? assess the skills needed to improve
government capacity? Are there
Who has access to public sufficient skills transferred opportunities or plans to meet the skills
administration training? through public administration Are local and national How is inequity a factor in gaps?
training options? education institutions being insufficient capacity? Could
Is the government trying to attract skilled
Are there universities and used to develop government capacity development
members of the Diaspora and local
centers of research? Are education institutions capacity, as opposed to using contribute to increased professionals?
used effectively in the policy international institutions or equity?
How are educational priorities at the
making process? (i.e.: NGOs? basic and tertiary levels coordinated?
research institutes, data Are education institutions How are they aligned with economic
collection) Are citizens able to engage being manipulated to opportunities in the country?
with government, civil society influence the education policy
How are linkages among foreign, region-
Does the curriculum support organizations, private sector, making process? (such as al and domestic universities strengthen-
capacity development? How? to advocate for their rights? through data collection) ing local capacity?
Are financial resources managed

Are students acquiring the How are decisions made effectively and transparently? Do
skills needed to live about who has access to communities have access to school
budgets?
productive lives and contribute education?
to the economic prosperity Are education staff sufficiently paid?
and social well being of their
Is the capacity of the education system
communities? aligned with the country’s needs? (such
as too many teachers being trained? Not
Are educational institu- enough?)
tions sufficiently staffed and Do school management committees
trained? What are the training (PTAs, etc.) have capacity to participate
needs of teachers and in the management of schools? Is there
a power imbalance in the management
administrators? committees?
Is education information managed

effectively and transparently? Is there an
effective education management
information system in place? Is it being
used?
How are communities and religious

schools recognized?
ORGANIZED VIOLENCE
How does organized violence affect education? How does education contribute to and mitigate organized violence?

Does organized violence Is education quality impeded Are schools/universities Do human rights abuses, What is the relationship
affect school attendance for by insecurity in and around serving as recruiting grounds particularly gender based between education institutions
teachers, administrators and schools? (forced or voluntary) for violence, happen with and law enforcement/ military/
students? organized violence or violent impunity in and around insurgents?
What are the benefits of extremism? school?
Is access impeded by education versus opportunity What role is played by
insecurity in and around costs that may lead to greater Are gangs present in the Are students or teachers security forces in
schools? youth drop-out or schools? If so, are they targets of organized violence? suppressing or perpetuating
participation? school-based or external? Why? (ethnicity, status as organized violence in school?
Are students or teachers What impact do they have teachers, etc.)
diverted from education Does the curriculum on the ‘culture’ of violence as What rules and procedures
due to violence? perpetuate and legitimize well as school-based violence Are students and out-of- are in place to recognize and
ethnic/political/ religious norms among students and school children displaced by manage school-based
How do internally displaced violence? Is peace education teachers? violence receiving an violence or the recruitment of
populations and refugees a part of the non formal and education? What is the quality students?
access education services? formal curriculum? Are out-of-school youth and of that education?
gangs being reached by Does the government have
What protective measures Do schools perpetuate a education? Does violence create the political will or the capacity
or services are in place for culture of violence and create inequities in education to address organized violence
students? or sustain insecurity? quality? (number, quality of in education?
teachers, materials,
Has a generation of students What is the psycho-social appropriateness of curriculum, What role do communities
missed out on educational impact of violence on students etc.?) have in managing the
opportunities and is the and teachers? How is it being causes and mitigating the
problems continuing with the addressed? Are there gender inequities in consequences/intensity of
current generation? the school? What are they? organized violence affecting
Do classroom norms support schools?
a culture of violence or non Is fragility impacting
violence? inequalities in student Is the central government
performance (literacy, able to provide teachers,
Are teachers trained in conflict retention, completion, etc)? learning materials, and
resolution or peace salaries throughout the
education? How are disaffected youth country as a result of
excluded from educational organized violence?
opportunities?
TRANSITIONAL DYNAMICS
How does transitional dynamics affect education? How does education contribute to and mitigate transitional dynamics?
Does government will and
What are citizens’ Is there a procurement plan Are citizens, especially youth, Are unqualified teachers being
capacity affect positive change?
expectations of the education for textbooks and learning being prepared to become recruited, trained, and paid? Is there an education budget?
system during a transitional materials? Are there signs of productive members of the How does this compare to the
period?Are there sufficient equitable distribution? community? Are there recruitment, training and What parts of the budget get
schools and school slots to non-formal education services payment of qualified funded? Is the budget tied to
accommodate demand? Are curriculum content and offered for youth/de-mobilized teachers? Are there education policy or plans?
learning materials being combatants, etc.? tensions?
Does the transitional considered as a way to What are the government’s phi-
Is there gender and/or ethnic losophy and plans for
government provide a safe mitigate against fragility or Are citizens being prepared to
education? How are donor activi-
environment for students and reinforce resiliency? become active participants in balance in the recruitment of
ties supporting or
teachers to attend school? the political process to build a teachers? shaping the government’s plans?
Is the government promoting democratic culture? How?
Does the government provide nationwide literacy? Please What are the government’s ca-
education services to describe. Are formal and non-formal pacity gaps (such as
displaced and relocating education services providing personnel) to deliver
populations, including opportunities for youth and education services (such as
over-age groups? How? adults to affect change during teacher deployment, payroll, sup-
plies, etc.)?
the transition?
Are the administrative barriers How is the government
to school attendance being Are there successes from the recruiting and training
addressed, such as lack of Office of Transition Initiatives teachers? Is there an attempt by
identification, proof of efforts that could expanded? the government to involve stake-
completion, fees paid, etc.? holders?
What is the size of the out-of- Are higher education

