Guinea   SABER Country Report SCHOOL FINANCE 2013    100096    Policy Goals Status 1. Ensuring basic conditions for learning There are no policies requiring basic educational inputs, including electricity,  water, hygienic facilities, textbooks, or libraries; performance goals exist for primary school students, but not for secondary school students. 2. Monitoring learning conditions and outcomes While there is substantial information on learning conditions, there is limited  student achievement data, and it is not made accessible to those in the planning unit. Information on learning outcomes is available to inform the allocation of resources. 3. Overseeing service delivery There are mechanisms to verify the availability of physical resources, but not  the effective number of school days. Textbook inventories are monitored at the primary level only, and are not reported until after the beginning of the school year. While there are incentives to curb teacher absenteeism, policies to fund substitute teachers do not exist. 4. Budgeting with adequate and transparent information The drafted budget is informed by enrollment and student demographics, and  their use of forecasting, classification systems, and public reporting contribute to a transparent and comprehensive budget. 5. Providing more resources to students who need them While there are some donor-funded programs to provide additional resources  for socioeconomically disadvantaged students, there are no open-ended programs or funding in the education budget. While there are no tuition fees, all households must absorb PTA fees, textbook costs, uniforms, and school supplies. All students must absorb these costs, regardless of ability to pay. 6. Managing resources efficiently There are neither internal nor external audits of the education budget in  Guinea. However, there are regulations ensuring construction contracts are competitive and transparent.       THEWORLDBANK GUINEAۣSCHOOLFINANCE  SABERCOUNTRYREPORT|2013 OverviewofSABERͲSchoolFinance SABERͲSchool Finance is a framework that guides the  collection of standardized data to characterize and All education systems rely on financing to function, but assess school finance systems around the world. The the characteristics and actions of a successful school project primarily examines education finance policies, financesystemarenotalwaysclear.Researchhasoften relying on key informants and official document review failedtofindastrongrelationshipbetweenspendingand tomapoutthepolicylandscape.Indoingso,itprovides learning outcomes in education, which leads some newdatathatilluminatesakeyeducationareaunderthe researchers and policy makers to question whether the direct control of education policymakers. Where amount of spending in education matters at all possible, SABERͲSchool Finance also incorporates (Hanushek1986).Amongcountrieswithsimilarlevelsof measures of policy implementation at the central level, income, those that spend more on education do not although other largerͲscale surveys at the local and necessarily score higher on international assessments school level would be necessary to do a full analysis of such as the Program for International Student implementation. Assessment (PISA).  Even within an education system,  student achievement can vary substantially among To describe the essential functions of an education localities that spend comparable amounts (Wagstaff & finance system, SABERͲSchool Finance collects Wang 2011).  The observation that learning outcomes information in five data collection areas: (i) School areseeminglyunrelatedtospendinglevelssupportsthe Conditions and Resources; (ii) Allocation Mechanisms; argument that how money is spent, not simply how (iii) Revenue Sources; (iv) Education Spending; and (v) much,mattersineducationfinance. Fiscal Control and Capacity. These core areas follow  resourcesforeducationthroughoutthecomplexfunding Although the availability of financial resources does not cycle, although related activities do not always occur guarantee quality education, it is impossible to achieve sequentially. this goal without adequate resources (Reschovsky &  Imazeki 2001), which often come from public sources.  