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Regional module for Africa: Review and updates

Githaiga MonicaWendy Weng

Addis Ababa, Ethiopia7 November, 2012

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Overview Review of the module• Context of initiatives• Questionnaire review• Launch and release

Regional module updates• Response rate• Key indicators and common data

reporting issues• Key findings in 2012 data collection

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Review of Africa regional module

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o 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. (http://www.au.int/)

o UIS has committed to providing data to the AU Observatory database, managed by the Association for the Development of Education in Africa (ADEA). http://www.adeanet.org/adeaPortal/

o UIS has offered its expertise, infrastructure and technical platforms to collect new data that address AU indicator needs.

A partnership with Africa Union

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Regional module questionnaire and policy relevance

Contains 6 tables with items chosen in agreement with regional partners according to well defined criteria:

o Relevance to regional monitoring and policy discussion

o Identified as high priorities by partners

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tableItem designation Link to AU areas of priority

Table 10.1 Classes and pupils Quality managementTable 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

Six items in the regional module

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Item 1: Classes and pupils

Class size and multi-grade teaching

o The deployment of teachers in classrooms is a key factor affecting learning outcomes especially where class sizes are very large or cover several grades

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Item 2: Availability of manuals and textbooks (reading and mathematics)

o Textbooks are one of the educational inputs that have the greatest influence on learning achievement in African countries

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Item 3: Graduates from pre-service teacher training programmes

o The teacher is the corner stone of the quality of teaching in Africa.

o This item measures the capacity of countries to produce trained teachers

o It is important to assess the need of teachers to be trained to achieve UPE and to ensure quality of education

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Item 4: Newly recruited teachers

o Countries need to estimate the demand for teachers and to plan their recruitment on an annual basis

o This item can be used to measure: the level of recruitment in a countryteacher turnover (or attrition)quality of recruited teachers

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Item 5: Schools with basic service (toilets, water and electricity)

o Availability of sanitation facilities improves the learning environment, improves pupils’ health, boosts attendance and achievement and promotes gender equality

o Girls are more likely to attend school where single-sex toilets are available

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Item 6: School census response rate

o Enable the monitoring of data coverage and the efficiency of the data collection system

o Early country results show that the coverage is satisfactory

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Launch and release

o First launched in early 2011, administrated in 45 sub-Saharan Africa countries

o Results from 2011 data collection are first released in May 2012

o Annual data collection, updated in UIS Data Centre and to AU outlook database three times a year

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Heat on releaseIn May 2012, the first data collection results were release in UIS and UNESCO web page.

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An update on 2012 Africa regional data collection

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Seychelles

18 out of 23 countries in Anglophone Africa region have reported data

All 23 countries in Francophone Africa region and 4 countries in Arab States have reported data

Non response countries

How many countries have responded?

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Classes and pupils

Table 10.1 Classes and pupils in primary education by grade

Primary education (ISCED 1) Classes of which:

multigrade classes Pupilsof which pupils

enrolled in: multigrade classes

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Not specified Total

10.1.1 Total number of multigrade classes:

Grade 1

Grade 2Grade 1

Key indicators:o Average class size in primary: o Size of single grade classes:o Size of multi-grade classes:o Percentage of students in multi-grade classes:o Average number of grades in multi-grade classes: o Average single grade class size by grade:

66

126

2 111

3 2 18 12

18/(3-2+1)=9(18-12)/(3-2)=6

12/1=12

1

Grade 1:(12-6)/(2-1)=12 ; Grade 2: n/a

12/18*100=67% 2/1=2

Although 14 countries reported data in this table, only 8 of them have publishable indicators on class as information in two columns for multigrade classes are missing.

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How crowded are the classes in Africa primary schools?

o The average class size ranges from 26 pupils in Cape Verde to 94 in Malawi.

o In half of countries reporting data there are more than 50 pupils per class.

o In Chad, over 68 pupils per class where nearly 48% of pupils are taught in multi-grade classes.

o Central Africa Rep. has substantially large single-grade classes with 99 pupils per class on average.

o Eight countries (Botswana, Burundi, Malawi, Mauritius, Rwanda, Swaziland, Tanzania and Uganda) report having no multi-grade classes.

OECD countries

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Which grades are the most crowded?Af

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o In nearly all countries reporting data, most critical early grades are most crowded.

o Grade 1 classes in 2/3 countries exceed 50 pupils.

Large difference in class sizes over first and last grade tend to be associated with low survival rate to the last grade:

28

Chad

Malawi 130

6455

86Chad

Uganda 63

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Togo 56

MauritiusNamibia 30

o In Malawi, Chad, Uganda and Togo, more than 20 additional pupils than in the final grade of primary.

o In Mauritius and Namibia, classes at all grades have about 30 pupils.

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Uganda Malawi Togo Mauritius

32 53 59 98

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Table 10.2 Textbooks, pupils and national norms in primary education by grade

Primary education (ISCED 1)

Textbooks owned by schools

Pupils covered

National norms for textbooks

Reading Mathematics Reading Mathematics

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Not specified Total

Key indicator:

o Pupil/textbook ratio in reading

o Pupil/textbook ratio in mathematics

o The data reported should only include textbooks owned or kept in schools for instruction use in classroom.

o The reading textbooks should include all languages of instruction, e.g. English, French and another local language.

o The count of textbooks can include books in stock but not currently in use by pupils.

o The count of pupils should not include pupils where information on textbooks is missing.

