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Regional Study on the Quality of Basic Education
Tokyo3 September 2018
Facing Forward:Schooling for Learning in Africa
Purpose and scope of the study
Scope• All sub-Saharan African countries have committed to Sustainable Development Goal 4• Prioritize basic education of quality (grades 1-9)
Focus• Science: “What works” • Service delivery: “How to implement” • Countries can learn from each other• Should develop the culture of continuous improvements
Audience • Ministries of Finance; Ministries of Education • Development partners; Research institutions
What can we learn from this study?
Compares countries by education progress, learning and challenges
Deep dive in areas: student progression, teachers, budgets, capacity gaps
What are the implications for the region?
What can we learn from this study?
Compares countries by education progress, learning and challenges
Deep dive in areas: student progression, teachers, budgets, capacity gaps
What are the implications for the region?
Real GDP per capita and Primary-School Enrollment in Sub-Saharan Africa, 1960–2014
1st Oil Price Shock Jomtien
GDP pc at 1974 level
0
20
40
60
80
100
120
140
160
1000
1100
1200
1300
1400
1500
1600
1700To
tal Enro
llme
nt In
Prim
ary
Millions of students
Re
al G
DP
pe
r ca
pit
aUS$ at 2010
prices
Group 1 Established
Group 2 Emerged
Group 3 Emerging
Group 4 Delayed
0
20
40
60
80
100
120
140
160So
uth
Afr
ica
Zim
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ana
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ya
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and
Pri
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on
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. Rep
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Tan
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nd
a
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and
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Mal
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eria
Gam
bia
, Th
e
Cô
te d
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Mau
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Eth
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bia
Mo
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Gu
inea
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sau
Ben
in
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run
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An
gola
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rea
Nig
er
Sud
an
Mal
i
Sen
egal
Equ
ato
rial
Gu
inea
Bu
rkin
a Fa
so
Gu
inea
Cen
tral
Afr
ican
Rep
ub
lic
Lib
eria
Ch
ad
Pe
rce
nta
ge
Out of school children Gross Enrollment Rate 2000 Gross Enrollment Rate 2013
Four groups of countries based on progress in primary education
Group 1 Established
Group 2 Emerged
Group 3 Emerging
Group 4 Delayed
0
20
40
60
80
100
120
140
160So
uth
Afr
ica
Zim
bab
we
Mau
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us
Gh
ana
Co
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, Rep
.
Bo
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São
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and
Pri
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Tan
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Co
mo
ros
Cam
ero
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nd
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and
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Mal
awi
Nig
eria
Gam
bia
, Th
e
Cô
te d
'Ivo
ire
Mau
rita
nia
Eth
iop
ia
Zam
bia
Mo
zam
biq
ue
Gu
inea
-Bis
sau
Ben
in
Bu
run
di
Sier
ra L
eon
e
Mad
agas
car
An
gola
Erit
rea
Nig
er
Sud
an
Mal
i
Sen
egal
Equ
ato
rial
Gu
inea
Bu
rkin
a Fa
so
Gu
inea
Cen
tral
Afr
ican
Rep
ub
lic
Lib
eria
Ch
ad
Pe
rce
nta
ge
Out of school children Gross Enrollment Rate 2000 Gross Enrollment Rate 2013
Group 1 Established
Group 2 Emerged
Group 3 Emerging
Group 4 Delayed
0
20
40
60
80
100
120
140
160So
uth
Afr
ica
Zim
bab
we
Mau
riti
us
Gh
ana
Co
ngo
, Rep
.
Bo
tsw
ana
Ken
ya
Leso
tho
Cab
o V
erd
e
Nam
ibia
São
To
mé
and
Pri
nci
pe
Esw
atin
i
Gab
on
Co
ngo
, Dem
. Rep
.