Education spending comprises a large share of Figure1:PolicyGoalsinSchoolFinance government budgets—particularly in lowͲincome Ensuringbasic countries, where 18 percent of public expenditures, on conditionsfor learning average, is devoted to education (EdStats 2011). Governments are responsible for using these public Monitoringlearning Managingresources funds in a way that promotes the highest possible efficiently conditionsand outcomes learning levels, especially given the pressure placed on budgets by the global financial crisis and continuing economicvolatility.Understandinghowtouseresources School for education wisely should thus be a top priority for Finance educationpolicymakers. Providingmore  Overseeingservice   resourcestostudents delivery whoneedthem SystemsApproachforBetterEducationResults(SABER)Ͳ SchoolFinanceinformsthisconversationwithafocuson Budgetingwith adequate and the policies that drive performance in a school finance transparent system. SABERͲSchool Finance collects, analyzes, information synthesizes, and disseminates comprehensive  information on school finance policies in primary and   secondary education across a range of different education systems. Our goal is to enable policymakers to learn about how other countries address the same policychallengesrelatedtoschoolfinanceandthushow to make wellͲinformed policy choices that will lead to improvedlearningoutcomes.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 2 GUINEAۣSCHOOLFINANCE  SABERCOUNTRYREPORT|2013 After identifying how a particular education finance systemfunctions,SABERͲSchoolFinancedeterminesthe extent to which the system effectively provides resources so that all children can learn, using six policy goals widely shared across countries: (i) Ensuring basic conditions for learning; (ii) Monitoring learning conditions and outcomes; (iii) Overseeing service delivery; (iv) Budgeting with adequate and transparent information; (v) Providing more resources to students who need them; and (vi) Managing resources efficiently (seeFigure1).Thesepolicygoalsreflectactionableways thatschoolfinancesystemscanfollowthreewellͲknown foundational concepts in school finance: adequacy, equity, and efficiency.  Progress toward each of these goals is measured by policy levers, which are actions a government can take to improve its education finance system.  This country report uses this framework to characterize andassesstheeducationfinancesysteminGuinea.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 3 GUINEAۣSCHOOLFINANCE  SABERCOUNTRYREPORT|2013 Guinea’sSchoolFinanceSystemResults in line with successful education systems such as Ontario, Canada, where the school funding policy Goal1:Ensuringbasicconditionsfor explicitly provides resources for qualified teachers, learning textbooks, librarians, classrooms, computers, and other inputs. Latentz|||  (2) There are performance goals that should promote School finance systems should create an environment learning for primary school students, but equivalent thatsupportsandencourageslearning.Todoso,systems learning goals do not exist for secondary school must provide adequate resources to ensure that all students.SpecificandlimitedsystemͲwideperformance students have the opportunity to receive a high quality goals, such as requiring that students show proficiency basic education and set performance goals to drive the on a national assessment or that they be well prepared effectiveuseofresources.Althoughstandardsofstudent to enter tertiary education, allow successful school achievement, as well as the costs to reach those finance systems (such as France, Japan, and the standards, may vary across countries and student Netherlands) to set targets and measure success in groups, there is a minimum amount of resources delivering quality education. There are several required to produce learning outcomes. SABERͲSchool performance goals to be accomplished by 2015, all of Finance uses two levers to assess progress in this goal: which appear to be monitored regularly by the (1)Aretherepoliciestoprovidebasicinputs?and(2)Are government(SeeBox1).Whiletheseperformancegoals thereestablishedlearninggoals? may help monitor education access and attendance,  measures of the quality of education through student (1) In Guinea, there are few policies in place to require proficiencyratescouldhelpthegovernmentmonitorthe necessaryeducationalinputs.Althoughthegovernment system’s capacity to maintain quality as it increases anddevelopmentpartnershaveimprovedthenumberof access. schools that have electricity, potable water, textbooks,  andhygienicfacilities,therearenopoliciessettinganyof Box1.GuineaSystemPerformanceGoalsfor2015 theseasminimumstandardsforallschools.Whilethere was a bill drafted before 2008 to describe requirements x 100percentaccesstofirstgradeofprimary for textbook provision, it was never enacted (Projet de x 88percentprimaryschoolcompletion Document de Politique Nationale Du Manuel Scolaire, x 60percenttransitionfromprimarytolowersecondary n.d.). Evidence shows that textbooks can have a (collègeěenseignementgénéral) x 38percenttransitionfromlowersecondarytoupper significant impact on learning outcomes (Glewwe et al. secondary(lycée) 2007; Jamison et al. 1981; Heyneman et al. 1984), and Source:LettredePolitiqueSectorielledeEducation,2007. libraries may provide access to textbooks and other  learning materials. Guinea does set qualifications to   becomea primaryorsecondaryschool teacher.Primary school teachers are required to complete secondary school and then attend