school youth population? Do institutions involved in the transi-
tion phase?
they have access to education
services? Have they ever Are communities defined and
had an opportunity to attend organized to support
school? education?
Are schools being built by Does the government plan to use

religious institutions? Are education (formal, non-formal,
community schools being built basic, higher education) to facili-
with government approval or tate the transition?
support?
EXCLUSION
How does exclusion, elitism and factionalism practices affect education? How does education contribute to and mitigate exclusion, factionalism, elitism?

Are there statistical inequalities at all levels Does the curriculum content Are inequalities represented in “Are there statistical Is there political will to make education
of the school system related to gender, inclusive?
ethnicity, pastoralists, language, economic meet the needs of all the curriculum and text? inequalities in the teacher
class, region, geographic, disabilities, students? population? Are the better Are data management systems used to
religion, elite status, political affiliation? prepared teachers in urban drive policy decisions in education?
Do some groups have more
Are there alternative schools or Do the curriculum and access to education content areas and least prepared in Does school financing exclude students?
compensatory opportunities for inclusion? educational materials mitigate that is relevant to their lives rural areas?” Are national policies designed to exclude
certain groups from education (language of
Are certain formative education or perpetuate hostility/conflict and their vocational needs instruction, curriculum, teacher deploy-
experiences required of leadership or civil between social groups? Do than other groups? Does the quality of trainer ment, system of entry, exam system)?
service positions in the country?
curriculum and educational preparation reflect gender, Is there a system for addressing teachers’
Are certain groups excluded from gaining materials emphasize the Are certain groups of people ethnic, or religious inequities? grievances? Is the system transparent and
access and acquiring skills for certain Are curriculum and learning equitable?
professions?
history, accomplishments, excluded from gaining the
customs, values, and skills needed for broad materials distributed Is there a high teacher turnover in certain
Does a lack of safety (ethnic tensions, traditions of one social group? participation in the political equitably? areas (region, rural vs. urban) and in
gender-based violence) exclude some relation to gender, ethnicity, or other
students from attending school? process? groups?
How does the pedagogy Are schools appropriately
Does lack of security exclude certain Do all students and teachers feel equally
teachers or students from attending formal reinforce or discourage Are there opportunities to located for all students? Does secure in the educational setting?
or non-formal schools? independent and critical improve the relevance of school location favor one
group over another? Are there differences in security levels
Are all students and teachers able to travel
thinking? education for excluded among schools in the country?
safely to and from school? Are the roads groups?
safe from mines, attacks, kidnappings, Does the pedagogy reinforce Are girls excluded because of Does the school management encourage
gender-based violence? or discourage certain groups from being
participatory learning verses What strategies are used the lack of sanitary facilities? targeted, recruited, or abducted?
Do internally displaced populations receive rote learning? to balance biased learning
differential access to education services How are internally displaced populations
and resources? What is the impact of this materials? How are girls financing their positively influencing education and
treatment? Does the language of education? Are they reliant on assimilation? Are there examples of
“sugar daddies”? positive integration?
Are community leaders working to mitigate
instruction and general
exclusion? How effective are they? language use affect student Do schools perpetuate a culture of violence
attendance and learning? Are inequitable cultural norms or insecurity? Who is targeted? Are there
Are the educational services provided to instances of gender- based violence by
refugees different (favored or excluded) How? related to gender roles and students or teachers? Are there inequities
from those provided to the local responsibilities reinforced in in how discipline is applied? How does
population? the state/school respond to incidents? Are
the classroom? incidents reported? Are there meetings?
Do the health and hygiene conditions in
schools reinforce exclusion, such as water Do authorities punish the offender?
and sanitation, mixed latrines, lighting, How is education managed when the
etc.? political arena dictates closing public
education?
How does an overly-politicized

community/school leadership promote
exclusion/ elitism/ factionalism?
U.S. Agency for International Development
1300 Pennsylvania Avenue, NW
Washington, DC 20523
Tel: (202) 216-3229
Fax: (202) 216-3524
www.usaid.gov

Education and Fragility: An Assessment Tool. USAID 2006

Uploaded by

Document Information

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Education and Fragility: An Assessment Tool. USAID 2006

Uploaded by

Copyright:

Available Formats

Education and Fragility: an Assessment Tool

ducation plays a key role as both a Elitism/Exclusion/Factionalism: A

E contributor and as a mitigating force to

Contact information: Dr. Yolande Miller-Grandvaux, USAID,

Is student enrollment and

To what extent does...

Do communities participate in the

Do teachers’ unions play a signiﬁcant

Are leaders held accountable for

To what extent does...

To what extent does...

Do education policy and

Are educational institutions

Are fees or party loyalties required

To what extent does...

Are ﬁnancial resources managed

Is education information managed

How are communities and religious

To what extent does...

What is the size of the out-of- Are higher education

Are schools being built by Does the government plan to use

To what extent does...

How does an overly-politicized

You might also like