Education Quality in the OIC · Education System Overview 6-3-3-4 system of education 6 years of...
Transcript of Education Quality in the OIC · Education System Overview 6-3-3-4 system of education 6 years of...
Education Quality in the OIC Member Countries (Part 2)
Prepared for the 11th Meeting of the COMCEC Poverty Alleviation Group, Ankara, 5 April 2018
by Dr M Niaz Asadullah
Standing Committee
for Economic and Commercial Cooperation
of the Organization of Islamic Cooperation (COMCEC)
1
Outline
Case Country Selection Criteria
Methodology
Case 1: Nigeria
Case 2: Pakistan
Case 3: Jordan
Case 4: Malaysia
Recommendations
2
Case Country Selection Criteria
Selection took into consideration representation in terms of …..
Criteria Malaysia Jordan Pakistan Nigeria
1. Access to education: less than universal or unequal √ √
2. Low level of literacy √ √
3. Conflict / refugee crisis √ √ √
4. Limited access to government data on child-level outcomes √ √ √ √
5. Citizen-led assessment of learning outcomes √
6. Participation in international assessment: TIMSS / PISA √ √
7. Slow progress in improving student learning √ √ √
8. Rising demand for non-state (private) schools √ √ √
9. Income level U middle U middle L middle L middle
10. OIC Region East Asia Arab South Asia Africa
3
MalaysiaPISA 2012
Jordan
PISA 2012
NigeriaEGRA 2014
PakistanASER 2013-2016
4
Methodology
• Document available evidence on the determinants of student achievement and existing policies and programmes
Literature review
• Student level achievement scores
• SCHOOL SURVEY (PISA 2012) for Jordan and Malaysia
• SCHOOL SURVEY (EGRA 2014) for Nigeria [3,803 pupils from 257 primary schools]
• HOUSEHOLD SURVEY (ASER 2013-2016) for Pakistan
• Simple descriptive statistics
• Regression analysis
Microdata analysis
• Interviews to understand the country context and document perception of and barriers to education quality
Stakeholder interviews
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Case study 1: Nigeria
Education system overview
Trends in access to schooling
Trends in student performance and learning outcomes
Determinants of student achievement
Stakeholder perceptions on quality education
Recommendations and conclusions
6
Education System Overview
6-3-3-4 system of education
6 years of primary, 3 years of junior secondary, 3 years of senior secondary education (4 years of tertiary)
UBE (free and compulsory basic education) comprise primary & junior secondary
Size
Primary schools - 96,901 (34,717 private)
Secondary schools 32,833 (20313 private)
Unknown # of madrasas (Islamic schools)
Education system is decentralized
various types of schools
traditional and integrated Islamiyya schools.
Strong donor-presence
Focus on northern provinces
7
Notable schemes, strategies & reforms
Multiple donor-driven and region-specific programs
Integrated Islamiyya Quranic and Tsangaya Education (IQTE)
To integrate Qur’anic schools children into the Universal Basic Education Scheme, strengthen teaching capacity, mainstream core elements of basic education into the Qur’anic education
Girl-child Education Programme (GEP)
girls ‘education enrolment campaign & targeted CCTs in 5 northern states
School Feeding and Health Programme
at least one meal a day for pupils in schools in 12 states
8
Indicators of access to school 9
0%10%20%30%40%50%60%70%80%90%
100%
bottomquintile
2nd quintile 3rd quintile 4th quintile top quintile
Primary NAR and GAR by Household Wealth
NAR
GAR
0%
20%
40%
60%
80%
100%
bottomquintile
2ndquintile
3rdquintile
4thquintile
topquintile
JSS NAR and GAR by Household Wealth
NAR
GAR
0
20
40
60
80
1990 2002 2008 2015
Trends in GER (based on NEDS)
Primary, GER Secondary, GER
0%
10%
20%
30%
40%
School Too
Far
Labor
Needed
Monetary
Cost
Poor
School
Quality
No Interest
Main reasons for never attending school
2004 2010 2015
Level of & trends in learning outcomes 10
0.70
0.75
0.80
0.85
0.90
0.95
1.00
Nigeria -Bauchi
Nigeria -Jigawa
Nigeria -Kaduna
Nigeria -Kano
Nigeria -Katsina
Nigeria -Sokoto
All Boys Girls
Proportion 0 Scores In 5 Hausa Sub-Tasks (EGRA 2014)
Proportion of 2 Grade Students Who Could Not Read A Single Word of Connected Text, by Region & Gender (EGRA 2014)
30
40
50
60
70
80
90
2013 2014 2015 2016
National Examination Council Final Senior Secondary Schools Examination, 2013-2016 (National Bureau of Statistics)
Male Female Total
0
5
10
15
20
25
30
35
40
45
Mean score (literacy, grade 4)