Tan
zan
ia
Co
mo
ros
Cam
ero
on
Uga
nd
a
Togo
Rw
and
a
Mal
awi
Nig
eria
Gam
bia
, Th
e
Cô
te d
'Ivo
ire
Mau
rita
nia
Eth
iop
ia
Zam
bia
Mo
zam
biq
ue
Gu
inea
-Bis
sau
Ben
in
Bu
run
di
Sier
ra L
eon
e
Mad
agas
car
An
gola
Erit
rea
Nig
er
Sud
an
Mal
i
Sen
egal
Equ
ato
rial
Gu
inea
Bu
rkin
a Fa
so
Gu
inea
Cen
tral
Afr
ican
Rep
ub
lic
Lib
eria
Ch
ad
Pe
rce
nta
ge
Out of school children Gross Enrollment Rate 2000 Gross Enrollment Rate 2013
Group 1 Established
Group 2 Emerged
Group 3 Emerging
Group 4 Delayed
0
20
40
60
80
100
120
140
160So
uth
Afr
ica
Zim
bab
we
Mau
riti
us
Gh
ana
Co
ngo
, Rep
.
Bo
tsw
ana
Ken
ya
Leso
tho
Cab
o V
erd
e
Nam
ibia
São
To
mé
and
Pri
nci
pe
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atin
i
Gab
on
Co
ngo
, Dem
. Rep
.
Tan
zan
ia
Co
mo
ros
Cam
ero
on
Uga
nd
a
Togo
Rw
and
a
Mal
awi
Nig
eria
Gam
bia
, Th
e
Cô
te d
'Ivo
ire
Mau
rita
nia
Eth
iop
ia
Zam
bia
Mo
zam
biq
ue
Gu
inea
-Bis
sau
Ben
in
Bu
run
di
Sier
ra L
eon
e
Mad
agas
car
An
gola
Erit
rea
Nig
er
Sud
an
Mal
i
Sen
egal
Equ
ato
rial
Gu
inea
Bu
rkin
a Fa
so
Gu
inea
Cen
tral
Afr
ican
Rep
ub
lic
Lib
eria
Ch
ad
Pe
rce
nta
ge
Out of school children Gross Enrollment Rate 2000 Gross Enrollment Rate 2013
81
42
Delayed
108
55
Emerging
117
55
Emerged
110
87
Established
Four Country Groups: Geographical spread
Primary
GER
Lower
Secondary
GER
Country
Groupings
Countries
Progress towards Lower secondary education (GER)
GER 100%
0
20
40
60
80
100
120C
on
go, R
ep.
Leso
tho
Esw
atin
i
Gh
ana
Zim
bab
we
Cab
o V
erd
e
Mau
riti
us
Bo
tsw
ana
Nam
ibia
Sou
th A
fric
a
Tan
zan
ia
Cam
ero
on
Co
mo
ros
Uga
nd
a
Mal
awi
Togo
Bu
run
di
Mo
zam
biq
ue
Mad
agas
car
Eth
iop
ia
Gu
ine
a-B
issa
u
Mau
rita
nia
Cô
te d
'Ivo
ire
Ben
in
Gam
bia
Zam
bia
Nig
eria
Nig
er
Ch
ad
Bu
rkin
a Fa
so
Sen
ega
l
Gu
ine
a
Mal
i
Eq. G
uin
ea
Group 1Established
Group 2Emerged
Group 3Emerging
Group 4Delayed
2000 Most Recent Year GER 100%
0
20
40
60
80
100
120C
on
go, R
ep.
Leso
tho
Esw
atin
i
Gh
ana
Zim
bab
we
Cab
o V
erd
e
Mau
riti
us
Bo
tsw
ana
Nam
ibia
Sou
th A
fric
a
Tan
zan
ia
Cam
ero
on
Co
mo
ros
Uga
nd
a
Mal
awi
Togo
Bu
run
di
Mo
zam
biq
ue
Mad
agas
car
Eth
iop
ia
Gu
ine
a-B
issa
u
Mau
rita
nia
Cô
te d
'Ivo
ire
Ben
in
Gam
bia
Zam
bia
Nig
eria
Nig
er
Ch
ad
Bu
rkin
a Fa
so
Sen
ega
l
Gu
ine
a
Mal
i
Eq. G
uin
ea
Group 1Established
Group 2Emerged
Group 3Emerging
Group 4Delayed
2000
Countries in Group 1 and Burundi perform better(each dot represents an international or regional assessment in Reading, Math, and Science from early grade to lower secondary, and adult literacy)
Few students reach minimum proficiency levels in reading or math
<25%
25- 49%
50 -74%
>=75%M
auri
tiu
s
Bo
tsw
ana
Ken
ya
Sou
th A
fric
a
Co
ngo
, Rep
.