the Normal School. While the original law states teacher candidates must attend the Normal School for four years (Decret 92, 1990), other government documents recognize the fact that the program only requires two years to complete (Rapport D’Etude Diagnostique Sur la Question Enseignante, 2013). Secondary school teachers are required to complete four years of postsecondary education at the InstituteofHigherEducationSciencesofGuinea(ISSEG). Using policies to stipulate which learning resources shouldbeprovidedis  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 4 GUINEAۣSCHOOLFINANCE  SABERCOUNTRYREPORT|2013 Goal2:Monitoringlearningconditions Box2.CollectionanduseofschoolfacilitydataintheUnited Kingdom andoutcomes In2004,theUnitedKingdomincorporatedanalysisofschool Establishedzzz| facilitydataintoitsschoolimprovementframework.School inspectionsandselfͲevaluationsweremajorcomponentsof Accurate information on learning conditions and this reform. The reformcreated the Office for Standards in outcomes is necessary for informed decisionͲmaking Education,Children’sServicesandSkills(Ofsted)tomonitor about spending. Data are particularly useful to whetherschoolshavemetstandardsinlearningoutcomes, encourage objective decisionͲmaking in challenging student wellͲbeing, school facilities, and other areas. The political economy environments. As more data become central level uses these data on inputs, intermediate consistently available, policymakers are more likely to outputs, and outcomes to monitor progress towards use them (Crouch 1997).  Knowing which inputs are national targets and to inform the external inspection of available will inform school finance policymakers about individual schools by the national Ofsted inspectorates. howfundsarebeingusedattheschoollevel,andaccess Schools are also able to analyze their performance with RAISEonline, a tool that provides interactive analysis of toassessmentresultswillshowwhetherfundsarebeing schoolandstudentperformance,aswellascomparisonsto used effectively. SABERͲSchool Finance uses two levers peers. to assess progress in this goal: (1) Are there systems in Source: Adapted from Ofsted. (2011). “Who we are and what we do.” place to monitor learning conditions? and (2) Are there Availableonline:http://www.ofsted.gov.uk. systemsinplacetoassesslearningoutcomes?   (2) Guinea conducts limited assessments to assess (1) Guinea collects considerable information on studentlearning,andtheyarenotusedtoshapepolicy. learning conditions annually, although it does not The only largeͲscale student assessment conducted in centrally monitor student attendance. The school recent years is that of a sample of CE2 students in 2008 census gathers information on enrollment, and teacher and2012inFrenchandcalculus.Theassessmentresults rosters once a year, but this information should be canbedisaggregatedgeographically,byschoolleveland updatedatleasteveryothermonththroughouttheyear student demographics. Unfortunately, the results of so that budgets may be systematically allocated to these examinations are not made available to the representschoolandstudentneeds(Porta&Arcia2011). planning unit to inform resource allocation. Many Guinea collects data on the availability of textbooks, successful systems, like Ontario, Canada, widely use libraries, qualified teachers, computers, water, hygienic student achievement data to identify schools in need of facilities, and electricity annually (Annuaire Statistique greater monetary and human resource investment to Enseignement Primaire, 2012).Successful education improvestudentperformance. systems, including the United Kingdom and Ontario,   Canada, document learning conditions and use these data on basic infrastructure and instructional materials to redirect resources to the neediest schools or to take action in schools that are not providing the specified inputs (see Box 2 for an example from the United Kingdom). It is unusual for a country to collect such considerable data regarding learning conditions but not performance goals (as described in Goal 1) as Guinea appears to. Guinea does not collect student attendance dataatthecentrallevel,whichcanhelpensureequitable andappropriateresourceallocation.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 5 GUINEAۣSCHOOLFINANCE  SABERCOUNTRYREPORT|2013 Goal3:Overseeingservicedelivery (2) By policy, teacher attendance is monitored and absenteeism is penalized, but substitutes are not Establishedzzz| provided when teachers are absent. Instruction, and therefore teacher attendance, is the most crucial factor In addition to creating and monitoring education in the use of education resources; student learning will policies, an efficient school finance system should not occur if teachers are not present. In Guinea, confirm that financial resources are converted into according to policy, the General Inspectorate of learning opportunities at the provider level. The Education and the heads of decentralized departments provision of highͲquality education requires adequate monitor teacher attendance, including through service delivery in addition to physical inputs. There is unannounced visits. However, there is no policy on no guarantee that reported public expenditure on providing substitute teachers in case of absence, which education even reaches schools (Reinikka & Svensson mayhinderlearning. 