Mean score(numeracy, grade 4)
Mean score (literacy, grade 6)
Mean score(numeracy, grade 6)
1996
2011
Literacy & Numeracy Scores in %, 1996-2011 (grades 4 And 6) (NALABE)
Trends in wealth-learning profiles 11
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
bottom quintile 2nd quintile 3rd quintile 4th quintile top quintile
2004
2015
Literacy Skills by Household Wealth (Ages 5-16)
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
bottomquintile
2nd quintile 3rd quintile 4th quintile top quintile
2004
2015
Numeracy Skills by Household Wealth (Ages 5-16)
Country specific challenges, barriers to quality
education & stakeholder perceptions
Challenges: conflict, ethnic diversity (Hausa, Yoruba & Igbo), poverty
Barriers to quality education: lack of funding and facilities, the lack of good and
motivated teachers, weak school leadership
Attributes of a good school: school leadership (effectiveness of the principal)
and high learning outcomes of children
Attributes of a good teacher: “well-qualified/trained”, “being good at
communication”, “being supportive of weaker students”
Finance: primary and secondary govt. schools not adequately funded
Overcoming the barriers: teaching/learning materials, scholarship for poor
children , increase teacher salary, ICT for rural schools,
Madrasah education: important only in North; more support for private schools
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Determinants of student achievement
(grades 2 and 3) in Hausa (EGRA 2014), total
& 0-scores
Household-specific factors
Family wealth matters though weak
Child-specific factors
Female disadvantage
Pre-school attendance matters but weak effect
School-specific factors
Significant: library, electricity and toilet availability; teacher presence; Islamic
school
Insignificant: completing an extra year (grade 3) ; STR
13
Conclusion
Serious learning gaps at all levels of the schooling cycle
Despite a diverse set of interventions, education quality is declining
Wealth gap in access and learning outcomes
13.2 millions out-of-school
regional (north-south) disparities in gender and income gaps
Income effect on learning mostly works through school choice
Weak implementation and low quality impact of the UBE
Shortage of inputs
Information on nationwide learning outcomes sparse and lacks reliability
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Recommendations
Address learning shortfalls in foundational stage
Increase budgetary allocations
Improve governance and implementation capacity
Better M&E and diagnostics
Better poverty and gender targeting
Improve accountability (teacher truancy)
Integrate into the global assessment frameworks (TIMSS, PISA & PIRLS)
Facilitate dissemination of data for diagnostics and M&E
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Case study 2: Pakistan
Education system overview
Trends in access to schooling
Trends in student performance and learning outcomes
Determinants of student achievement
Stakeholder perceptions on quality education
Recommendations and conclusions
16
Education System Overview
Structure
Formal education comprise 1+10-2 system
Primary (5), middle elementary (3), secondary (& vocational) (2) and higher-secondary (2)
compulsory & free for 5 to 16 years
Size
303,000 institutions, 47 million children, 1,723,790 teachers
191,065 public & 112,381 private institutions (PES 2015-2016)
Management
Provincial autonomy in planning, policy, delivery and monitoring of education
ICT, Sindh, Punjab, Balochistan & Khyber Pakhtoonkhwa have passed Compulsory and Free Education Acts.
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Notable schemes, strategies & reforms
Vision 2025 in 2015 & Provincial Education Sector Plans (ESPs))
Active civil society organizations (CSOs) and development partners
Annual Status of Education Report (ASER) report since 2010
Public Private Partnerships (PPPs)
Provincial PPT acts in 2010 & 2014/5
The Citizens Foundation (TCF)
Pre-service training - Strengthening Teacher Education in Pakistan (STEP)
Teaching cadre - National Testing Service (NTS): independent teacher tests
as pre-requisites for merit-based recruitment
Social protection in Pakistan for conditional and unconditional cash transfers
The Benazir Income Support Program (BISP); Female School Stipend Programmes
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Indicators of access to school 19
0%
50%
100%
Primary Middle High Higher Sec.
