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School Finance Ratings and Data

A description of the School Finance scoring methodology and the meaning of categorical ratings displayed below are available in evidence-based frameworks.

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	Guinea Country Report 2013 (data available upon request)
Ensuring basic conditions for learning	Latent
Are there policies to ensure basic inputs?	Latent
	Guinea
Is there is a clearly stated policy to require that basic infrastructure is provided in primary schools?	No, there are no policies to require that electricity, water, or functional hygienic facilities are provided
Is there is a clearly stated policy to require that teaching and learning materials are provided in primary schools?	Yes, there is a policy to require that textbooks or libraries are provided
What are the minimum educational requirements to become a primary school teacher?	ISCED-5B
Is there is a clearly stated policy to require that basic infrastructure is provided in secondary schools?	No, there are no policies to require that electricity, water, or functional hygienic facilities are provided
Is there is a clearly stated policy to require that teaching and learning materials are provided in secondary schools?	No, there are no policies to require that textbooks, libraries, or computers are provided
What are the minimum educational requirements to become a secondary school teacher?	ISCED-5A
Are there established learning goals?	Emerging
	Guinea
Are there system-wide performance goals at the primary level?	Goals include completion rates
Are there system-wide performance goals at the secondary level	Goals include completion rates
Monitoring learning conditions and outcomes	Established
Are there systems in place to monitor learning conditions?	Established
	Guinea
What is the scope of available data for basic infrastructure, teaching and learning materials, and qualified teachers?	Education statistics cover 7 of the inputs
How frequently is a school census produced?	School census is produced annually
Is administrative school data centrally reported in a timely manner?	Student enrollment and teacher data are reported 1 or 2 times a year
Is student attendance reported in a timely manner?
Are there systems in place to assess learning outcomes?	Established
	Guinea
How often are large-scale student achievement assessments administered?	2 to 4 times in 5 years
Who participates in the large-scale student achievement assessments program?	A representative random sample of students
Does the large-scale student achievement assessment program target grades in each level of schooling?	Yes, the assessment targets at least 1 grade in primary or secondary schooling
Do results from the large-scale student achievement assessment allow for disaggregation by student characteristics?	Yes, assessment results allow for disaggregation by school or student characteristics
Are assessment data accessible and useable by those in the planning unit?	No, data are not available to those in the planning unit
Overseeing service delivery	Established
What mechanisms are in place to verify the availability of physical resources at schools?	Established
	Guinea
Are there mechanisms to track how many effective school days are in the primary school year?	Yes, central mechanisms are in place to track how many effective school days are at the school level
Are there mechanisms to track how many effective school days are in the secondary school year?	Yes, central mechanisms are in place to track how many effective school days are at the school level
Are there mechanisms to track the proportion of primary schools that had prescribed textbooks within the first month of school?	No, mechanisms do not exist
Are there mechanisms to track the proportion of secondary schools that had prescribed textbooks within the first month of school?	No, mechanisms do not exist
How is school construction expenditure monitored?	Monitored by school or government agency
What mechanisms are in place to verify the availability of human resources at schools?	Established
	Guinea
How is teacher attendance monitored?	Unannounced visits from a subnational authority
Is there a policy to ensure that substitute teachers are provided when teachers are absent?	No, there is no substitute teacher policy
Are there penalties for teacher absenteeism?	Yes, a penalty of dismissal
Budgeting with adequate and transparent information	Established
Is there an informed budget process?	Established
	Guinea
To what extent does the budget use explicit criteria at the national or subnational level to decide education funding?	Criteria are used to allocate funding for both current and capital expenditure
What factors are taken into account for budget preparation?	Enrollment or teacher demographics
Is there a multi-year budget process?	Forecasts of education expenditure are prepared for at least three years, and include expenditure by current, capital, and functional classifications as well as the links to policy (objectives, activities, outputs)
Is the budget comprehensive and transparent?	Established
	Guinea
Is the planned or executed budget classified in transparent ways?	The budget is based on administrative, economic and sub-functional classification
Is documentation of the planned or executed budget comprehensive? Information benchmarks: (i) Current year’s budget; (ii) Summarized budget data for both revenue and expenditure; (iii) Prior year’s budget outturn; (iv) Explanation of budget implications o	Recent budget documentation fulfills 3 of the information benchmarks
Does the government publicly report on education budgets?	It reports the following: planned annual budget, execution during the year, and its end of the year execution, and reports can be obtained
Do subnational (or local) governments receive timely information on the amount of intergovernmental transfers?	Subnational governments are provided information on the allocations to be transferred to them between 1 and 3 months before the start of the subnational fiscal year
Is education expenditure from subnational governments (or local) consolidated at the national level (or subnational)?	Education expenditure information is collected for subnational governments and consolidated into annual reports within 10 months of the end of the fiscal year
Providing more resources to students who need them	Established
Are more public resources available to students from disadvantaged backgrounds?	Established
	Guinea
Are there policies to provide more public resources to schools or households with socio-economically disadvantaged students?	Yes, there are policies to provide additional resources to schools or households, and all schools or households that meet the criteria are eligible
How are the needs of socio-economically disadvantaged students identified?	Analysis of household survey data (proxy means test) is performed
Are there policies to provide more resources to schools or households with other disadvantaged students (ethnicity, gender, native language, urban/rural)?	Yes, there are policies to provide additional resources to schools and/or households, but only some schools or households that meet the criteria are eligible
How are the needs of other disadvantaged students (ethnicity, gender, native language, urban/rural) identified?	Analysis of household survey data (documenting inequities) is performed
Where do students with disabilities or special needs receive their education?	Special schools and mainstream education
Which special needs are met?	Yes, mobility, visual or hearing special needs are met
Do payments for schooling represent a small share of income for low income families?	Emerging
	Guinea
What types of school fees are charged at the primary level?	There are no tuition fees, but there are fees for at least one of the following: PTA, textbooks, matriculation, assessments
Are there mandatory waivers for students that are from disadvantaged backgrounds at the primary level?	No
What types of school fees are charged at the secondary level?	There are no tuition fees, but there are fees for at least one of the following: PTA, textbooks, matriculation, assessments
Are there mandatory waivers for students that are from disadvantaged backgrounds at the secondary level?	No
Managing resources efficiently	Latent
Are there systems in place to verify the use of educational resources?	Latent
	Guinea
How frequently is the personnel database updated during the calendar year?	1 to 2 times, or never
How frequently is employment status of education staff verified during the calendar year?
Does the legal and regulatory framework for school construction contracts promote transparency and competitiveness?	The legal and regulatory framework makes open competition the default method of procurement, opportunities to bid for contracts are publicly announced, and there is a defined process to submit and address complaints
Are education expenditures audited?	Latent
	Guinea
Are internal audits carried out and reported?	Reports are either non-existent or do not happen at least every 2 years
Are there consequences for failed internal audits?	0
Are external audits carried out?	There are no external audits

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