Monitoring and data use in developing countries: Findings from a systematic literature review

David Eddy-Spicer, Melanie Ehren, Mukdarut Bangpan

Research output: Contribution to JournalReview articleAcademicpeer-review

Abstract

Purpose: The collection and dissemination of standardized performance information about students, teachers, schools and school systems offer potentially important tools for school accountability and resource allocation as well as school improvement in developing countries. However, performance monitoring systems in developing countries are in many cases copied from those in high-income countries without a clear understanding of their functioning in contexts of limited resources and capacity for change. The purpose of this paper is to examine the conditions under which and the mechanisms through which system-wide performance monitoring affects school-level organization and processes in low- and middle-income countries (LMICs). Design/methodology/approach: The review employs realist synthesis because of the complexity and dynamism of conditions in LMICs, the wide variability in available literature and the aim of explaining how particular organizational outcomes arise, given particular conditions. The authors draw on findings from a systematic review of 22 studies and reports, published since 2001, related to the implementation of performance monitoring. Findings: The findings highlight key barriers to the use of data to inform school accountability and improvement. Capacity to collect, interpret and use data is an important condition to both effective external accountability as well as improvement of schools. Originality/value: The review uses realist approaches to building middle-level theories to help scholars, educational advisers, policy makers and educational leaders understand the causal processes that result in certain outcomes from monitoring activities and to identify the conditions that are necessary for those processes to have the desired outcomes.

Original languageEnglish
JournalJOURNAL OF PROFESSIONAL CAPITAL AND COMMUNITY
DOIs
Publication statusPublished - 1 Jan 2019

Fingerprint

Developing countries
Developing Countries
developing country
monitoring
performance monitoring
Monitoring
Social Responsibility
school
income
responsibility
Resource allocation
Resource Allocation
dynamism
Students
school system
Administrative Personnel
educational policy
resources
student teacher
literature

Keywords

  • Data teams
  • Decision making
  • Leadership
  • Professional capital
  • Professional judgement

Cite this

@article{a81f97b948be4388bd7cd56a7704871f,
title = "Monitoring and data use in developing countries: Findings from a systematic literature review",
abstract = "Purpose: The collection and dissemination of standardized performance information about students, teachers, schools and school systems offer potentially important tools for school accountability and resource allocation as well as school improvement in developing countries. However, performance monitoring systems in developing countries are in many cases copied from those in high-income countries without a clear understanding of their functioning in contexts of limited resources and capacity for change. The purpose of this paper is to examine the conditions under which and the mechanisms through which system-wide performance monitoring affects school-level organization and processes in low- and middle-income countries (LMICs). Design/methodology/approach: The review employs realist synthesis because of the complexity and dynamism of conditions in LMICs, the wide variability in available literature and the aim of explaining how particular organizational outcomes arise, given particular conditions. The authors draw on findings from a systematic review of 22 studies and reports, published since 2001, related to the implementation of performance monitoring. Findings: The findings highlight key barriers to the use of data to inform school accountability and improvement. Capacity to collect, interpret and use data is an important condition to both effective external accountability as well as improvement of schools. Originality/value: The review uses realist approaches to building middle-level theories to help scholars, educational advisers, policy makers and educational leaders understand the causal processes that result in certain outcomes from monitoring activities and to identify the conditions that are necessary for those processes to have the desired outcomes.",
keywords = "Data teams, Decision making, Leadership, Professional capital, Professional judgement",
author = "David Eddy-Spicer and Melanie Ehren and Mukdarut Bangpan",
year = "2019",
month = "1",
day = "1",
doi = "10.1108/JPCC-11-2018-0028",
language = "English",
journal = "JOURNAL OF PROFESSIONAL CAPITAL AND COMMUNITY",
issn = "2056-9548",
publisher = "Emerald",

}

Monitoring and data use in developing countries : Findings from a systematic literature review. / Eddy-Spicer, David; Ehren, Melanie; Bangpan, Mukdarut.

In: JOURNAL OF PROFESSIONAL CAPITAL AND COMMUNITY, 01.01.2019.

Research output: Contribution to JournalReview articleAcademicpeer-review

TY - JOUR

T1 - Monitoring and data use in developing countries

T2 - Findings from a systematic literature review

AU - Eddy-Spicer, David

AU - Ehren, Melanie

AU - Bangpan, Mukdarut

PY - 2019/1/1

Y1 - 2019/1/1

N2 - Purpose: The collection and dissemination of standardized performance information about students, teachers, schools and school systems offer potentially important tools for school accountability and resource allocation as well as school improvement in developing countries. However, performance monitoring systems in developing countries are in many cases copied from those in high-income countries without a clear understanding of their functioning in contexts of limited resources and capacity for change. The purpose of this paper is to examine the conditions under which and the mechanisms through which system-wide performance monitoring affects school-level organization and processes in low- and middle-income countries (LMICs). Design/methodology/approach: The review employs realist synthesis because of the complexity and dynamism of conditions in LMICs, the wide variability in available literature and the aim of explaining how particular organizational outcomes arise, given particular conditions. The authors draw on findings from a systematic review of 22 studies and reports, published since 2001, related to the implementation of performance monitoring. Findings: The findings highlight key barriers to the use of data to inform school accountability and improvement. Capacity to collect, interpret and use data is an important condition to both effective external accountability as well as improvement of schools. Originality/value: The review uses realist approaches to building middle-level theories to help scholars, educational advisers, policy makers and educational leaders understand the causal processes that result in certain outcomes from monitoring activities and to identify the conditions that are necessary for those processes to have the desired outcomes.

AB - Purpose: The collection and dissemination of standardized performance information about students, teachers, schools and school systems offer potentially important tools for school accountability and resource allocation as well as school improvement in developing countries. However, performance monitoring systems in developing countries are in many cases copied from those in high-income countries without a clear understanding of their functioning in contexts of limited resources and capacity for change. The purpose of this paper is to examine the conditions under which and the mechanisms through which system-wide performance monitoring affects school-level organization and processes in low- and middle-income countries (LMICs). Design/methodology/approach: The review employs realist synthesis because of the complexity and dynamism of conditions in LMICs, the wide variability in available literature and the aim of explaining how particular organizational outcomes arise, given particular conditions. The authors draw on findings from a systematic review of 22 studies and reports, published since 2001, related to the implementation of performance monitoring. Findings: The findings highlight key barriers to the use of data to inform school accountability and improvement. Capacity to collect, interpret and use data is an important condition to both effective external accountability as well as improvement of schools. Originality/value: The review uses realist approaches to building middle-level theories to help scholars, educational advisers, policy makers and educational leaders understand the causal processes that result in certain outcomes from monitoring activities and to identify the conditions that are necessary for those processes to have the desired outcomes.

KW - Data teams

KW - Decision making

KW - Leadership

KW - Professional capital

KW - Professional judgement

UR - http://www.scopus.com/inward/record.url?scp=85065754493&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85065754493&partnerID=8YFLogxK

U2 - 10.1108/JPCC-11-2018-0028

DO - 10.1108/JPCC-11-2018-0028

M3 - Review article

JO - JOURNAL OF PROFESSIONAL CAPITAL AND COMMUNITY

JF - JOURNAL OF PROFESSIONAL CAPITAL AND COMMUNITY

SN - 2056-9548

ER -