Pe
rce
nta
ge
% of Institutions by type across levels of education
Public Private
5970
7885
6776
8287
46
6273
83
0
20
40
60
80
100
Poorest Poorer Richer Richest
% C
hil
dre
n
Enrollment by Gender
Overall Male Female
7769
63
46
1927
35
53
0
20
40
60
80
100
Poorest Poorer Richer Richest
% C
hil
dre
n
Enrollment by School Type
Government Schools Private Schools
0
20
40
60
80
100
National Balochistan Punjab Sindh KP
Literacy: 10 years & older (PSLM)
Urban Rural Overall
Trends in inputs & learning outcomes 20
0.
20.
40.
60.
80.
100.
2012 2013 2014 2015 2016
Learning Level (Arithmetic-Do Division)
-Class 5 (ASER)National
Balochistan
FATA
GB
ISB
KPK
Punjab
Sindh
AJK
0.
20.
40.
60.
80.
100.
2012 2013 2014 2015 2016
Learning Level (Urdu/Sindhi/Pashto-Read
Story)-Class 5 (ASER)NationalBalochistanFATAGBISBKPKPunjabSindhAJK
0
10
20
30
40
STR in rural Pakistan (ASER survey)
2014 2016
0
20
40
60
80
100
primary middle high higher secondary
Toilet availability (in %) (PES 2014)
Country specific challenges, barriers to
quality education & stakeholder perceptions
Challenges: ethno-linguistic & regional diversity; poverty; conflict
Barriers to quality education: a lack of school leadership, lack of teacher
motivation, medium of instruction, lack of facilities and a dearth of qualified
teachers
Attributes of a good school: effective school head-teacher and motivated
teachers
Finance: primary and secondary schools not adequately funded
Inequality in quality: Widening performance gap (rural-urban; boy-girl; rich-
poor households)
Madrasah education: Recognition as a pro-poor model of education but
also strong support for reform
21
Determinants of Numeracy & Reading Skills in rural Pakistan, 5-16 years in school (ASER)
Household-specific factors
Family wealth effect is strong
Child-specific factors
Female disadvantage
Bigger amongst poorest quartiles
School factors
Negative association w.r.to government school & madrasa attendance
Location factor
Sindh most backward
Gaps widening over time (2013-2016)
gender
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Conclusion
Off target on access mainly on account of quality challenges
Serious regional disparities in access, facilities and learning outcomes
Confirmed by both citizen led and government high stakes assessments
Significant inequalities in access to education and learning outcomes
Gender and poverty
Declining regional performance
Some promising policies and programmes to ensure ‘progressive universalism’
Close state-NGOs collaboration
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Recommendations
Address early shortfalls in learning
Prioritize gender equality and equity in access to education
Better poverty & regional targeting
Improve pre and in-service training programs
child centered pedagogies
Continue reforms of madrasahs to address ‘mimetic-pedagogy’ and rote
learning
Promote evidence based reforms
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Case study 3: Jordan
Education system overview
Access to Schooling
Trends in student performance and learning outcomes
Determinants of student achievement
Stakeholder perceptions on quality education
Recommendations and conclusions
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Education System Overview
Structure
Formal education comprise 10-2 system
Ten years of compulsory (aged 5-15 years) & two years of secondary education (aged 16-18 years)
Size
2787 government schools & 1493 private schools
UNRWA schools for Syrian refugees
Management
centrally planned, delivered and monitored
management of personnel, production of textbooks and the development of the curriculum
Some decentralized at the governorate and school-level
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Indicators of access & quality 27
32.8
97.3482.45
0
20
40
60
80
100
Schoolenrollment,
preprimary (%gross)
Schoolenrollment,primary (%
gross)
Schoolenrollment,
secondary (%gross)
17.73 16.9114.6
0
5
10
15
20
Pupil-teacherratio,
preprimary
Pupil-teacherratio, primary
Pupil-teacherratio,
secondary
100 100 100
0
10
20
30
40
50
60
70
80
90
100
Trainedteachers inpreprimary
education (% oftotal teachers)
Trainedteachers in
primaryeducation (% oftotal teachers)
Trainedteachers insecondary
education (% oftotal teachers)
97.89
99.11
97.2
97.4
97.6
97.8
98
98.2
98.4
98.6
98.8
99
99.2
99.4
Literacy rate, adult total (% ofpeople ages 15 and above)
Literacy rate, youth total (% ofpeople ages 15-24)
0 50 100
Nigeria (Hausa)
Yemen (Arabic)
Iraq (Arabic)
Morocco (Arabic)
Jordan (Arabic)
Senegal (French)
% students with 0 score in EGRA
0.00
0.05
0.10
0.15
0.20
0.25
0.30
All Boys Girls
2012 2014 (EGRA)
00.10.20.30.40.50.60.70.80.9
1999 2003 2007 2011
Science scores in TIMSS by competency levels