2004), let alone that resources are used well to provide  schooling,soitisimperativethatschoolfinancesystems have mechanisms to measure the quality of service   delivery at the school level. SABERͲSchool Finance examines these mechanisms using two levers: (1) What mechanisms are in place to verify the availability of physicalresourcesatschools?and(2)Whatmechanisms areinplacetoverifytheavailabilityofhumanresources inschools?  (1) There are limited mechanisms to monitor physical resources and ensure their timely distribution. In Guinea, three months after the school year has started, the Department of Planning collects and aggregates information including school textbook inventories. However, Guinea does not verify whether there are sufficienttextbooksbeforetheschoolyearstarts,which would allow them to restock schools lacking them. Reforms in both developed and developing countries havebeennecessarytoprovidetextbookstoschoolson time (Leung 2005). For example, in Washington, DC, a new procedure for textbook inventory increased the shareofpublicschoolswithtextbooksatthestartofthe school year from less than half to almost all of schools (Labbé2007).Thereisnosystemtocentrallymonitorthe actual number of days schools are open. In rural areas, thereisoftenadifferencebetweentherequirednumber ofschooldaysandactualdaystheschoolisopendueto seasonal work demands. While school officials may monitor teachers’ progression through the curriculum, theactual numberofdaysofschoolisnotmonitoredor reported. Many education systems have the practice of requiring headmasters or principals record the actual days schools are open and reported through local authorities to a central planning office. School construction expenditure is monitored by decentralized authorities, not just the contractor, which may reduce opportunitiesforcorruption.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 6 GUINEAۣSCHOOLFINANCE  SABERCOUNTRYREPORT|2013 Goal4:Budgetingwithadequateand and how much will be spent on primary and secondary transparentinformation schools. Budgets are not classified programmatically, although the Ministry of Education has discussed Establishedzzz| implementing a programmatic breakdown. Budget documents include the current year’s budget and an Although the Ministry of Finance often sets the overall explanation of the budget implications of new policy allocation of resources for the education budget, sound initiatives,butsuccessfuleducationfinancesystemsalso budget preparation requires participation from many report on what share of the previous year’s budgeted actorsintheschoolfinancesystem,includingcentraland resourceswasactuallyspent(outturn)andtheamounts subnational education authorities. Throughout the of revenue expected from various sources.  Lastly, process,informationisessentialtodevelopabudgetthat Guinea publicly reports on the planned budget and its reflectssectorprioritiesandtocommunicatethatbudget yearͲendexecution,andonbudgetexecutionduringthe to education stakeholders. SABERͲSchool Finance uses year or on availability of budgetary resources at the two levers to assess progress in this policy goal: (1) Is school level. If the government does not report on the information used to inform the budget process? and (2) education budget during the year or at the school level, Isthebudgetcomprehensiveandtransparent? funds could disappear before they reach their intended  use. (1) Some objective criteria are used to allocate  resources for education, and future education Box 3. Success of the medium term expenditure framework expenditure is not estimated.  In Guinea, the capital (MTEF)inKorea budget is allocated on a project basis, and the current After public finance reforms beginning in the midͲ2000s, budget is allocated on a program through a legislative KoreahasexperiencedsuccessusinganMTEF.Thenational process. In many successful education systems, through fiscal management plan (NFMP) covers five years and is formulaͲbased allocation, a fixed annual amount is revised annually for all sectors, including education. To allocated to each school based on the number of prepare the NFMP proposal, the cabinet first determines students in the school. Teacher staffing levels and the total planned expenditure and provides expenditure related teacher payroll costs can be determined using ceilingstoeachsector.Lastly,eachsectorpreparesabudget proposal that