Esw
atin
iSe
ych
elle
s
Leso
tho
Nam
ibia
Zim
bab
we
Gh
ana
Togo
Cam
ero
on
Uga
nd
a
Mal
awi
Tan
zan
ia
Rw
and
a
Bu
run
di
Ben
in
Cô
te d
'Ivo
ire
Zam
bia
Eth
iop
ia
Mo
zam
biq
ue
Nig
eria
Sen
egal
Bu
rkin
a Fa
so
Ch
ad
Nig
er
Mal
i
Group 1 Group 2 Group 3 Group 4
Pe
rce
nta
ge o
f te
st t
ake
rs
reac
hin
g m
inim
um
pro
fici
en
cy
0
20
40
60
80
100
English Kiswahili
Kenya Tanzania (2014 ) Togo Uganda Mozambique Nigeria Senegal
Group 1 Group 2 Group 3 Group 4
Pe
rce
nta
ge
Pupil can read a letter (%) Pupil can read a word (%) Pupil can read a sentence (%) Pupil can read paragraph (%)
At the end of 4th grade, fewer than 30 percent of children can read a paragraph (except Tanzanian children in Kiswahili)
0
20
40
60
80
100
English Kiswahili
Kenya Tanzania (2014 ) Togo Uganda Mozambique Nigeria Senegal
Group 1 Group 2 Group 3 Group 4
Pe
rce
nta
ge
Pupil can read a letter (%) Pupil can read a word (%) Pupil can read a sentence (%) Pupil can read paragraph (%)
Inequalities: Largest effects for school SES, school location and language of instruction (average effect sizes, PASEC & SACMEQ)
Equity is a major issue but teachers and schools can affect learning
444
440
497
426
458
468
457
515
509
533
38
44
24
103
73
67
82
60
67
72
482
483
521
528
531
535
539
574
576
606
350 500 650
Côte d'Ivoire
Benin
Burkina Faso
Niger
Cameroon
Chad
Togo
Congo, Rep.
Senegal
Burundi
Mathematics
Never use LOI at home Gap Size Always/Sometimes use LOI at home
453
446
494
423
456
466
456
481
481
563
54
36
52
106
79
46
89
95
98
66
507
481
546
529
535
512
545
577
579
629
350 500 650
Côte d'Ivoire
Benin
Burkina Faso
Niger
Cameroon
Chad
Togo
Congo, Rep.
Senegal
Burundi
Reading
Never use LOI at home Gap Size Always/Sometimes use LOI at home
Language used in school and at home: Wide gaps in learning in grade 2
PASEC Grade 2: Average scores and score gap between students instructed in the home language and in another language
What can we learn from this study?
Compares countries by education progress, learning and challenges
Deep dive in four areas: student progression, teachers, budgets, capacity gaps
What are the implications for the region?
Target poor, female, rural students
More lowersecondary schools
Unblock early grade“traffic jam”
Student progression: early
grades through basic education
1. Student progression with learning
• Lack of progression through primary cycle: Children attend irregularly, informal repetition higher than official repetition
• Very poor learning environment: • Class sizes are large in early grades• Teachers unprepared to teach reading and numeracy • Insufficient materials
• Language of instruction may not be appropriate• Children encounter a “reading mountain”• If they don’t master early literacy skills by end of grade 2 and
reading comprehension by end of grade 4, they will not progress
Address early grade “traffic jam”: three inter-related factors
A country has high inefficiency if index components remain at above values over long periods of time.
