Schooling for Learning in sub-Saharan Africa Regional Study on the - PowerPoint PPT Presentation

Facing Forward: Schooling for Learning in sub-Saharan Africa Regional Study on the Quality of Basic Education Presentation to the “National Dialogue on Education Quality and Learning Outcomes in Kenya” 2 February, 2018

Worl rld Development Report 2018: : Learning to Realize the Promise of f Education • Learnin ing cris risis is in in develo lopin ing countrie ies • Im Immedia iate causes • Children come unprepared to learn • Teachers lack skills and motivation • Inputs fail to arrive to schools • Poor governance and management • Th Three acti tions • Assess learning • Act on Evidence • Align systems 2

Afr fric ica St Study on Quali lity of f Ba Basic ic Educatio ion, 2018: Facin ing Forw rward – Sc Schooli ling for Learnin Le ing in in Afr fric ica Compares countries by education progress and learning Four focus areas: student progression, teachers, budgets, capacity gaps What are the implications for Kenya? 3

Kenya in in a comparative perspective • Has done well ll on access in in prim imary ry and secondary education (“Group 1 country) • Despite facing “many challenges” in mid -nineties • Is Is a good performer on regio ional l le learning assessments • Has spent consistently hig igh le levels ls on public lic education • Created a network of in instit itutions that can im improve quali lity of le learnin ing 4

Kenya can go to next xt le level: : im improve le learning for all ll • Aim im hig igher: benchmark again inst mid iddle le in income countries on in international l le learnin ing assessments • