Transitions: Critical Junctures Caroline Arnold & Kathy Bartlett Co-Directors, Education Aga Khan Foundation Background UPE -- leading to increased enrolments Strains on education systems: teachers- (In.
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Transcript Transitions: Critical Junctures Caroline Arnold & Kathy Bartlett Co-Directors, Education Aga Khan Foundation Background UPE -- leading to increased enrolments Strains on education systems: teachers- (In.
Transitions:
Critical Junctures
Caroline Arnold & Kathy Bartlett
Co-Directors, Education
Aga Khan Foundation
Background
UPE -- leading to increased enrolments
Strains on education systems:
teachers- (In place? With needed skills?
quality of learning
students/families demand for more than
High drop-out at key transition points
Grade 1
End of primary to
End Secondary
early secondary
primary
Progress towards EFA completion goal
and relevant MDGs
Across many countries -- massive increases in
initial enrolments, but little change in survival to
last grade
Uganda 25%
or Primary Completion
Madagascar 27%
Benin 36%
Pakistan 48%
Source: EFA GMR 2009
Where are efforts breaking down?
Crisis in Grade One: The Need for
Attention to Early Transition
Grade 1 DROP-OUT
Uganda 32%
India 14%
Pakistan 15%
Madagascar 25%
Grade 1 REPETITION
Burundi 37%
Uganda 12%
Source: EFA GMR 2009
Malawi 26%
Nepal 37%
Rates of Return to Human Development
Investment Across all Ages
8
03-074
Return
Per $
Invested
6
Pre-school Programs
School
4
R
Job Training
2
PreSchool
0
6
School
Post School
18
Age
Pedro Carneiro, James Heckman, Human Capital Policy, 2003
World Bank Analysis: ECD and Primary
Completion Rates highly correlated
in FTI countries
ECD increases probability of school completion
110
y = 0.929x + 48.98
R² = 0.527
100
90
80
Primary Completion Rate (%)
70
60
50
40
30
20
10
0
0
5
10
15
20
25
30
35
Gross Enrollment Rate Pre-Primary (%)
M.E. Young, April, 2008
40
45
50
55
Investment
ECD tiny % of aid allocated to Primary
Highest
% is that of Canada and
Netherlands (3%)
ECD critical for achieving EFA and
MDGs (ECD goes through age 8)
Lack of Learning
If not reading fluently by end grade 3 probably never will
Insufficient time for
actual teaching and
learning process
Double shifts
Absenteeism
Over-crowded
timetable
Language of
Instruction
Need for inclusive
curriculum and
reading materials
Grade 1-2 teachers:
Low status
Lack of skills
and resources
to teach young children
Addressing transition issues for marginalised:
Non-state Contributions
The Data
One third of increase in primary enrolment since
1991 in non-state provision (23 of 69 million)
Non-state
Public
% increase in enrolments
58%
10%
Massive under-reporting on non-state provision
UIS (136 majority world countries), 2007
Non-state / State Partnerships
Simple
vouchers,
grants, scholarships, contracting
out for technical assistance
Complex - longer-term,
likely to evolve over time
Recognises complimentary roles/joint
ownership between Government and Nonstate partner
Pakistan:
-
Private provider - especially
filling gap for girls
-
-
Primary
Secondary: coaching centres,
schools
Tertiary
Capacity Building for gov.
-
Teacher Training and
mentoring (AKU-PDCs)
EMIS and new strategy
Transition Programme Research Study
Random sampling used to select programme
schools and matched non-programme schools
(114 total sample)
Project
Control
Attendance: Pre-primary
86%
34%
Class 1
64%
36%
Promotion : Similar positive trends
Classroom Environment: Dramatic differences in pre-school
Learning Achievement data
Effects stronger for marginalized children (girls
and government schools)
Importance of non-state schools in addressing
quality issues
Afghanistan
Dramatic drop-outs (esp. girls in 1st 3 years)
From standard school improvement to real attention to early
primary
Scaffolding approach - reading and maths
Early grades materials kits
Girls model high schools in selected districts with optional
teacher training year built in at end
When do Children Enter and
Leave the System?
G
R
A
D
E
Age 6
M
Age 7
F
1
2
3
4
5
2006 data
M
Age 8
F
M
Age 9
F
M
Age 10
F
M
Age 11
F
M
Age 12
F
M
Age 13
F
M
Age 14
F
M
Age 15
F
M
Age 16
F
M
F
Mozambique – Push
and pull factors
Pre-schools to improve
children’s readiness and timely
enrolment
Addressing later transitions
Analyzing data/ Conducting
studies
Bridges to the Future
Alternative offerings for upper prim.
Positive deviance study
Current Opportunities to Learn Study
Building accountability –
addressing quality of learning
Priorities for AKF
More ECD and better links to primary
Focus on early primary as critical piece of
education reform
Improve lower primary teachers’ knowledge,
skills and status
- Specific attention to early reading
-
Encouraging families to look at/read books
with children (all ages)
Priorities for AKF cont.
Better information and data
Grade disaggregated data
Special studies including impact
analysis
State/Non-State/Community Partnerships
Testing alternative strategies for post-primary
- Developing local language storybooks
- Involving parents and communities (ECD,
monitoring absenteeism, etc)
-
www.akdn.org
Children Ready for Schools
and
Schools Ready for Children