Africa regional module
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Transcript of Africa regional module
UNESCO INSTITUTE for STATISTICS
Education regional questionnaire
Sub-Saharan Africa
INSTITUTE for STATISTICS
Overview
Context of the initiative Presentation of the regional module Lessons learned Next steps Results
INSTITUTE for STATISTICS
A partnership with the African Union
In the framework of the 2nd Decade of Education for Africa (2006-2015), the AU has committed to monitoring the status of education and the progress made in implementing the 8 priority areas of their plan of action.
UIS has committed to providing available data to populate the AU Observatory database, managed by the Association for the Development of Education in Africa (ADEA).
A set of indicators covering pre-primary to tertiary education and including education finance indicators are provided 3 times a year
UIS has offered to use its expertise, infrastructure and technical platforms to collect new data that address AU indicator needs
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The regional questionnaire
Administered in 45 sub- Saharan African countries
Developed using UIS questionnaires’ platform
Launched at the end of January/beginning of February 2011
Countries given 3 months to provide data
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The regional questionnaire
Contains 6 tables with items chosen in agreement with regional partners according to well defined criteria:
Relevance to regional monitoring and policy discussion
Identified as high priorities by partners
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6 items in the regional module
Questionnaire table
Item designation Link to AU areas of priority
Table 10.1 Classes and pupils Quality management
Table 10.2 Availability of manuals and textbooks (reading and mathematics)
Quality management
Table 10.3 Graduates from pre-service teacher training programmes
Teacher development
Table 10.4 Newly recruited teachers Teacher development
Table 10.5 Availability of basic services A key priority identified by regional organizations
Table 10.6 School census response rates Education Management Information Systems
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Item 1 : Classes and pupilsClass size and multi-grade teaching The deployment of teachers in
classrooms is a key factor affecting learning outcomes especially where class sizes are very large or cover several grades
Indicators calculated: • Average class sizes in primary• Sizes of single- and multi-grade classes • Percentage of students in multi-grade classes• Average number of grades in multi-grade classes
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Item 2: Availability of manuals and textbooks (reading and mathematics)
• Textbooks are one of the educational inputs that have the greatest influence on learning achievement in African countries
Indicators calculated: Average number of pupils per
textbook for reading and mathematics for all grades or by grade.
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Item 3: Graduates from pre-service teacher training programmes
The teacher is the corner stone of the quality of teaching in Africa.
This item measures the capacity of
countries to produce trained teachers
It is important to assess the need of teachers to be trained to achieve UPE and to ensure quality of education
Indicator calculated :Ratio of graduates from pre-service teacher training to teachers in service
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Item 4 :Newly recruited teachers Countries need to estimate the
demand for teachers and to plan their recruitment on an annual basis
This item can be used to measure:
the level of recruitment in a country teacher turnover (or attrition)
Indicators calculated : Percentage of teachers who are newly recruited Percentage of newly recruited teachers who are female Percentage of newly recruited teachers who are trained Teacher attrition rates
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Item 5: Schools with basic service (toilets, potable water and electricity)
Availability of facilities improves the learning environment, improves pupils’ health, boosts attendance and achievement and promotes gender equality
Girls are more likely to attend school where single-sex toilets are available
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Item 6: School census response rates
Enable the monitoring of data coverage and the efficiency of the data collection system
Early country results show that the coverage is satisfactory
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Piloting and responses
A pilot test was conducted in December 2010/January 2011 with 6 countries (Burkina Faso, Cameroun, Central African Republic, Madagascar, Mali and Niger)
By mid-September 2011, 30 countries (out of 45) had responded
Some countries have provided 2 or 3 years’ worth of data (Burkina Faso, Equatorial Guinea, Madagascar, Mali, Niger and Nigeria)
3 other countries have submitted provisional data or are about to submit
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Responding countries
17. Guinea Bissau
18. Madagascar 19. Malawi20. Mali21. Mauritius22. Mozambique23. Niger24. Nigeria25. Rwanda26. Sao Tome/Principe27. Senegal28. Togo29. Uganda30. Zambia 31. Seychelles32. Côte d’Ivoire 33. Botswana
1. Angola 2. Benin3. Burkina Faso 4. Burundi5. Cameroon6. Cape Verde7. Central African
Republic8. Chad9. Congo 10. Democratic
Republic of the Congo
11. Eq. Guinea12. Eritrea13. Ethiopia14. Gambia15. Ghana16. Guinea
Blue = Imminent or provisional submission
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A satisfactory response rate just a few months after the launch, but… Most submissions are not complete: response rates vary
according to itemsAmong the countries that have responded to the regional module
» 68 % have completed the table on class size (Table 10.1)» 82 % have provided data on the availability of manuals and
textbooks (Table 10.2)» 71 % have submitted data on graduates from teacher training
programmes (Table 10.3)» 70 % have provided data on the availability of basic services (Table
10.5)» 90% have reported school census response rates (Table 10.6)
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Lessons learned Pilot test allowed us
To detect and correct any potential issues (PDF version) To identify in advance countries’ difficulties in
understanding the questionnaire To provide better guidance
Field staff intervention and regional workshops have helped to ensure good response rates
A handful of countries do not collect or centralise the requested information (Lesotho, Namibia, South Africa and Swaziland)
Need for clearer instructions and definitions Manuals (which languages?), toilets (include latrines?) Improved instruction guidelines and minor questionnaire
amendments proposed for 2012
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Conclusion
Satisfactory response rate (67%) and good country collaboration given the novelty of the regional module
Next steps: » Agree with our partners on the inclusion of results in their
publications and other releases» Ensure the continuing contribution of the UIS to meet regional
needs» Promotion and dissemination of the results and analysis within
UIS and UNESCO channels (website, publications, …)
RESULTSRESULTS
Key findings Key findings Class typesClass types : multigrade classes are more : multigrade classes are more
common in early grades where the learning common in early grades where the learning outcomes are the most importantoutcomes are the most important
TextbooksTextbooks: availability of textbooks ranges : availability of textbooks ranges from 0.4 pupils per textbook in Rwanda to 8 from 0.4 pupils per textbook in Rwanda to 8 pupils per textbook in Central African Republic. pupils per textbook in Central African Republic.
