Public Expenditure Tracking Survey in Education 2005
Mongolia, 2005
Identification
MNG_2005_PETS_v01_M
Public Expenditure Tracking Survey in Education 2005
| Name | Country code |
|---|---|
| Mongolia | MNG |
Public Expenditure Tracking Survey
A Public Expenditure Tracking Survey (PETS) is a diagnostic tool used to study the flow of public funds from the center to service providers. It has successfully been applied in many countries around the world where public accounting systems function poorly or provide unreliable information. The PETS has proven to be a useful tool to identify and quantify the leakage of funds. The PETS has also served as an analytical tool for understanding the causes underlying problems, so that informed policies can be developed. Finally, PETS results have successfully been used to improve transparency and accountability by supporting "power of information" campaigns.
PETS are often combined with Quantitative Service Delivery Surveys (QSDS) in order to obtain a more complete picture of the efficiency and equity of a public allocation system, activities at the provider level, as well as various agents involved in the process of service delivery.
While most of PETS and QSDS have been conducted in the health and education sectors, a few have also covered other sectors, such as justice, Early Childhood Programs, water, agriculture, and rural roads.
In the past decade, about 40 PETS and QSDS have been implemented in about 30 countries. While a large majority of these surveys have been conducted in Africa, which currently accounts for 66 percent of the total number of studies, PETS/QSDS have been implemented in all six regions of the World Bank (East Asia and Pacific, Europe and Central Asia, Latin America and Caribbean, Middle East and North Africa, South Asia and Sub-Saharan Africa).
Mongolia has struggled throughout its transition to maintain the levels of education and literacy that were accomplishments of the previous centrally planned system. To cope with the new economic reality, the Government of Mongolia implemented a series of reforms during the 1990's and early 2000's. Mongolia centralized education finance in 2002 after an attempt to decentralize the sector.
Mongolia's education expenditure - as a percentage of total public expenditure - is among the highest of the transition countries. This is, at least in part, due to the high cost of delivering education services in a sparsely populated land with very harsh winters.
This study examines how resources are allocated across schools and how they are used within schools. The survey included detailed interviews with principals, accountants, education managers, teachers and parents from 118 schools in urban and rural areas. Representatives from the Ministry of Education, the Ministry of Finance and provincial education offices were also interviewed regarding school budgets.
Sample survey data [ssd]
- Ministry of Education,
- Ministry of Finance,
- Provincial Treasury Offices,
- Provincial Government Offices,
- Schools.
Scope
-
Schools: school accountant background information, school budget submission and approval, financial flow, fiscal monitoring, salary loans, income generation, information on finance formula (zones and norms), submitted budget 2004, approved budget 2004, received amount for 2004, spent amount in 2004, budget amendments in fiscal year 2004, 2004 budget execution by expenditure lines/posts, submitted budget 2005, approved budget 2005, received amount for first quarter of 2005, budget amendments in the first quarter of 2005 fiscal year, projected and actual enrollment in the fiscal year 2004, projected and actual enrollment in the fiscal year 2005, background of class monitors, collecting money from students and parents, absenteeism of teachers and students, background of teachers, current school statistics and textbook supply, full income of teachers, teachers' salary and bonus deductions, background of education managers, quality of schools, involvement in budget development, background of school principals, funding and accounts, savings and shortcomings, assessment of current financial system, salary balance card.
-
Parents: background of class parents, fiscal transparency, parental donations, parental cost-sharing for education.
-
Provincial Education and Culture Department (ECD) : background of budget officers, the role of the aimak/city ECD budget officer in the education budgeting, reporting responsibilities of the ECD to line Ministries, redistribution at aimak/city level among sectors/budget posts, fiscal monitoring and relationship with other aimak/city/district level agents.
| Topic | Vocabulary |
|---|---|
| Education | World Bank |
| Primary Education | World Bank |
| Secondary Education | World Bank |
Coverage
National
Producers and sponsors
| Name |
|---|
| World Bank |
| Ministry of Finance, Mongolia |
| Ministry of Education, Culture and Science, Mongolia |
Sampling
The final dataset has information on 118 schools from 22 different provinces (aimag), including Ulaanbaatar, the capital. In terms of their location, 27 percent of the schools in the sample were in Ulaanbaatar, 25 percent were provincial center schools, 35 percent were district (soum) center schools, and the remaining 14 percent were village (bagh) schools.
Out of the 120 schools selected for the PETS sample, two were unreachable during data collection. One of them (Dulguun village school, a grade 4 school in the administrative center of Zuunbayan-Ulaan district) had been closed due to a recent sharp decrease in enrollment as a result of out-migration. The other (Bugant school, a grade 10 school in the administrative center of Bugant district) was unreachable due to harsh weather conditions in winter.
Survey instrument
The questionnaires were designed for central level, provincial level and school level respondents.
At the central level, data were collected from Budgetary Expenditures Department, the Ministry of Finance, and Finance Department, the Ministry of Education.
At the provincial (aimag) level, questions were asked to respondents from Aimag Treasury Offices and Education and Culture Departments, Aimag Government Offices.
At the school level, the following employees were interviewed: principals, accountants, education managers, 8th Grade Class Teachers, 8th Grade Regular Teachers, 8th Grade Class Monitors and 8th Grade Class Parents.
Data collection
| Start | End |
|---|---|
| 2005 | 2005 |
| Name |
|---|
| Mongolia Open Society Forum |
Data Access
Public Use File
Use of the survey data must be acknowledged using a citation which would include:
- the identification of the Primary Investigator (including country name)
- the full title of the survey and its acronym (when available), and the year(s) of implementation
- the survey reference number
- the source and date of download (for datasets disseminated online).
Disclaimer and copyrights
The user of the data acknowledges that the original collector of the data, the authorized distributor of the data, and the relevant funding agency bear no responsibility for use of the data or for interpretations or inferences based upon such uses.
Contacts
| Name | Affiliation | |
|---|---|---|
| Hooman Dabidian | World Bank | hdabidian@worldbank.org |
| Cindy Audiguier | World Bank | caudiguier@worldbank.org |
Metadata production
DDI_MNG_2005_PETS_v01_M
| Name | Affiliation | Role |
|---|---|---|
| Antonina Redko | DECDG, World Bank | DDI documentation |
2011-09-30
Metadata version
v01 (September 2011)