12015

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and Use Development Data: and Use Development Data: Improving MDG Policymaking and Improving MDG Policymaking and

MonitoringMonitoring

Module 1: Module 1: Introduction to the CourseIntroduction to the Course

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ContentsContents

• Main objective of the training programmeMain objective of the training programme

• Purpose of the training programmePurpose of the training programme

• What you will be able to do at the end of it What you will be able to do at the end of it

• Practical arrangementsPractical arrangements

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ContextContext

In recent years statistics on human development In recent years statistics on human development have improved considerably, hence the challenge have improved considerably, hence the challenge is increasingly shifting from data collection to is increasingly shifting from data collection to managing the stock of statistics and bringing it managing the stock of statistics and bringing it into the policy processinto the policy process

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Main ObjectiveMain Objective

Build national capacity to monitor the Millennium Build national capacity to monitor the Millennium Development Goals and contribute to the Development Goals and contribute to the improved use of evidence-based methodologies improved use of evidence-based methodologies for the management of development policies by for the management of development policies by building the statistical literacy of a large number building the statistical literacy of a large number of users across Government and Civil Societyof users across Government and Civil Society

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Course OutlineCourse Outline

• Training in MDGs and indicatorsTraining in MDGs and indicators

• Applications in national and sub-national policy Applications in national and sub-national policy making and advocacy making and advocacy

• Format: Modular course (see agenda) Format: Modular course (see agenda)

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Purpose of the CoursePurpose of the Course

1.1. Raise awareness of MDGs and MDG indicatorsRaise awareness of MDGs and MDG indicators2.2. Discuss their role in policy making and Discuss their role in policy making and

advocacyadvocacy3.3. Educate users in correct and effective use of Educate users in correct and effective use of

indicators indicators 4.4. Raise communication skills needed to convey Raise communication skills needed to convey

relevant information to target audiencesrelevant information to target audiences

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What you will be able to What you will be able to do at the end of this course…do at the end of this course…

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Understand the definitions of the Understand the definitions of the Millennium Development Goals and Millennium Development Goals and how they relate to their targets and how they relate to their targets and

indicatorsindicatorsDirect Direct indicatorindicator

The death The death rate of rate of children under children under five years of five years of ageage

Direct IndicatorDirect Indicator

Infant mortality rate

Goal 4Goal 4

Reduce Reduce child child mortalitymortality

Target 5 Target 5 Reduce by two thirds between 1990 and 2015 the mortality rate among children under five

Indirect Indirect indicatorindicatorproportion of 1-proportion of 1-year-old year-old children children immunized immunized against against measlesmeasles

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Understand the role that MDGs can play Understand the role that MDGs can play in the policy processin the policy process

• Identify issues and areas that require intervention, Identify issues and areas that require intervention, and decide upon reasonable targetsand decide upon reasonable targets

• • Measure the size of a development need, and the Measure the size of a development need, and the resources required to deal with itresources required to deal with it

• • Provide evidence to governments and donors that Provide evidence to governments and donors that intervention is requiredintervention is required

• • Target specific groups and geographical areas Target specific groups and geographical areas with differing needs and conditionswith differing needs and conditions

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Understand the role that MDGs can Understand the role that MDGs can play in effective advocacy play in effective advocacy

Goals and targetsGoals and targets

define define

the the expectationsexpectations against which civil society and against which civil society and other stakeholders can hold governments other stakeholders can hold governments accountableaccountableIndicatorsIndicators

provide

the evidence needed tomonitor progress and advocate for policy change.

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Understand the link between MDG Understand the link between MDG indicators and the data on which they indicators and the data on which they

are basedare basedSurveysSurveys

HH SurveyHH Survey

Labor force Labor force survey and survey and

etc.etc.

Censuses Censuses datadata

AdminAdminrecordsrecords

IndicatoIndicatorr

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Reliably assess and use information Reliably assess and use information about uncertainty in the production of about uncertainty in the production of

MDG indicatorsMDG indicators

UncertaintyUncertainty

Sample sizeSample sizeBias

Bias

Tim

eliness

Tim

eliness

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Use MDG indicators to measure Use MDG indicators to measure progress towards national goals and to progress towards national goals and to

monitor national and sub-national monitor national and sub-national development strategiesdevelopment strategies

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Use MDG indicators to reflect diversity: Use MDG indicators to reflect diversity: Compare and contrast MDG indicators Compare and contrast MDG indicators

relating to global, regional levels relating to global, regional levels

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Use MDG indicators to reflect diversity: Use MDG indicators to reflect diversity: Compare and contrast MDG indicators Compare and contrast MDG indicators relating to national and sub-national relating to national and sub-national

levelslevels

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Use MDG indicators to reflect diversity: Use MDG indicators to reflect diversity: Disaggregate MDG indicators to explore Disaggregate MDG indicators to explore

progress by critical sub-populations progress by critical sub-populations

Educational enrolment at various levels by gender, Educational enrolment at various levels by gender, AzerbaijanAzerbaijan, 1998, 1998

girls boys

Kindergarten (3-5 years) Kindergarten (3-5 years) 14.7 16.8 14.7 16.8 Primary (6-9 years) Primary (6-9 years) 96.2 96.2 96.5 96.5 Lower secondary (10-14 years) Lower secondary (10-14 years) 86.7 86.7 85.9 85.9 Upper secondary general (15-17 years) Upper secondary general (15-17 years) 45.7 45.7 43.4 43.4 Vocational (15-17 years) Vocational (15-17 years) 11.3 11.3 5.6 5.6 Technical (15-17 years) Technical (15-17 years) 1.9 1.9 8.2 8.2

Source: Ministry of Education, Azerbaijan Country Report Source: Ministry of Education, Azerbaijan Country Report to UNESCO 1999, and UNICEF, MONEEto UNESCO 1999, and UNICEF, MONEE

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Style of the courseStyle of the course

• Mixture of lectures, practicals and discussionMixture of lectures, practicals and discussion

• Relaxed style – questions and comments Relaxed style – questions and comments encouragedencouraged

• Participants’ experience and opinions will be Participants’ experience and opinions will be valuablevaluable

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Practical 1Practical 1Split into groups.• How wide is the awareness of MDGs in your

country?

• What role do the MDGs play in national policy making?

• What role do the MDGs play in advocacy?

• What potential improvements do you see in these three areas in your country?