Index componentsCountries with high
inefficiency
Entry rate into Grade 1 Over 150
GIR in Grade 1 Over 126
Ratio of Grade 2 enrolment/ Grade 1 enrolment
<0.8
Pre-primary enrolment rate Low (<30%)
Index shows over-enrollment in Grade 1 in SSA countries - Groups 2& 3
Rwanda
Madagascar
UgandaGuinea-Bissau
BurundiEthiopia
Sierra LeoneTogo
ChadBenin
AngolaDRCCameroon
CARLesotho
CongoEq Guinea
ComorosBotswana
Namibia
EswatiniZimbabwe
SenegalGhana Gambia Niger
South AfricaGuineaBurkina Faso
TanzaniaCôte d'Ivoire
MaliMauritius
SudanST&P
Cabo Verde
-6
-5
-4
-3
-2
-1
0
1
2
3
Earl
y G
rad
e B
ulg
e In
dex
Rwanda
Madagascar
UgandaGuinea-Bissau
BurundiEthiopia
Sierra LeoneTogo
ChadBenin
AngolaDRCCameroon
CARLesotho
CongoEq Guinea
ComorosBotswana
Namibia
-6
-5
-4
-3
-2
-1
0
1
2
3
Earl
y G
rad
e B
ulg
e In
dex
80
Burkina, 46
CIV, 76
DRC, 83
Ethiopia, 57
Ghana, 90
100
Kenya, 80
36
Malawi, 16
72
Mozambique, 49
100
97
Nigeria, 83
68
Rwanda, 38
91
Senegal, 82
56
Uganda, 31
0
20
40
60
80
100
Grade1 Grade2 Grade3 Grade4 Grade5 Grade6 Grade7 Grade8 Grade9
Surv
ival
Rat
e
Survival rates through grade 9
Demand side:
- Reduce costs for schooling (CCTs, scholarships)
- Barriers for girls (safety, addressing child marriage and early pregnancy, adequate sanitary facilities in schools)
- Barriers for nomadic populations, refugees, disabled, other vulnerable populations
Structural:
- Eliminate high stakes exams between primary and lower secondary
Address demand, supply and structural barriers to retention (1)
Deploy correctly/ ensure presence
Strengthen school leadership
Improve knowledge and practice
Improve teacher management and
support
Minimum learning conditions in schools
Accountability and incentives
2. Teachers: Improve management and support
Teacher recruitment
Teaching attracts the more educated
But pre-service preparation is inadequate
And teacher knowledge remains modest
Teacher deployment
•Allocations vary widely across schools
•Control of allocations and transfers is weak
•Curriculum specialization worsens problems
Teacher absenteeism
•Teachers are absent from school and from the classroom (“orphaned” classrooms)
•Problems stem from issues with leave policy and weak school level management
Teaching and learning in the
classroom
•Teachers lack ongoing support to improve teaching
•Material and other conditions are unconducive
“Leakages” in Teacher Management at Multiple Points
Large shares of teachers are absent—not just from school but especially from class
Source: Service Delivery Indicators Surveys of primary schools, 2013-14, based on enumerators’ school visit reports
15%
15%
21%
24%
5%
35%
43%
14%
18%
43%
47%
36%
53%
22%
42%
55%
19%
29%
Kenya
Tanzania
Togo
Uganda
Ethiopia
Madagascar
Mozambique
Nigeria
Senegal
Gro
up
1G
rou
p 2
Gro
up
3G
rou
p4
School Class
Group 1
Group 2
Group 3
Group 4
SDI surveys 2012–2016, grade 4
63
54
50
42
34
49
92
89
74
73
83
64
49
37
26
22
10
24
Language (average score) Grammar task
Composition task
Kenya
Uganda
Togo
Tanzania
Mozambique
Nigeria
Gro
up
1G
rou
p 2
Gro
up
3
% correct on language
77
58
33
65
33
42
98
96
79
97
87
89
86
79
65
86
65
70
40
21
13
50
17
16
Mathematic (average
core)