reflects policy priorities and budget ceilings. the required studentͲteacher ratios. In Guinea, the The NFMP has helped to create consensus building across budget is drafted by the education sector, and then sectorsandmaintainfiscalsustainability. debated through the legislative process. However, Source: Adapted from Jin, YangͲHyun (2011). Korea’s Experience with forecastsforfutureeducationexpenditureareprepared MediumͲTerm Expenditure Frameworks. Available online: www.blogͲ pfm.imf.org. forthreeyears,andincludepredictedcurrentandcapital expenditure for primary and secondary education, and explain the policy objectives they are designed to meet. Certain commitments of education resources may require recurring spending each year, whereas other spending such as school construction may preclude spending in future years. To allow for sustainability and predictability of funding, education expenditure should beconsideredonamultiͲyearbasis(Andrews&Campos 2003).  (2) Budget documents classify expenditure in useful ways, but reportingcouldbe morethorough. Guinea’s education budget is categorized by administrative, economic, subͲfunctional, and administrative classifications, so the Ministry of Education is aware of how much will be spent by each government authority, how much will be spent on current and capital needs,  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 7 GUINEAۣSCHOOLFINANCE  SABERCOUNTRYREPORT|2013 Goal5:Providingmoreresourcesto   studentswhoneedthem Establishedzzz| Promoting equity in financing of education is essential for several reasons. Access and the opportunity for success in education should not depend on a student’s background. In many countries, however, socioͲ economic background, as well as other nonͲschool factors, is the most important determinant of completionandlearningbystudents(Glick&Sahn2009; Filmer 2008; Patrinos & Psacharopoulos 1992). Additional resources in schools may compensate for disadvantaged backgrounds (Baker & Green 2008; Rivkin,etal.2005).Effortsonthedemandsidetoreduce fees may increase the opportunity for the poorest and girls to attend school (Kattan 2006).  SABERͲSchool Finance considers two policy levers that education systems can use to distribute funds according to students’needs:(1)Aremorepublicresourcesavailable to students from disadvantaged backgrounds? and (2) Do payments for schooling represent a small share of incomeforlowincomefamilies?  (1) By policy, socioͲeconomically disadvantaged studentsdonotreceiveadditionalresources.Although there are several shortͲterm projects through World Food Programme, Deutsche Gesellschaft für Technische Zusammenarbeit (GTZ) and African Development Bank providing additional resources for girls and certain regions with low enrollment rates, there are no longͲ term policies to provide a higher amount of funding for studentsofdisadvantagedbackgrounds.  (2) By policy, payments for schooling are minimal, and whentheyexist,waiversareavailableforfamilieswho are unable to pay. There are no school fees for tuition, matriculation, or assessments at the primary level in Guinea. However, there are ParentͲTeacher Association fees, and there are no waivers for families for disadvantaged students. While there are no textbook fees, families are expected to assume the costs of purchasing textbooks for students, and disadvantaged studentsreceivenowaiverfromthisexpectation.   SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 8 GUINEAۣSCHOOLFINANCE  SABERCOUNTRYREPORT|2013 Goal6:Managingresourcesefficiently would provide the Court of Auditors with the authority to investigate the expenses of national authorities. Latentz||| Strengthening and forming the Court of Auditors could substantiallyimprovetheefficiencyofeducationdelivery Experience in developing and developed countries has andmanyotherservicesprovided.Theproposedreform shownthat providingresourcesisnotenoughto ensure (Loi Organique L/046/CNT) may include the necessary good learning outcomes. Tracking inputs and outputs improvements. well is another important step, but it is not sufficient  either. WellͲdeveloped school finance systems also Box4.PayrollauditsinMexico include governance arrangements that can hold all In 2008, Mexico began a regular quarterly audit of teacher parties accountable for using resources effectively for headcount and salary transaction of teachers at the state theirintendedpurposes.Suchmechanismsincludeways level paid with federal resources.  By the first quarter of of paying and monitoring teachers and education staff, 2010,anomaliesinthepayrollandpersonneldatabaseshad forexample(Fiszbeinetal.2011).SABERͲSchoolFinance reduced dramatically.  Audits led to significant savings in uses two policy levers to assess the efficiency of the educationthroughcorrectionstothepayrollinMexico. expenditure process: (1) Are there systems in place to Source:AdaptedfromWorldBank(2012).InternationalExperienceson PayrollAuditsͲSummaryNote.Availableonline:www.worldbank.org. verify the use of educational resources? and (2) Are educationexpendituresaudited?  (1)Thereisastrongprocurementframeworkforschool construction in place, but personnel databases are weak.Inlinewithbestpractices,thelegalframeworkfor procurement makes open competition the default method of offering contracts. In addition, opportunities tobidforcontractsarepubliclyannounced,andthereis a defined process to submit and address complaints. However, the personnel database is only updated once per year. Ideally, the personnel database should be verifiedandcheckedagainstthepayrolldatabaseatleast every other month throughout the year. Teachers’ salaries account for the majority of education expenditures in many systems, so it is necessary to maintainacurrentdatabaseofthosereceivingsalaries.  (2)InGuinea,internalandexternalauditingsystemsdo not exist. In school finance systems, many actors are involved: Funding flows across levels of government, through ministries of education and finance, and finally toschooladministrators,whoareultimatelyresponsible foreffectivelyutilizingtheseresources.Measurestohold actorsaccountablearenecessarytoensureefficientuse ofpublicresourcesthroughoutthesystem(seeBox4for the use of payroll audits in Mexico). Countries with effective school finance systems use audits to provide regular feedback to education authorities on management of funds. In Guinea, though a 1991 law called for the creation of a Court of Auditors, the body has never existed and lacked the powers necessary to audit accounts (Organic Law No. LO 91/008/CTRN). A recent bill proposed by the National Transition Council  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 9 GUINEAۣSCHOOLFINANCE  SABERCOUNTRYREPORT|2013 SummaryandPolicyOptionsforGuinea of all schools and a detailed delivery plan, it already appears to have mechanisms in place to determine Guinea has strong policies in several important areas whetherornottheyaredelivered. related to school financing, but their effectiveness may be hindered by lacking complementary policies. While Managingresourcesefficiently policies for monitoring teacher attendance and physical Despite measurements of school inputs and to some infrastructure are relatively strong, audits of degree of student outcomes, there are no financial expenditures and inputs like textbooks are relatively audits to determine the efficiency of funding in the weak. The greatest weakness of the system identified is education system. There are no systems of internal the absence of both internal and external government auditing (except for construction). Internal auditing audits. would allow detailed financial monitoring within the Ministry of Education and a greater ability to identify Box5.MainFindings areas of undue expense. In addition, the Court of SchoolFinancePolicyGoals Progress Auditors, responsible for external government audits, 1.Ensuringbasicconditionsfor was never formed in law or action. By passing reforms learning  necessarytocreateandempowertheCourtofAuditors, 2.Monitoringlearningconditions andinfactcreatingthebody,theywouldbeempowered toinvestigateinefficienciesintheeducationsystem.The andoutcomes  proposedreformmayprovidethenecessarypowers(Loi 3.Overseeingservicedelivery OrganiqueL/046/CNT). 4.Budgetingwithadequateand Overseeingservicedelivery transparentinformation  While policies regarding monitoring human resources 5.Providingmoreresourcesto arefairlystrongatencouragingaccountability,thereare studentswhoneedthem  nomechanismstocentrallymonitorhowmanyeffective days actually take place in schools. This issue is of 6.Managingresourcesefficiently particular importance in rural areas, where familial and work demands may considerably shorten the year. Ensuringbasicconditionsforlearning Requiring monthly reporting through principals to the centralgovernmentandincorporatingitintothealready Ensuringthereareminimalinputs,suchasbasicfacilities presentunannouncedvisitsbyinspectorscouldhelpthe and infrastructure and learning materials, requires two system understand how many effective school days parts: a strategic plan with goals for minimum physical studentsarereceiving. facilities, and mechanisms to monitor whether such inputsexist.Manycountriesannouncegoalsanddevelop Providingmoreresourcestostudentswho detailed plans to achieve them, but lack accurate needthem mechanisms to monitor whether any achievement has While there are outside, shortͲterm programs that been made. InGuinea,thesituationisreversed:despite provide more resources to socioeconomically strong monitoring activities, there are no systemͲwide disadvantaged students, the government does not goals for providing educational inputs. This creates a systematically provide additional resources to students situation where Guinea is poised to substantially whoneedthemmost.Ifdefinitionsofsocioeconomically improve the minimum education by developing a disadvantaged areas already exist from other programs, strategicplantodeliverminimuminputsthroughoutthe they could be used to earmark additional educational system.Bysettinggoals,suchaselectricityin95percent resourcesforthoseschools.