2017年-世界发展银行全球_Zimbabwe_Public_Expenditure_Review_2017___Volume_4_Primary_and_Secondary_Education_52页_3mb

报告摘要

Summary of Zimbabwe Public Expenditure Review (2017) - Volume 4: Primary & Secondary Education

Core Content

This document presents a comprehensive review of public expenditure in Zimbabwe's primary and secondary education sector from 2009 to 2015. It evaluates the effectiveness, efficiency, and equity of spending, highlighting institutional arrangements, financing mechanisms, and challenges in resource allocation and management.

Main Views and Key Information

1. Introduction

Zimbabwe has made significant progress in recovering from the economic crisis of 2000-2008.
Public funding for primary and secondary education increased from 2% of GDP in 2009 to 5.4% in 2013.
The Education Medium Term Plan (EMTP) 2011-2015 aimed to improve education quality, access, and equity by 2015.
The document analyzes public, household, and donor expenditures, focusing on resource use efficiency and equity.

2. Sector Governance

A. Institutional Arrangements

National Level: The Ministry of Primary and Secondary Education (MoPSE) is the main institution responsible for primary and secondary education.
- Mission: To promote equitable provision of quality, inclusive, and relevant infant, junior, and secondary education.
- Responsibilities: Policy setting, performance monitoring, quality assurance, capacity building, and resource management.
Provincial and District Level: MoPSE has offices in all 10 provinces and 72 districts.
- Provincial Offices: Implement national policies, manage HR, assist with planning and infrastructure, and support districts.
- District Offices: Conduct financial oversight, ensure education quality, and assist schools with management issues.
School Level:
- Zimbabwe follows a modified 7-4-2 structure with an additional two years of ECD.
- Schools are categorized by location and registration status:
  - P1/S1: Low-density urban
  - P2/S2: High-density urban
  - P3/S3: Rural
- Registered Schools: Meet statutory requirements for government registration.
- Satellite Schools: Not yet fully registered but under the guidance of a registered "mother" school.

B. School Financing Mechanisms

Financing Sources:
- National budget
- School fees and levies
- Donor financing
- Locally generated funds
2014 Financing:
- Public and private sources each accounted for nearly US$800 million.
- Donor funds added approximately US$50 million more.
- Figure 6 shows the breakdown of funding sources.
National Budget Allocation:
- In 2014, MoPSE's total budget was US$877 million.
- 64% was allocated to primary education (including ECD).
- 34% to secondary education.
- 3% to education administration, coordination, and development (only 1% spent).
Wage Bill:
- In 2014, 4% of the MoPSE budget was allocated to non-personnel costs, but only 1% was spent.
- The wage bill grew by 83% from US$487 million in 2011 to US$893 million in 2015.
- Primary education accounted for two-thirds of the wage bill.
- Employment allowances increased by 120%, and base salaries by 60%.
- Housing and transport allowances were the main drivers of employment cost growth.
Non-Salary Recurrent Expenditure:
- Despite overall increases in education spending, non-salary recurrent expenditures have decreased significantly.
- From US$9 million in 2009 to US$5.9 million in 2014.
- On a per pupil basis, this dropped from US$2.77 to US$1.46.
Capital Expenditure:
- Capital spending is also insufficient to meet sector needs.
- CAPEX as a percentage of total education expenditure remains low.

3. Efficiency and Effective Service Delivery

Adequacy and Sustainability:
- Public spending on education is not sustainable due to high salary costs and low non-salary and capital spending.
- Secondary-to-primary student spending ratio is 1.66:1, which is significantly higher than the OECD average of 1.15:1 and similar developing countries (0.83-1.14:1).
Allocative Efficiency:
- The unit cost approach is proposed to improve resource utilization.
- Pupil-Teacher Ratio (PTR) varies significantly, from 5 in junior to 84 in junior, and 3 in secondary to 61 in secondary.
- Pupil-Classroom Ratio (PCR) also shows significant variation across education levels and provinces.
Technical Efficiency:
- The analysis highlights the need to improve resource allocation based on unit costs.
- It aims to identify areas where spending can be optimized or reallocated to support equity and quality.

4. Equity

Access and Infrastructure:
- School attendance has improved, with 94% primary net attendance in 2014 (up from 90% in 2009).
- Secondary net attendance increased from 45% to 58%.
- ECD programs expanded, with 22% of 3-5-year-olds attending in 2014.
Resource Allocations Across Schools:
- There is significant variation in per student spending, which is largely dependent on parental contributions.
- This variation poses a risk of student dropouts and unequal access to education.
School Fees and Levies:
- School fees and levies are a major source of funding for schools, especially in low-income communities.
- Figure 7 shows the MoPSE budget and expenditure, while Figure 8 illustrates the wage bill growth.

5. Coordination and Data Utilization

The report emphasizes the need for better coordination among key decision-making bodies (MoPSE, Ministry of Higher and Tertiary Education, etc.).
It calls for linking and analyzing education and financial data (EMIS, TDIS, Payroll, IFMIS) to improve budgeting, implementation, and monitoring.
Program-Based Budgeting is being implemented, and unit cost analysis is suggested to enhance this process.

Conclusion

The education sector in Zimbabwe faces challenges in sustainability, efficiency, and equity.
High salary costs and low non-salary and capital spending are key issues.
Unit cost analysis is proposed to guide resource allocation and improve service delivery.
Data integration and coordination are critical to addressing these challenges and ensuring effective and equitable education spending.