Adding double
digit numbers
Subtracting doubledigits
Comparing fractions
Kenya
Uganda
Togo
Tanzania
Mozambique
Nigeria
Gro
up
1G
rou
p 2
Gro
up
3
% correct on mathematics
22
Teacher knowledge lags in the more advanced tasks
SDI surveys, grade 4
23
35
36
25
19
18
15
39
58
31
27
20
19
33
18
25
33
23
14
29
22
11
6
6
7
Pedagogy Average Score
(% correct responses)
Preparing a lesson plan
Assessing children’s abilities
Evaluating pupil
progress
Kenya
Tanzania
Uganda
Togo
Nigeria
Mozambique
Gro
up
1G
rou
p 2
Gro
up
3
Teachers’ pedagogical knowledge is also modest
Improve the efficiency of public
spending
Spend incremental resources on
learning
Additional resources are
required
Use the budget to improve quality
Project multi-year resource
requirements
3. Use the budget to improve quality
w/Animation
• Public Education Spending as share of GDP has been increasing
• Public Education Spending as a share of Total Government Expenditure has been relatively stable
• Public spending per pupil is low
• Household contributions are high even for primary and lower secondary education
Insufficient Resources for education
Median Government Expenditure Per Pupil on Primary and Secondary
Education, Selected Regions, 2014
constant 2013 US$Region Primary Secondar
y
Multiple
of
Secondar
y to
Primary
Sub-Saharan Africa (all countries) 208 412 1.98
East Asia 7,908 9,650 1.22
Latin America 1,385 1,582 1.14
Southern Asia 451 665 1.47
Source: Constructed from UNESCO 2016
w/AnimationBut targeted towards higher education in countries with incomplete basic education (Group 4)
0%
20%
40%
60%
80%
100%M
auri
tiu
s
Seyc
he
lles
Gh
ana
Cab
o V
erd
e
São
To
mé
an
d P
rín
cip
e
Rw
and
a
Cam
ero
on
Mal
awi
Co
mo
ros
Togo
Co
ngo
, Dem
. Rep
.
Eth
iop
ia
Cô
te d
'Ivo
ire
Sier
ra L
eon
e
Mau
rita
nia
Bu
run
di
Be
nin
Gam
bia
Gu
ine
a-B
issa
u
Lib
eria
Gu
ine
a
Ch
ad
Mal
i
Nig
er
Sou
th S
ud
an
Bu
rkin
a Fa
so
Group 1 Group 2 Group 3 Group 4
Primary Secondary Tertiary
Better execution of the budget is needed
Weak procurement, financial management processes
Struggle to procure textbooks, teacher training, and implement school construction
A
B+
B
C+
C
D+
D
Co
ngo
, Re
p. (
20
14
)
Bo
tsw
ana
(20
13)
Esw
atin
i (2
011
)
Gh
ana
(201
3)
Leso
tho
(2
01
2)
Zim
bab
we
(20
12
)
Cab
o V
erd
e (
20
16
)
Gab
on
(2
01
4)
Mau
riti
us
(20
11
)
São
To
mé
and
Prí
nci
pe…
Ke
nya
(2
01
2)
Seyc
hel
les
(20
11)
Sou
th A
fric
a (2
01
4)
Co
mo
ros
(20
16
)
Togo
(2
016
)
Tan
zan
ia (
201
3)
Uga
nd
a (2
012
)
Mal
awi (
20
11
)
Rw
and
a (2
01
0)
Be
nin
(2
01
4)
Bu
run
di (
20
12
)
Gam
bia
, Th
e (
201
5)
Gu
inea
-Bis
sau
(2
01
4)
Mad
agas
car
(20
14
)
Mau
rita
nia
(2
01
4)
Zam
bia
(2
01
3)
Cô
te d
'Ivo
ire
(20
13
)
Mo
zam
biq
ue
(2
01
5)
Sie
rra
Leo
ne
(2
01
0)
Eth
iop
ia (
20
15
)
Cen
tral
Afr
ican
Rep
ub
lic…
Sen
ega
l (2
01
1)
Sou
th S
ud
an (
20
12
)
Sud
an (
20
10
)
Lib
eri
a (2
016
)
Nig
er (
20
17)
Bu
rkin
a Fa
so (
201
4)
Mal
i (2
01
6)
Group1 Group 2 Group 3 Group 4
Predictability in the availability of funds for commitment of expenditures
A
B/B+
C/C+
D/D+
A
B+
B
C+
C
D+
D
Co
ngo
(2
014
)
Esw
atin
i (2
011
)
Gh
ana
(201
3)
Leso
tho
(2
01
2)
Ke
nya
(2
01
2)
Seyc
hel
