The Tunisian Local Governance Performance Index: Selected Findings on Education
Tunisia has long recognized the importance of education for its development. The Education Act of 2002 deems education a “national priority” and makes schooling compulsory for children ages 6 to 16. Education is not only a “national right” for all citizens but “incumbent upon the citizens and the community.” Despite good intentions, however, progress has been sluggish in the past decade. In international TIMSS (Trends in International Mathematics and Science Study) and PISA (Programme for International Student Assessment) tests, Tunisians scored considerably lower than the global average. Tunisia must continue to invest efforts in enhancing education if it is to meet its goals. This report aims to assist citizens, policymakers, and educators in improving education by providing a snapshot of citizens’ experience with schools, drawn from the Local Governance Performance Index (LGPI).
The Local Governance Performance Index (LGPI) provides a new approach to the measurement, analysis and improvement of local governances. The LGPI is a tool that aims to help countries collect, assess, and benchmark detailed information around issues of local and public sector performance and service delivery to citizens and businesses. It is also a methodology, using heavily clustered surveys to uncover important local - level variation in governance and service provision. This information aid s policymakers and development specialists in designing specific action plans, provide s an initial benchmark from which to measure of progress, and empower s citizens ’ and businesses’ voices to influence government efforts on improving quality and access of public service delivery.