Effective schools challenges & issues in india singh_july2014
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Transcript of Effective schools challenges & issues in india singh_july2014
17/07/2014
1
School Effectiveness and Inequality:
Challenges in Low- and Middle-income
Countries
Effective Schools –Challenges & Issues in India
Renu Singh
Young Lives, India
OVERVIEW OF PRESENTATION
• Indian Policy Context
• The Learning Crisis
• Gender and Social Inequities
• Young Lives Longitudinal
Findings
• Way Forward
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2
3
Uttar Pradesh
Bihar
Maharastra
Madhya Pradesh
West Bengal
Andhra Pradesh
Tamil Nadu
Rajasthan
Karnataka
Gujarat
Orissa
Kerala
Assam
Pakistan
Bangladesh
Iran
Vietnam
Philippines
Ethiopia
Zaire
Thailand
Myanmar
Tanzania
Sudan
Canada
Iraq
60 40 20 0 20 40 60 Child population in millions Source Census, 2011
Many states have child populations similar to large countries
Population: 1.21 billion Children 0-6 yrs:158.8 million (13.1%)
0-18 yrs: 380 million (37%)
India : The scale of things...
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Increasing Acess
•
12.44
13.19 13.41 13.44 13.35 13.52
11.5
12
12.5
13
13.5
14
2005-06 2006-07 2007-08 2008-09 2009-10 2010-11Enro
lmen
t (i
n c
rore
)
Primary level
2005-06 2006-07 2007-08 2008-09 2009-10 2010-11
Series1 4.36 4.75 5.09 5.34 5.45 5.78
4.36 4.75 5.09 5.34 5.45 5.78
0
2
4
6
8
Enro
lment
( in
Cro
re)
Upper Primary level
2005-06
GER 59.1 2012-13
GER 82.50
Source: DISE <70 70-80 >80
GER – Upper Primary (residual gaps)
24 States reported universal access at PS and UPS
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Learning Crisis • 12th Five Year Plan: Social Sectors’ states that four main
priorities for education policy are access, equity, quality and governance, and that Twelfth Plan will ‘place the greatest emphasis on improving learning outcomes at all levels. ‘
• Annual Achievement Survey (NCERT,2012) Grade VIII showed that Scheduled Castes, Scheduled Tribes and Other Backward Categories scored significantly lower than students in the General category
• Annual Status of Education Report (ASER) 2014, showed that quality of learning (measured by reading, writing, and arithmetic) has either shown no improvement or actually worsened in the last nine years. According to this report the portion of students in Class 8 who can do divisions has declined by almost 23% during the same period.
Governance & Planning • 1.43 million elementary schools of which 75.5% are public
schools with 62.6 % of student enrolment share (DISE 2012-13)
• Transition Rate primary to upper primary is 86.7% (DISE 2012-13)
• 7.35 million elementary teachers of which 538,000 or 7% are contractual(DISE 2012-13)
• 78.58% of regular teachers have professional qualifications and 7.5% teachers are expected to retire in next two years
• Single teacher primary schools have increased from 11.1. % in 2010-11 to 11.8% in 2012-13 and schools <50 students has also increased from 38% (2010-11) to 40.5% (2012-13)
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OVER TIME, A LARGE GAP OPENS UP BETWEEN PUPILS TEST
SCORES IN INDIA AND VIETNAM
0
2
4
6
8
10
12
14
16
18
20
India Vietnam
Site-level average maths score at age 14-15
Source: Rollestan, 2013
Learning Levels are Declining
Inter-cohort Comparison in Maths (12 Years Old) in Public and Private Schools
71.478.3
88.8
39.739.0
55.5
71.9
19.3
0102030405060708090
100
Average Raw Scorein Maths
"Which of these isequal to 342?"
"Which of these isthe name for 9740?"
"A piece of rope 204cm. long is cut into 4equal pieces. Which
of these gives thelength of each piece
in centimeters?"
2006 2013
Pe
rce
nta
ge
of
YL C
hil
dre
nw
ith
Co
rre
ct A
nsw
ers PUBLIC
77.782.9
89.4
48.552.7
67.6
84.0
33.8
0102030405060708090
100
Average Raw Scorein Maths
"Which of these isequal to 342?"
"Which of these isthe name for 9740?"
"A piece of rope 204cm. long is cut into 4equal pieces. Which
of these gives thelength of each piece
in centimeters?"