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o About 32% of countries reporting data, there are two or more pupils per reading book. While the availability of mathematics textbooks is even worse in most of these countries.

o In Cameroon, only 1 reading book for 11 pupils and only 1 mathematics textbook for 13 pupils.

o In Cape Verde and Mauritius however, government give new textbooks for free to all grades in primary every year.

o In Namibia, only 30% of pupils have textbooks in lower primary grades. In rural village schools, only teachers have textbooks for teaching.

Most pupils have to share textbooks

Pupil per reading

textbook

Pupil per mathematics

textbook

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sNewly recruited teachers and new teacher graduates

Table 10.3 Graduates of teacher training programmes by gender and teaching level

Teaching level of education

Graduate from accredited pre-service teacher training programmes

Both sexes Female

Primary (ISCED 1) Lower secondary (ISCED 2) Upper secondary (ISCED 3) Not specified Total

Table 10.4 Newly recruited teachers by gender and level of education taught

Level of education taughtNewly recruited teachers of which: trained

Both sexes Female Both sexes Female

Primary (ISCED 1)

Lower secondary (ISCED 2)

Upper secondary (ISCED 3)

Not specified

Total

Primary

All All of which: All of which:

programmes programmes GeneralTechnical/ Vocational

programmes GeneralTechnical/ Vocational

Both sexesFemale

All teaching staff

Lower secondary Upper secondary

Table 2.1 Pupils, teachers and institutions by level of education, public institutions

Key indicators:

o Ratio of new graduates from pre-service teacher training programmes: Gt÷Tt*100

o Percentage of newly recruited teachers: Nt÷Tt*100

o Percentage of newly recruited teachers that are trained:

NTt÷Nt*100

o Recruitment rate: Nt÷Tt-1*100

o Attrition rate: (Tt-1+ Nt- Tt) ÷ Tt-1*100

Attrition is defined as the number of teachers leaving the system or the level due to retirement, transfer to private schools or other levels of education, mortality, migration or other reasons.

Gt

Tt

Nt NTt

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o In Mali, Burkina Faso, Niger, Namibia and Angola, new teacher graduates is far below new teachers recruited.

o However, in Cape Verde, Mauritius and Madagascar, newly recruited teachers represents less than half of new graduates. In Burundi, there are only 4 newly recruited teachers from every 7 graduates.

o In Lesotho, newly graduates represent only 2% of teachers currently in service; while in Burundi nearly one graduate for every five active teachers

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8 8

4

16

10

6

11

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8

14 1415

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Ratio of new graduates from teacher training programmes Percentage of newly recruited teachers

Do we produce enough or do we hire enough?

Less graduates than newly recruited More graduates than newly recruited

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sHow much does the teacher force grow?

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75 4

7

3 4

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3

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5

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710

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8

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7 810 10 4

5

8 9

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1415 15

16

18

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Recruitment rate

Recruitment rate contributing to expansion of teacher force

Recruitment rate compensating for leaving teachers

Recruitment rate still needed to compensate for attrition

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sHow many newly recruited teachers are trained?

Recruitment ratePercentage of recruited teachers that are trained

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4

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8 9

1112

1314

15 1516

18

22

82%

100%86%

95%100% 80%

100% 100% 89%

46% 46%45%

100%100%

100%

o In Angola, Malawi and Mali, less than one-half of newly recruited teachers are trained. Angola and Malawi are also among the countries with highest level of teacher attrition.

o Niger and Tanzania have relatively moderate levels of attrition, but have succeeded in hiring relatively large proportions of qualified teachers (80% to 90%).

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sBasic services in schools

Basic services

Schools

Primary (ISCED 1) Lower secondary (ISCED 2)

without toilets with toilets of which with single-sex toilets with no information on toilets without potable water with potable water of which pipe-borne with no information on potable water without electricity with electricity with no information on electricity

o Toilets can include a pit latrine, an improved pit latrine, a flush toilet, a pour-flush toilet or a composting toilet.

o Some countries reporting number of toilets rather than number of schools

o Percentage of schools with no information should be minimum.

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Critical shortage of toilets in Africa primary schools

Guinea-Bissau80%

Niger

75%

Chad

74%

Côte d'Ivoire

60% Cameroon

58%Ethiopia60%

Togo

54%

Equatorial Guinea

66%

Congo

51%

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9

12

13

18

28

29

38

43

44

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49

50

56

63

63

65

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67

70

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3341

4751

6465666768

7071

737475

808385

8790919292949495959797

100

Percentage of primary schools with no potable water Percentage of primary schools with no electricity

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sSchool census response rate

No available data

79% 100%

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More resources:o UIS fact sheets: “School and teaching resources in sub-Saharan Africa”http://www.uis.unesco.org/FactSheets/Documents/ib9-regional-education-africa-2012-en-v5.pdf

“The global demand for primary teachers”http://www.uis.unesco.org/FactSheets/Documents/ib10-2012-teacher-projections.pdf

o UIS regional data collection web page:http://www.uis.unesco.org/Education/Pages/regional-data-collections.aspx

The smallest deed done are better than great deeds planned. -- Peter marshall