les
(20
11)
Bo
tsw
ana
(20
13)
Gab
on
(2
01
4)
São
To
mé
and
Prí
nci
pe…
Sou
th A
fric
a (2
01
4)
Zim
bab
we
(20
12
)
Cab
o V
erd
e (
20
16
)
Mau
riti
us
(20
11
)
Co
mo
ros
(20
16
)
Togo
(2
016
)
Tan
zan
ia (
201
3)
Uga
nd
a (2
012
)
Mal
awi (
20
11
)
Rw
and
a (2
01
0)
Bu
run
di (
20
12
)
Cô
te d
'Ivo
ire
(20
13
)
Gu
inea
-Bis
sau
(2
01
4)
Be
nin
(2
01
4)
Mad
agas
car
(20
14
)
Zam
bia
(2
01
3)
Gam
bia
, Th
e (
201
5)
Mau
rita
nia
(2
01
4)
Mo
zam
biq
ue
(2
01
5)
Sie
rra
Leo
ne
(2
01
0)
Eth
iop
ia (
20
15
)
Sou
th S
ud
an (
20
12
)
Sud
an (
20
10
)
Cen
tral
Afr
ican
Rep
ub
lic…
Bu
rkin
a Fa
so (
201
4)
Lib
eri
a (2
016
)
Mal
i (2
01
6)
Nig
er (
20
17)
Sen
ega
l (2
01
1)
Group 1 Group 2 Group 3 Group 4
Effectiveness of internal controls for non-salary expenditure
A
B/B+
C/C+
D/D+
28
Knowledge of “what to do” and increased financial
resources are not enough
The challenge is implementation and specific
capacities are required
From “Science to Service Delivery” – Closing the
capacity gap
Alternative slide4. Address capacity gaps in Ministries of Education
What kind of capacity do Ministries need to improve learning?
Capacity to collect, analyze and use data
Technical skills (curriculum, materials development, assessment, teacher training, planning, etc.)
Capacity to coordinate
Negotiation skills (with politicians, local governments, parents, unions, etc.)
Bridging the implementation gap – connecting to schools/teachers
Ministry of Finance
Ministry of Education
Technical Institutions
Policy Planning
Data Capacity
UnionsParentsElected Officials
CoordinationNegotiation Capacities
Account-ability
Incentives
Technical Capacity
Decentralized/Deconcentrated
Units
Schools
UIS Data availability by selected indicators and period
Enrollment
New entrants
to Grade 1
of primary
education
2000/04
2005/09
2010/14
Teachers
Percentage
of teachers
in primary
education who
are trained
2000/04
2005/09
2010/14
Spending
Expenditure
on primary as
a percentage
of total
government
expenditure
2000/04
2005/09
2010/14
Som
alia
Sud
an
Sou
th S
udan
Ang
ola
Gui
nea-
Bis
sau
Gab
on
Libe
ria
Equ
ator
ial G
uine
a
Zim
babw
e
Sie
rra
Leon
e
Nig
eria
Cen
tral
Afr
ican
Rep
ublic
Zam
bia
Sao
Tom
e an
d P
rinci
pe
Com
oros
Dem
ocra
tic R
epub
lic o
f the
Con
go
Ken
ya
Eth
iopi
a
Con
go
Cha
d
Sey
chel
les
Mad
agas
car
Mal
awi
Mal
i
Bot
swan
a
Moz
ambi
que
Uga
nda
Sou
th A
fric
a
Uni
ted
Rep
ublic
of T
anza
nia
Gui
nea
Cam
eroo
n
Mau
ritan
ia
Nam
ibia
Erit
rea
Bur
undi
Gam
bia,
The
Côt
e d'
Ivoi
re
Ben
in
Bur
kina
Fas
o
Tog
o
Leso
tho
Cab
o V
erde
Sen
egal
Rw
anda
Sw
azila
nd
Nig
er
Gha
na
Mau
ritiu
s
Data
availability
Less
More
What can we learn from this study?
Compares countries by education progress, learning and challenges
Deep dive in four areas: student progression, teachers, budgets, capacity gaps
What are the implications for the region?
• Economic growth across the region is highly heterogeneous
• Some countries have more diversified economic structures
Diverging Economic
Performance
• A vast population growth is expected: most African countries are at the “pre-demographic dividend” stage, with total fertility rates (TFRs) of 4 or more.