slevel1_m slevel2_m
slevel3_m slevel4_m
00.10.20.30.40.50.60.70.80.9
1999 2003 2007 2011
Math scores in TIMSS by competency levels
mlevel1_m mlevel2_m
mlevel3_m mlevel4_m
00.10.20.30.40.50.60.70.80.9
2006 2009 2012
Math scores in PISA by competency levels
mlevel1_m mlevel2_m
mlevel3_m mlevel4_m
00.10.20.30.40.50.60.70.80.9
2006 2009 2012
Science scores in PISA by competency levels
slevel1_m slevel2_m
slevel3_m slevel4_m
Trends in learning outcomes 28
200
300
400
500
600
2006 2009 2012 2015
PISA scores
Mathematics Science Reading
200
250
300
350
400
450
500
550
600
1999 2003 2007 2011 2015
TIMSS scores
Mathematics Science
Trends in wealth-learning profiles
0
.02
.04
.06
.08
1 2 3 4 5 1 2 3 4 5
Country Wealth Index Quintiles, 1999 Country Wealth Index Quintiles, 2011
Maths Science
% o
f ch
ild
ren
pas
sin
g le
vel-
3 t
hre
sho
ld
Graphs by category and year
0.2
.4.6
.8
1 2 3 4 5 1 2 3 4 5
Country Wealth Index Quintiles, 1999 Country Wealth Index Quintiles, 2011
Maths Science
% o
f ch
ild
ren
pas
sin
g le
vel-
1 t
hre
sho
ld
Graphs by category and year
0.2
.4.6
.81
1 2 3 4 5 1 2 3 4 5
Country Wealth Index Quintiles, 2006 Country Wealth Index Quintiles, 2012
Maths Reading
Science
% o
f ch
ild
ren
pas
sin
g le
vel-
1 t
hre
sho
ld
Graphs by category and year
0
.02
.04
.06
.08
.1
1 2 3 4 5 1 2 3 4 5
Country Wealth Index Quintiles, 2006 Country Wealth Index Quintiles, 2012
Maths Reading
Science
% o
f ch
ild
ren
pas
sin
g le
vel-
4 t
hre
sho
ld
Graphs by category and year
Sizable wealth gap
A slight fall over time because of declining performance across wealth groups in higher order skills
TIMSS
PISA
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TIMSS - basic TIMSS - advanced
PISA - basic PISA - advanced
Country specific challenges, barriers to quality
education & stakeholder perceptions
Country specific challenge
Nearly half fail in public secondary school exit exam (Tawjihi)
Unclear how Jordan’s advantage in TIMSS was lost
PISA and TIMSS perceived as low-stake assessments
Barriers to quality education: effective school leadership, lack of teacher
motivation, lack of good/qualified teachers, pressure of external evaluation
Attribute of a good teacher: motivation
Finance: perceived government schools thought to be inadequately funded
Overcoming the barriers: : leadership training program, increase teacher
salary, ICT
Consistent with NHRD report 2016 & QRF survey of teachers
30
Determinants of student achievement (PISA
2012)
Household-specific factors
Family wealth effect is modest
Child-specific factors
Pre-school attendance matters
Also true for poor households
Female advantage in science and language and the absence of gender gap in mathematics.
School-specific factors
Significant: private school advantage (nearly 30 points gain in PISA); Average disciplinary climate effect is positive; STR (negative and though small in size)
Insignificant: School size, teacher shortage and proportion of certified teachers; Parental engagement not significant
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Notable schemes, strategies & reforms
Education Reform for the Knowledge Economy Program (ErfKE I & II), 2001-2015
improve learning environment in schools as well as promote early childhood education.
NHRD 2016
Recommended 22 projects and specific bold time-bound policy targets
promote research and data driven policy
disseminate data to show progress on student performance, teacher quality and other indicators
achieve regional/global targets in assessments such as TIMSS, PISA, EGRA & EGMA
Make teaching an employment of choice
quality of pre- and in-service training for teachers
community engagement to improve school performance
parental involvement to support student learning in and out-of-school hours
Queen Rania Foundation (QRF) and Queen Rania Teachers Academy (QRTA)
Jordan Education Initiative (JEI) for ICT & PPP models
Early Grade Reading and Math Project (RAMP)
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Conclusion
Impressive progress in equitable access to schooling
Growing inequalities in learning outcomes
Wealth
Gender (male disadvantage)
Some progress in foundational cognitive skills
Some improvement in secondary school learning outcomes though not sustained over time
Low pass rate in national examination (Tawjihi)
Strong political support for “equitable quality education”
Government-NGOs partnership
Active participation in international assessments (PISA, TIMSS, TALIS & EGRA)
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Recommendations
Address early shortfalls in learning
Increasing access to quality ECDC/pre-primary schooling
Arrest high failure rate in Tawjihi
Reduce associated social and psychological pressure.
