from access to learning: system effects that continue to delay children’s ability to learn. ania...
TRANSCRIPT
From Access to Learning: System effects that continue to delay children’s ability to learn.
Ania ChaludaEducation Policy and Data Center, FHI [email protected]
Current trends in education in developing countries
While access to primary education has been improving…20
00
2001
2002
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
0
20
40
60
80
100
120
140
Primary school entry and participation in low income countries
gross enrollment rate gross intake rate
%
Current trends in education in developing countries
…retention is still a challenge.
Tanz
ania
Com
oros
Gambia
, The
Keny
aBa
nglad
esh
Eritr
ea
Cong
o, D
em. R
ep.
Burk
ina Fa
soLib
eria
Mya
nmar
Mali
Cam
bodia
Niger
Benin
Guinea
Togo
Buru
ndiM
alawi
Nepal
Cent
ral A
frica
n Rep
ublic
Sierra
Leon
eCh
adM
adag
asca
rRw
anda
Ethio
piaM
ozam
bique
Ugand
a
0
5
10
15
20
3 3 4 4 5 5 6 7 7 7 7 7 9 9 9 9 10 10 11 1113 13
16 16 16 16 18
Average primary school dropout rates in low income countries, most recent data available
%
Current trends in education in developing countries
And so is learning.
Swaziland
Tanzania
Kenya
Botswana
Mauritius
Seychelle
s
Namibia
Zimbabwe
Uganda
Leso
tho
Mozambique
South Africa
Malawi
Zambia0
40
80
1 4 8 11 11 12 14 19 20 21 22 27 37 44
Percentage of pupils performing below a low learning benchmark
SACMEQ 2007
%
Low Level of Learning in SACMEQ: Interprets meaning (by matching words and phrases, completing a sentence, or matching adjacent words) in a short and simple text by reading on or reading back.
Current trends in education in developing countries
Current trends in education in developing countries
Low Level of Learning in SACMEQ: Interprets meaning (by matching words and phrases, completing a sentence, or matching adjacent words) in a short and simple text by reading on or reading back.
Swazil
and
Tanzania
Kenya
Botswana
Mauriti
us
Seyc
helles
Namibia
Zimbabwe
Uganda
Leso
tho
Moza
mbique
South Afri
ca
Malawi
Zambia
020406080
100
1 4 8 11 11 12 14 19 20 21 22 27 37 44
Percentage of pupils performing below a low learning benchmark
SACMEQ 2007
%
Low Level of Learning in PIRLS: Able to recognize, locate, and reproduce explicitly stated details from the texts, particularly if the details were close to the beginning of the text. Also demonstrates success with some items requiring straightforward inferences.
Swaziland
Tanzania
Kenya
Botswana
Mauritius
Seychelle
s
Namibia
Zimbabwe
Uganda
Leso
tho
Mozambique
South Africa
Malawi
Zambia
Hong Kong, China
Sweden
Germany
United States
020406080
100
1 4 8 11 11 12 14 19 20 21 22 27 37 44
78
1 2 3 4
Percentage of pupils performing below a low learning benchmark
SACMEQ 2007 PIRLS 2006
%
How many children are really able to read?
Let’s not forget about those children who never reached the tested grade…
Learning Pyramid
Learning Pyramid
Primary School Entry Population: usually 6 or 7 year olds
Learning Pyramid
Access: 14 year olds who have ever attended school – a generous measure of school participation
Learning Pyramid
Survival: the percentage of pupils in grade 1 who eventually reach a given grade, regardless of how many times they repeat
Learning Pyramid
Learning: the percentage of pupil in a given grade who have reached the low level of learning according to a given assessment test
Learning Pyramid
An ideal school system:
Learning Pyramid – data sources
Access
Survival
Learning
Demographic Household Surveys, Multiple Indicator Cluster Surveys
Demographic Household Surveys, Multiple Indicator Cluster Surveys,
UNESCO Institute for Statistics (UIS)
SACMEQ, PIRLS, SERCE and PASEC
Learning Pyramid – definition of low level of learning
Learning Pyramid – results for Sub-Saharan Africa
Swazi
land
Tanzan
iaKen
ya
Botswan
a
Mauriti
us
Seych
elles
Namibia
Zimbab
we
Uganda
Lesotho
Mozambique
South Afri
ca
Malawi
Zambia
0204060
1 4 8 11 11 12 14 19 20 21 22 2737 44
%Percentage of students below the low level of learning
Learning Pyramid – results for Sub-Saharan Africa
Conclusions
While developing countries have made significant progress towards increasing enrollment levels, available student assessment data shows that in many of these countries, students don’t learn enough
The scope of the problem is emphasized when we look at other aspects of education systems, including access and retention
The current state of learning in developing countries demands focus and new creative interventions to improve instruction and increase student achievement