Larger cohorts of school-age
children
• Need to expand while sustaining past learning improvements and absorbing students from disadvantage social backgrounds.
Managing Expansion with
Quality
Looking ahead: key challenges
Group 1
Group 2
Group 3
Group 4
Many countries in educational Groups 3 and 4 have TFR above 5
TFR <5 TFR 5+
A sustained projected expansion in enrollment
178
268
2015 2030
Primary
53
108
2015 2030
Lower Secondary
Implications for the region
1. Make learning a serious goal in the region
2. Strengthen literacy and numeracy in early years (including pre-primary); address the ‘traffic jam’ in groups 2&3; structured pedagogy which integrates curriculum, instructional materials, teacher training and support, language of instruction; assessment and monitoring.
3. Ensure children stay in school (focus on the minimum conditions for learning and reducing the cost of learning, eliminate high stakes examinations).
Implications for the region
5. Continue to expand access:• Primary is still an issue in some countries in the region• Secondary is an issue across countries in the region• Focus on providing education closer to children
6. Strengthen the teacher corps:
• Existing teachers: continuous support close to or within schools to improve instruction;
• New recruits: focus pre-service programs on curriculum knowledge, teaching practice, and building expectations for continuous development.
Implications for the region
7. More and better use of financial resources: • Mobilize additional domestic resources for basic education; • Utilize budgets more effectively to meet learning goals and reducing
disparities
8. Strengthen capacity:
• Data analysis, technical skills, coordination and negotiations skills.
Thank YouSuggested citation:
Bashir, Sajitha, Marlaine Lockheed, Elizabeth Ninan, and Jee-Peng Tan. Forthcoming.
Facing Forward: Schooling for Learning in Africa. Washington, DC: World Bank
Annexes – Data Sources
39
Data Sources: Chapter 1, Country Groupings and Challenges
UIS.Statdatabase (UNESCO)
Country groupings,
GERs, Enrollment
(48 countries)
ISCED Mappings of
Length Cycles
(48 countries)
Pole de Dakar (IIEP)
Country groupings, Enrollment,
GERs,
(48 countries)
Household Surveys
(WB)
Out of School Rates
(34 countries)
WDI (WB)
GDP, Growth of GDP
(40 countries)
Gini Index
(40 countries)
Poverty Headcount
(40 countries)
WPP 2015 (UN DESA)
Population Projections
(48 countries)
Population Growth Rates
(48 countries)
Ethnologue(SIL)
Linguistic Diversity
Index 2015
(47 countries)
7 countries
ACLED, Armed Conflict
Location and Event Data,
version 6
Number of conflicts (48 countries)
9 countries
40
Data Sources: Chapter 2, Learning
PISA
Reading
Math
Science
Mauritius
TIMSS
Math
Science
Botswana
Ghana
South Africa
PIRLS
Reading
Botswana
South Africa
PASEC
Reading
Math
10 Francophone countries
SACMEQ
Reading
Math
16 education systems
SDI
Reading
Math
7 countries
EGRA
Reading
9 countries
STEP
Reading Literacy
Kenya
Ghana
Assess-ment
Grades/Ages
Countries SubjectsMinimum Threshold
Examples of Minimum Proficiency
PISA+ Age 15 Mauritius
ReadingLevel 2 and
above
Reading: Locates and recognizes main idea in text, interprets and integrates parts of text.
Math Math: Solves problems using whole numbers.
Science Science: Makes literal interpretations of the results of scientific inquiry.
TIMSS 8
Botswana, Ghana,
South Africa
Math Low International Benchmark and above
Math: Some knowledge of whole numbers and decimals.
ScienceScience: Some basic knowledge of biology, chemistry, physics, and earth science. Interprets simple pictorial diagrams and applies basic knowledge to practical situations.
PASEC2, 6
10 Franco-phone
countries
Reading Level 3 Reading (grade 6): Combines, extracts and locates implicit information.
Math Level 2 Math (grade 6): Answers brief arithmetic, measurement and geometry questions.
SACMEQ6
16 education systems
Reading Level 4Reading: Reads on or reads back in order to link and interpret information located in various part of the text.