Review examination criteria
routine procedures and memorization vs problem solving, critical thinking and communication abilities.
Improve training and governance
better support through in-classroom coaching; regular supervisor visits; in-service training
Formulate a data dissemination policy to facilitate research
…also create feedback loops between research and practice
34
Case study 4: Malaysia
Education system overview
Access to Schooling
Trends in student performance and learning outcomes
Determinants of student achievement
Stakeholder perceptions on quality education
Recommendations and conclusions
35
Education System Overview
Formal education based on a 6-3-2-2-4 organization
six years of compulsory primary (Standard 1-6), three years of lower secondaryschool (Form 1-3), and two years of secondary (Form 4-5), two years of uppersecondary (Form 6 Lower and 6 Upper) and 4 years of university education
eleven years of free education (6-3-2)
Diverse types of providers
Primary: government (national, Chinese & Tamil) and others (Islamic)
Secondary: government (daily & residential) and private
Centralized management - MoE is the main government body
schools enjoy some autonomy
36
Indicators of access to school
11
11.5
12
12.5
13
13.5
14
2010 2011 2012 2013 2014 2015 2016P
up
il Te
ac
he
r R
atio
(%
)Primary Secondary
40
50
60
70
80
90
100
1984 1985 1986 1987 1988 2013 2014 2015 2016
En
rollm
en
t (%
)
Preschool Primary
36 32 29 30 26 25 22 21 17
64 68 71 70 74 75 78 79 83
2008 2009 2010 2011 2012 2013 2014 2015 2016
Participation
rate to Form 1
Dropout rate
after Year 6
10
20
30
40
50
60
70
80
90
100
2010 2011 2012 2013 2014 2015 2016
Tra
nsi
tion
Rate
(%
)
Standard 6 - Form 1 Form 3 -Form 4 Form 5 -Form 6
37
indigenous children’s school participation
Trends in learning outcomes
Impressive start in TIMSS (1999)
Average score declined but showing
clear signs of improvement in both
TIMSS and PISA
Consistent with student performance
in national assessments
75
80
85
90
95
100
2013 2014 2015
Student pass rate in national exams
(government schools)
SPM (secondary school completion exam)
STPM (higher secondary school completion exam)
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200
250
300
350
400
450
500
550
600
1999 2003 2007 2011 2015
TIMSS scores
Math Science
200
250
300
350
400
450
500
550
600
2009 2012 2015
PISA scores
Mathematics Science Reading
Trends in wealth-learning profiles
However a
widening of wealth
gap because of
declining
performance of
the poorer wealth
group
Mixed trend in
higher order skills
TIMSS
PISA
0.2
.4.6
.81
1 2 3 4 5 1 2 3 4 5
Country Wealth Index Quintiles, 1999 Country Wealth Index Quintiles, 2011
Maths Science
% o
f ch
ild
ren
pa
ssin
g l
eve
l-1
th
resh
old
Graphs by category and year
0
.05
.1.1
5.2
.25
1 2 3 4 5 1 2 3 4 5
Country Wealth Index Quintiles, 1999 Country Wealth Index Quintiles, 2011
Maths Science
% o
f ch
ild
ren
pa
ssin
g l
eve
l-3
th
resh
old
Graphs by category and year
0.2
.4.6
.81
1 2 3 4 5 1 2 3 4 5
Country Wealth Index Quintiles, 2009 Country Wealth Index Quintiles, 2012
Maths Reading
Science
% o
f ch
ild
ren
pa
ssin
g l
eve
l-1
th
resh
old
Graphs by category and year
0
.05
.1.1
5.2
1 2 3 4 5 1 2 3 4 5
Country Wealth Index Quintiles, 2009 Country Wealth Index Quintiles, 2012
Maths Reading
Science
% o
f ch
ild
ren
pa
ssin
g l
eve
l-4
th
resh
old
Graphs by category and year
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Determinants of student achievement (PISA
2012)
Household-specific factors
Family wealth effect
Child-specific factors
Pre-school attendance matters
Also true for poor households
Female advantage in science and language (no gender gap in mathematics)
School-specific factors
Significant: private school advantage (nearly 30 points gain in PISA); STR (negative and though small in size); Average disciplinary climate in the school is positively and significantly correlated with student achievement.