Graduates from teacher training Graduates from teacher training programmesprogrammes: new graduates represent on : new graduates represent on average less than 10% of total teachers in average less than 10% of total teachers in serviceservice
Key findingsKey findings Newly recruited teachersNewly recruited teachers: In more than half of the : In more than half of the
countries with available data countries with available data allall the newly recruited the newly recruited teachers are trainedteachers are trained
Teacher attrition : Teacher attrition : thethe percentage of teachers percentage of teachers leaving primary public education ranges from 1% in leaving primary public education ranges from 1% in Zambia to 10% in EritreaZambia to 10% in Eritrea
Schools with basic servicesSchools with basic services : There is a long way : There is a long way to go to ensure widespread availability of basic to go to ensure widespread availability of basic servicesservices
School census response ratesSchool census response rates: High (100% for : High (100% for most countries with available data)most countries with available data)
0
10
20
30
40
50
60
70
80
Con
go
Mal
i
Bur
kina
Fas
o
Bur
undi
Moz
ambi
que
Mad
agas
car
Rw
anda
Ben
in
Togo
Sao
Tom
e/P
rinci
pe
Erit
rea
Gui
nea
Nig
er
Gha
na
Mau
ritiu
s
Sen
egal
Note : Burundi, Malawi, Mauritius and Rwanda have no multigrade classes.
Pupi
ls p
er c
lass
Class size(single andmultigrade)
Class size(single grade)
Class size(multigrade)
• The average class size ranges from 32 pupils per class in Mauritius to 62 in The average class size ranges from 32 pupils per class in Mauritius to 62 in Congo.Congo.
• 1 country in 3 has more than 50 pupils per class.1 country in 3 has more than 50 pupils per class.• In Mali multigrade classes have more than 70 pupils. In Mali multigrade classes have more than 70 pupils.
Class size: how crowded are classes in sub-Saharan Class size: how crowded are classes in sub-Saharan Africa? Africa?
What is the share of pupils enrolled in multigrade What is the share of pupils enrolled in multigrade classes?classes?
In most countries less than 20% of pupils are enrolled in multigrade classes.In most countries less than 20% of pupils are enrolled in multigrade classes. In the C. African Rep. and Chad, more than 2 out of 5 pupils are in In the C. African Rep. and Chad, more than 2 out of 5 pupils are in
multigrade classes. In the C. African Rep. half of all the grade 1 pupils are in multigrade classes. In the C. African Rep. half of all the grade 1 pupils are in multigrade classes.multigrade classes.
Percentage of enrolment in multigrade classes
0
10
20
30
40
50
Sao
Tom
e/P
rinci
pe
Gui
nea
Bur
kina
Fas
o
Sen
egal
Togo
Nig
er
Mal
i
Mad
agas
car
C. A
frica
n R
ep.
Cha
d
%All grades
Grade 1
Last grade
How many grades per multigrade classes?How many grades per multigrade classes?
In more than half of the countries, there are some multigrade In more than half of the countries, there are some multigrade classes covering 3 or more grades. classes covering 3 or more grades.
1.80
1.85
1.90
1.95
2.00
2.05
2.10
2.15
2.20
2.25
2.30
2.35
Sao
Tom
e/P
rinci
pe
Bur
kina
Fas
o
Togo
Ben
in
Gui
nea
Cha
d
Nig
er
Con
go
Mad
agas
car
Mal
i
Num
ber o
f gra
des
0 1 2 3 4 5 6 7 8 9 10
Rwanda
Burkina Faso
Madagascar
Mali
Guinea
Benin
Niger
Sao Tome/Principe
Mozambique
Ethiopia
DR Congo
Congo
Ghana
Gambia
Uganda
Togo
Burundi
Cent. Afr. Rep.
