facing forward: schooling for learning in...

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?

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

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

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

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


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


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


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


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


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



Deep dive in four areas: student progression, teachers, budgets, capacity gaps


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


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)


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



Deep dive in four areas: student progression, teachers, budgets, capacity gaps


• 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).


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.


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


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


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):


WPP 2017

(UN DESA)

Total Fertility Rates, TFR

(46 countries)

World Bank

Robustness of economic performance, 1995–2016

(45 countries)

facing forward: schooling for learning in...

Documents