1.1 LESSONS FROM PREVIOUS ATTEMPTS TO USE PERFORMANCE INDICATORS

1.1.1 The Revised Code in the Nineteenth Century
1.1.2 Earlier International Attempts
1.1.3 The New Managerialism
1.1.4 The Resurgence of Performance Indicators in Education Systems

1.2 DEFINING AND DEVELOPING PERFORMANCE INDICATORS

1.2.1 Approaches to Definitions
1.2.2 Developing Useful Indicators
1.2.3 Who Should Choose and Design the System?

1.3. USES AND ABUSES OF PERFORMANCE MEASUREMENT

1.3.1 Uses
1.3.2 Abuses or perverse uses
1.3.3 The (Limited) Value of Performance Measurement

1.4. EXPERIENCES OF OTHER AGENCIES/COUNTRIES WITH SYSTEMS OF PERFORMANCE INDICATORS

1.4.1 Australia
1.4.2 Sweden
1.4.3 Commonwealth Secretariat
1.4.4 World Bank

1.5. SPECIFICITY OF EDUCATIONAL SYSTEMS IN DEVELOPING COUNTRIES

1.5.1 The Jomtien Agenda
1.5.2 Covering the Diversified Field of Education

1.6. POSSIBLE FRAMEWORKS FOR PERFORMANCE INDICATORS

1.6.1 The DFID Context
1.6.2 A Skeleton for Frameworks
1.6.3 Developing Indicators at Different Levels and for Different Stages

ANNEX 1A: World Bank (1996) Performance Monitoring Indicators: A Handbook for Task Managers (Operational Policy Department)
ANNEX 1B : Problems of Measurement at the Sectoral Level: Examples of Indicators and their Associated Problems
ANNEX 1C: Collecting Data for Individual Performance Indicators

CHAPTER TWO: CASE STUDIES

2.1 Introduction

2.1.1 The Choice of Case Studies
2.1.2 The Approaches to Evaluation

2.2 MEASURING THE IMPACT OF EDUCATION IN KENYA

2.2.1. Introduction
2.2.2. Schooling in Kenya
2.2.3. VET in Kenya
2.2.4. Kenyan Data
2.2.5. DFID in Kenya
2.2.6. Concluding remarks

2.3 PERFORMANCE INDICATORS IN THE ANDHRA PRADESH DISTRICT PRIMARY EDUCATION PROJECT

2.3.1 The Development of the Project from its Precursors
2.3.2 Quantitative and Qualitative Studies: Project Planning Process
2.3.3 Qualitative Case Studies
2.3.4. Indicators of Implementation
2.3.5. The Overall Effectiveness of the Project
2.3.6 Conclusion

2.4 EDUCATION PERFORMANCE INDICATORS IN A NEW SOUTH AFRICA: A PROGRESS REPORT

2.4.1. Framework: Levels and Purposes of Use of Performance Indicators
2.4.2. Current Educational Initiatives
2.4.3. Indicator Development and Use
2.4.4 Concluding Remarks

ANNEX 2A: Further Proposals for the Development of Educational Performance Indicators in South Africa

CHAPTER THREE: BEYOND EDUCATIONAL PERFORMANCE INDICATORS: MOVING TOWARDS OVERALL SOCIAL INDICATORS

3.1 INTRODUCTION
3.2 BACKGROUND

3.2.1 Origins and purposes of systems of socio-economic data
3.2.2 The Social Indicators Movement of the 1960s
3.2.3 Approaches: A Thousand Flowers Bloom
3.2.4 Factors contributing to the decline of social indicators

3.3 SOCIAL INDICATORS SYSTEMS

3.3.1 Early Examples in the Seventies
3.3.2 Basic Needs Approach
3.3.3 Moving Towards the Individual
3.3.4 Conclusion

3.4 COMPOSITE QUALITY OF LIFE INDICES

3.4.1 The Human Development Index (HDI)
3.4.2. Other Innovatory Composites
3.4.3 Conclusion

3.5 DEVELOPING A MODERN FRAMEWORK: MONITORING SOCIAL CONDITIONS TOP-DOWN?

3.5.1 A Framework?
3.5.2 Designing More Relevant Statistics?
3.5.3 An Excess of Estimates, a Data Drought

3.6 THE IMPACT OF EDUCATION UPON HEALTH

3.6.1 Introduction
3.6.2 Brief Review of Evidence of Possible Impacts
3.6.3 The Measurement Problem in Evaluating Projects
3.6.4 Conclusion

3.7 THE IMPACT OF EDUCATION ON EMPLOYMENT IN DEVELOPING COUNTRIES

3.7.1 Current Practice
3.7.2 What Improvements Could be Made in Indicators?

3.8 MONITORING BASIC NEEDS AT THE LOCAL LEVEL

3.8.1 Some Basic Principles of Indicator Construction for Democratic Monitoring
3.8.2 An Appropriate Local Information Monitoring System

ANNEX 3 A: Opportunity Cost and Valuations
ANNEX 3 B: Technical Problems in Developing Indicators
ANNEX 3 C: VALUING HEALTH AND MEASURING (UN) EMPLOYMENT
ANNEX 3 D: EXERCISES IN LOCAL PLANNING

CONSOLIDATED REFERENCE LIST