Math Level 4Math: Translates verbal or graphic information into simple arithmetic operations. Uses multiple different arithmetic operations on whole numbers, fractions and/or decimals.
SDI4
7 countries
Reading--
Reading: Reads a sentence aloud
Math Math: Solves a math story
EGRA 2, 3 9
countriesReading -- Oral reading: any score above zero
International and regional learning assessments in SSA (96)
42
Data Sources: Chapter 3, Student Progression
UIS.Stat database (UNESCO)
Bulge Analysis (all countries):
current, 103 countriestrend, 84 countries
Enrollment by grade
GERs in grade 1,
GIR in grade 1
GER in Pre-School
(Population projections by age, UN DESA)
Household Surveys (WB)
Over-age enrollment in grade 1
Repetition rates by grade 1
GERs by area, wealth
Distance to School
Gender Parity by area
Survival Rates grades 1-9
Drop-out reasons
(34 countries)
Other sources
Language Policies and Implementation:
EGRA reports , UNICEF, UNESCO (27 countries)
National Examinations: UIS, WB, ESP documents, national documents, WES, Nuffic
(43 countries)
Class size, SDI (Malawi)
Internet and Mobile Users
(Regional Averages)
ICT use: UIS Communication and Information database , InfoDeb, WB, MoE
(26 countries)
43
Data Sources: Chapter 4, Teachers
UIS.Statdatabase (UNESCO)
# of teachers, Total (P=38, S=32 countries)
Non-permanent (P=29 countries)
Class Size (25 countries), Textbooks
per pupil (32 countries)
Toilets, potable water and electricity in primary schools
(33 countries)
PTR (P=43 countries, S= 39 countries)
Household / Labor
Surveys (WB)
Teachers and comparator
groups:
educational attainment,
wages,
hours of work, second job,
hourly and annual pay
(13-16 countries)
EMIS data
Teacher deployment (Ghana, Cote
d'Ivoire)
Randomness in teacher
allocation
(P=28 countries,
S=8 countries)
SDI (WB)
Teacher absenteeism
(9 countries)
Teacher Pedagogy
Knowledge, Teaching Practices
( 6-7countries)
PASEC (2014) and SACMEQ
(2007)
Teacher knowledge (Only SACMEQ
2007, 11 countries)
Pre-Service Teacher Training (25 countries)
Prof. Development (15 countries)
In-service Training (10 countries)
Essential conditions (23-25 countries)
Other sources
STEP (Ghana and Kenya)
TIMSS and
TED-S (Botswana)
44
Data Sources: Chapter 5, Budget and Finance
UIS.Stat database (UNESCO)
Total government expenditure (TGE)
(39 countries)
Government education
expenditure (GEE) (33 countries)
Share of public spending by level of
education
(26 countries, 6-year primary cycles)
UNESCO’s Global Monitoring
Reports (GMRs)
Household spending on
education
(18 countries)
OECD-DAC and various GMRs
Donor aid for education
(42 countries)
Public Expenditure and Financial
Accountability (PEFA, 2011 Framework)
Assessment of budgetary processes
(38 countries in the 2010-2016
period)
Education Sector Plans
Plans appraised for the Global
Partnership for Education (GPE)
(20 countries)
WB PERs
Various issues covered in this
chapter
(10 countries, across several
years)
45
Data Sources: Chapter 6, Capacity Gap
UIS.Stat database (UNESCO)
Selected indicators in three domains: enrollment, teachers and spending
Coverage: at least one year in 2000-04, 2005-09, and 2010-15 periods
Number of countries with valid data increases over time
World Bank Internal Survey
Data collected through questionnaires addressed
to Bank staff working in different
Sub-Saharan African countries.
Information available on 26 countries
46
Data Sources: Chapter 8, Coda
Enrollment Projections
Prepared for Ethiopia, Ghana, Kenya, and Senegal
Inputs:
Population Projections:
WPP 2012
Patterns of Student Flows:
Household Surveys
Student Teacher Ratios (STRs):
UIS.Stat database (UNESCO)
WPP 2017
(UN DESA)
Total Fertility Rates, TFR
(46 countries)
World Bank
Robustness of economic performance, 1995–2016
(45 countries)
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