Insignificant: School size, teacher shortage and proportion of certified teachers; Parental engagement not significant
40
Country specific challenges, barriers to
quality education & stakeholder perceptions
Challenges: ethnic & linguistic diversity; indigenous population
Barriers to quality education: lack of effective school leadership & motivated
teachers; lack of qualified teachers
Attributes of a good school: effective school head-teacher; high learning outcomes;
supportive learning environment
Attributes of a good teacher: motivated; focused on improving teaching and
learning practices; good at communication; supportive of weaker students
Finance: primary and secondary govt. schools not adequately funded
Overcoming the barriers: scholarship targeting children from poor families, ICT
facilities for rural schools, additional funding for under-performing rural schools
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Notable schemes, strategies & reforms
Education Blueprint 2013-2025 & Eleventh Malaysia Plan 2016-2020
The District Transformation Programme (DTP) to narrow the gap R-U achievement gap.
Dual language proficiency (DLP) scheme
Pro-ELT: Targeted 14,000 teachers across all the 13 states and 3 federal territories
HOTS: Innovative programs include "Higher Order Thinking Skills" introduced across the curriculum
LINUS: the "literacy and numeracy" programme focusing on mastering literacy (vernacular and English) and numeracy skills in early phase of primary education
PADU: “Performance & delivery unit” – a laboratory model
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65
70
75
80
85
90
95
100
2014 2015 2016
Per
form
an
ce (
%)
Year
Bahasa Melayu English Language Numeracy
0
20
40
60
80
100
mathematics TIMSS items science TIMSS items
% items covered in the current Standard
Curriculum for Primary School (KSSR)
Conclusion
A case of positive deviance
Equitable access to schooling
High literacy rate
Good physical infrastructure
National examination performance data show improvement over the years
Still faces some challenges relating to the level of student learning
Significant inequality in access to “quality education”
Gender, income & location
But performance in international assessments is improving
Reforms seem to be paying off
An important model for the OIC
43
Recommendations
Equalize access to quality preschool education
Close the (reverse) gender gap
Reduce influence of household wealth
Needs-based targeting of funds
Target location, underperforming schools and students (particularly B40)
Extra homework support, remedial classes
Improve training and governance
leadership training for senior management team and school teachers
teacher motivation
Formulate a data dissemination policy to facilitate research & diagnostics
RCTs evaluation of competing schemes
44
OVERALL CONCLUSION
Increasing OIC participation in international assessments
Performance improving in some
Enormous diversity within the OIC
The barriers to delivering quality education vary across member states - no magic bullet
Low level of learning in both low & high-income OIC countries
High spending & poverty reduction per se not sufficient
But important to keep children in school
Equity-quality trade-off in low-income member states
Weak influence of schooling and better physical provisions suggests the presence of structural barriers to education quality
There is also a great deal of variation in political will and fiscal capacity.
Each country faces a unique combination of problems which need to be diagnosed and solved in the local context.
At the same time, a number of shared challenges have been highlighted alongside the some country-specific good practices
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OVERALL RECOMMENDATIONS
Deficit in early-life foundational cognitive skills
Access to pre-primary education
Equity in learning outcomes
Allocate public resources to achieve ‘progressive universalism’
Develop pro-poor education models (madrasah reforms; affordable private schools; non-formal schools)
Poverty, gender & regional targeting
School meals and remedial education
Quality of government schools
Ensure accountability
Re-orient curricula and teacher training programs
Focus on core competencies and higher-order skills
Improve quality and credibility of high-stake national examinations
Measuring learning, access to data & evidence-driven policy making
Measure “learning for all”, at all stages & over time (SDGs 4 by 2030)
Participation in international assessments -- PISA for Development (PISA-D)
Independent assessments and carefully designed pilot & RCTs & the culture of ‘deliverology’ for results
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THANK YOU
Contact details:
Professor Dr M Niaz Asadullah
University of Malaya, Kuala Lumpur, Malaysia
Homepage: www.niazasadullah.com
Webpage: https://umexpert.um.edu.my/m-niaz.html
Email: nasadullah[at]gmail.com
Twitter: Niaz_Asadullah
Facebook: “Niaz Asadullah”
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