Pupils per textbook
Mathematics
Reading
Note : For Mauritius textbooks are free and provided by schools to pupils in all grades of primary.
Textbooks are an effective and rather inexpensive Textbooks are an effective and rather inexpensive means to improve cognitive development and means to improve cognitive development and educational achievementeducational achievement
Nearly half of the countries with available data are providing at least 1 Nearly half of the countries with available data are providing at least 1 reading textbook per pupil. The availability is a little lower for reading textbook per pupil. The availability is a little lower for mathematics.mathematics.
How many students graduate from pre-How many students graduate from pre-service teacher training compared to service teacher training compared to
teachers in service?teachers in service?
0
5
10
15
20
25To
go
Gui
nea-
Bis
sau
Mal
i
Ang
ola
Cap
e V
erde
Nig
er
Moz
ambi
que
Mau
ritiu
s
Eth
iopi
a
Bur
undi
Mad
agas
car
Sao
Tom
e/P
rinci
pe
%
In Togo new graduates from teacher training programmes represent 2% In Togo new graduates from teacher training programmes represent 2% of teachers in service while in Sao Tome this proportion reaches 21%. of teachers in service while in Sao Tome this proportion reaches 21%.
Percentage of teachers who are newly Percentage of teachers who are newly recruitedrecruited
The percentage of newly recruited teachers in primary education The percentage of newly recruited teachers in primary education ranges from 2% in Cape Verde to 15% in Malawi.ranges from 2% in Cape Verde to 15% in Malawi.
0
2
4
6
8
10
12
14
16
Cap
e V
erde
Togo
Mad
agas
car
Erit
rea
Mal
i
Sen
egal
Bur
kina
Fas
o
Bur
undi
Nig
er
Mal
awi
%
Percentage of newly recruited teachers Percentage of newly recruited teachers who are female (primary education) who are female (primary education)
0
10
20
30
40
50
60
Nig
er
Erit
rea
Mal
i
Mal
awi
Sen
egal
Bur
undi
Gha
na
Mad
agas
car
%
In Burundi, Ghana and Madagascar females represent 50% or more of In Burundi, Ghana and Madagascar females represent 50% or more of newly recruited teachers. This proportion is below 40% in the other newly recruited teachers. This proportion is below 40% in the other
countries. countries.
Percentage of newly recruited teachers Percentage of newly recruited teachers that are trainedthat are trained
0
10
20
30
40
50
60
70
80
90
100
Malawi Togo Ghana Niger Mali CapeVerde
BurkinaFaso
Senegal Burundi Eritrea
%
In primary education, most newly recruited teachers are trained In primary education, most newly recruited teachers are trained
Teachers’ attrition rates (primary Teachers’ attrition rates (primary education)education)
On average, less than 5% of teachers are leaving the public sector in On average, less than 5% of teachers are leaving the public sector in countries with available data, except for Burkina (6%) and Eritrea countries with available data, except for Burkina (6%) and Eritrea
(10%). (10%).
0
2
4
6
8
10
12
Zambia Mali Burundi CapeVerde
Senegal Niger BurkinaFaso
Eritrea
%
0 10 20 30 40 50 60 70 80 90 100
Rwanda
Mauritius
Chad
Cape Verde
Ethiopia
Burundi
DR Congo
Guinea
Eritrea
C. African Rep.
Cameroon
Ghana
Senegal
Burkina Faso
Benin
Mali
Togo
Madagascar
Niger
Percentage of schools
Without toilets
Mixed-sex toilets
Single sex toilets
With toilets, butwithout informationon types
In more than half of the countries with available dataIn more than half of the countries with available data 40% of schools 40% of schools have no toilets. have no toilets. Nearly 80 % of schools have no toilets in Niger Nearly 80 % of schools have no toilets in Niger whereas single sex toilets are available in 100% of schools in Rwanda whereas single sex toilets are available in 100% of schools in Rwanda and Mauritius. and Mauritius.
Are schools equipped with toilets?Are schools equipped with toilets?
Availability of potable water and Availability of potable water and electricityelectricity
0102030405060708090
100N
iger
Gui
nea
Mal
i
C. A
fric
an R
ep.
Tog
o
Equa
toria
l Gui
nea
Bur
undi
DR
Con
go
Sene
gal
Eth
iopi
a
Cam
eroo
n
Mad
agas
car
Bur
kina
Fas
o
Cap
e V
erde
Eritr
ea
Gam
bia
Cha
d
Mal
awi
Gha
na
Ben
in
Mau
ritiu
s
Perc
enta
ge o
f sch
ools
withpotablewater
withelectricity
Schools are far better equiped with potable water than with electricity. Schools are far better equiped with potable water than with electricity. Less than 20% of schools are equiped with electricity in most of the Less than 20% of schools are equiped with electricity in most of the countries. countries.
School census response School census response ratesrates
About half of the countries are reporting a reponse rate of 100%About half of the countries are reporting a reponse rate of 100%