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 10 GUINEAۣSCHOOLFINANCE  SABERCOUNTRYREPORT|2013     Acknowledgements Patrinos,H.A.andPsacharopoulos,G.(1992).“Socioeconomic This report presents findings on the strengths and and Ethnic Determinants of Grade Repetition in Bolivia andGuatemala.”WorldBankPolicyWorkingPapers1028. weaknesses of the education finance system in Guinea. Washington,DC:TheWorldBank. To collect the necessary information, Bangaly Camara Reschovsky, A. and Imazeki, J. (2001). “Achieving Educational (Consultant)interviewedrespondentswithknowledgeof Adequacy Through School Finance Reform.” Journal of education finance in Guinea and completed the SABERͲ EducationFinance,26(4),373Ͳ396. School Finance data collection instrument developed in Reinikka, R. and Svensson, J. (2004). “The Power of July 2012. The report was written by Andrew Trembley Information: Evidence from a Newspaper Campaign to (Extended Term Consultant, HDNED) of the SABERͲ Reduce Capture.” World Bank Policy Research Working School Finance team, under the supervision of Halsey Paper3239.Washington,DC:TheWorldBank. Rogers (Lead Economist, HDNED).  Nathalie Lahire Rivkin,S.G.,Hanushek,E.A.,andKain,J.F.(2005)."Teachers, (SeniorEducationSpecialist,LCSHE)guidedtheworkand Schools and Student Achievement." Econometrica, 73(2), 417Ͳ458. contributedtothereport. Wagstaff, A. and Wang, L. C. (2011). “A Hybrid Approach to References Efficiency Measurement with Empirical Illustrations from Education and Health.” World Bank Policy Research Baker,B.D.andGreen,P.C.(2008).“ConceptionsofEquityand WorkingPaper5751.Washington,DC:TheWorldBank. AdequacyinSchoolFinance.”InH.F.LaddandE.B.Fiske  (Eds.) Handbook of Research in Education Finance and Policy.NewYork,NY:Routledge. Crouch,L.(1997).“SustainableEMIS:Whoisaccountable?”In D. Chapman, L. Mählck, and A. Smulders (Eds.) From Planning to Action: Government initiatives for improving schoolͲlevel practices. Paris: UNESCO International InstituteforEducationalPlanning. Edstats (Education Statistics Database). n.d. World Bank, Washington,DC.http://go.worldbank.org/ITABCOGIV1. Filmer,D.(2008).“InequalitiesinEducation:EffectsofGender, Poverty, Orphanhood, and Disability.” In M. Tembon and L. Fort (Eds.) Girls’ Education in the 21st Century. Washington,DC:TheWorldBank. Fiszbein, A., Ringold, D., and Rogers, F. H. (2011). “Indicators, Assessments, and Benchmarking of the Quality and Governance of Public Service Delivery in the Human Development Sectors.” World Bank Policy Research WorkingPaper5690.Washington,DC:TheWorldBank. Glick,P.andSahn,D.E.(2009).“Cognitiveskillsamongchildren inSenegal:Disentanglingtherolesofschoolingandfamily background.” Economics of Education Review 28(2), 178Ͳ 188. Hanushek, E. A. (1986). “The Economics of Schooling: Production and Efficiency in Public Schools.”  Journal of EconomicLiterature,24(3),1141Ͳ1177. Kattan, R.B. (2006). “Implementation of Free Basic Education Policy.” Education Working Paper Series NumberͲ7. Washington,DC:TheWorldBank. OECD(2010).PISA2009Results:WhatStudentsKnowandCan Do.Paris,France:OECD.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 11 GUINEAۣSCHOOLFINANCE  SABERCOUNTRYREPORT|2013   www.worldbank.org/education/saber The Systems Approach for Better Education Results (SABER) initiative produces comparative data and knowledge on education policies and institutions,withtheaimofhelpingcountriessystematicallystrengthen their education systems. SABER evaluates the quality of education policies against evidenceͲbased global standards, using new diagnostic toolsanddetailedpolicydata.TheSABERcountryreportsgiveallparties with a stake in educational results—from administrators, teachers, and parents to policymakers and business people—an accessible, objective snapshot showing how well the policies of their country's education systemareorientedtowardensuringthatallchildrenandyouthlearn.  ThisreportfocusesspecificallyonpoliciesintheareaofSchoolFinance.  ThisworkisaproductofthestaffofTheWorldBankwithexternalcontributions.Thefindings,interpretations,andconclusions expressedinthisworkdonotnecessarilyreflecttheviewsofTheWorldBank,itsBoardofExecutiveDirectors,orthegovernments they represent. The World Bank does not guarantee the accuracy of the data included in this work. The boundaries, colors, denominations,andotherinformationshownonanymapinthisworkdonotimplyanyjudgmentonthepartofTheWorldBank concerningthelegalstatusofanyterritoryortheendorsementoracceptanceofsuchboundaries.  SYSTEMSAPPROACHFORBETTEREDUCATIONRESULTS 12