2006 2013
Pe
rce
nta
ge
of
YL C
hil
dre
nw
ith
Co
rre
ct A
nsw
ers
PRIVATE
Young Lives Round 2 & Round 4
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Young Lives Longitudinal Findings :
Increase in Private School Enrolment,
with Increasing Inequities
25.1 21.4
62.3
10.6 11.6 12.7 20.4
45.7
23.2
50.4
37.1
80.3
31.3 29.3 21.7
44.2
70.4
44.1
0102030405060708090
8 year old cohort in 2002 (OC R1) 8 year old cohort in 2009 (YC R3)
Poorest children attending Govt. schools
83.9
74.2
48.0
13.9 16.1
25.8
52.0
86.1
0.0
10.0
20.0
30.0
40.0
50.0
60.0
70.0
80.0
90.0
100.0
Quartile 1(poorest)
Quartile 2 Quartile 3 Quartile 4 (leastpoor)
Ch
ild
ren
in
sc
ho
ol(
%)
Wealth Quartile
Govt. Private
Round 3, Young Lives
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Students in private schools have significantly higher
average score in mathematics than students in govt.
schools 0
.005
.01
.015
.02
Den
sity
0 20 40 60 80 100
Rasch Score (Mathematics)
Public School Private school
Effect of teaching quality on children’s mathematics outcome
Estimate the following models:
1. Mathscore= α + β1teach + β2child + β3house + U
2. Mathscore = α + β1teach + β2child + β3house + β4
mathscore_ lagged+U 1 Lagged Value- added
specification
The Value-added model has also been estimated including
community fixed effects to control community level unobserved
heterogeneity.
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Public School Teachers -Better Qualified
Young Lives Round 2 & Round 4
Effect of teaching Quality on children’s learning
outcome VARIABLES OLS OLS-VA
Private school 16.08*** 11.19***
Teachers characteristics
Teacher gender (Female=1, Male=0) -0.59 0.08
Teachers experience (in year) -0.2 -0.08
Teacher's training (D.Ed/B.Ed/M.Ed) (training=1, no training=0) 8.30*** 4.74*
Teachers education - (Ref: Secondary and higher secondary)
Graduation Degree 2.65 1.84
Master's and above(MA) 2.18 1.61
Graduation* training -3.57 -0.88
Master's and above(MA)*training -2.72 0.32
Specialisation (Ref: no specialisation)
Other subject specialisation dummy -1.87 -1.87
Math specialisation dummy -2.36 -0.71
Teachers score 0.08 0.04
Teacher's living place (Ref: Out of the mandal in same district)
Same village 6.94*** 4.66**
Same mandal 6.63*** 4.20**
Homework correction (Ref: None of the works has been marked)
Almost all the exercise/piece corrected 4.69 3.49*
Approximately half of the excercises 0.71 1.21
A few of the excercises 0.78 0.81
Teachers attitude towards students
My teacher treats me fairly (agreed=1, 0 otherwise) 7.00*** 4.48***
Teachers perception of their schools
Better than other school in the community -1.2 9.43***
Same as other school in the community 1.13 11.35***
Teachers salary 0 0
Regular teacher 1.83 1.23
My class teacher often does not come to school -4.42*** -1.18
Round 3 math score 0.65***
Observations 746 726
R-squared 0.386 0.542
what teacher does counts
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Teaching Quality
• Standard characteristics of teachers like experience,
gender, content knowledge, and subject specialisation
do not have any significant influence on children’s
learning outcome
• Teachers with professional qualification
(D.Ed/B.Ed/M.Ed) have significantly higher student
outcomes i.e. mathematics scores (10 percent in value-
added specification) as compared to students taught by
senior secondary pass teachers.
• Proximity of teacher's residence to the school, teacher’s
professional qualification and teacher’s attitude towards
schools and students and teaching practices such as
regular checking of books, emerge as important
determinants of students’ outcomes.
School Governance & Management
For private schools,
we pay money, we
can question them
if children come
home early or if
they don’t study
well if they don’t
teach properly, we
wont send the
children to their
school but in
government the
teachers come and
teach for the sake
of their salaries, so
they just come and
go daily
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Loan Burden Associated with Private
Schooling
The mother of Supraja (OC, urban location) shares that her daughter has
changed three private schools at age of ten. She shares :
“We have to raise money somehow and pay her school fees and later
on try to clear the incurred loans. ... This is very burdensome. We will
not have any savings as we spend everything on education. Strictly
speaking, even people of our status cannot afford these schools. Now
we have to send our child to even lower rung [private] schools ... the
difference in the fees between [the] two types of schools and the
quality of education offered is very different. There is a lot of
disparity.”
Source: Singh & Bangay, 2014
Business As Usual-not working • Policy measures for Universal education must focus on
equitable learning outcomes for the most disadvantaged
• Quality framework evolved to review curriculum and measure
educational progress through sample panel-based data sets
• Stratification of children into government and private schools
must be addressed- 25% reservation needs careful planning
and implementation
• Teacher Management and School leadership development
requires special focus
• Greater accountability and regulatory mechanism for ensuring
‘quality assurance’ must be given priority
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We Owe It to Them
Education should be helping
to change the world, to make
it less oppressive, less
unequal and should help to
build greater equity and
justice, greater and wider
access to life opportunities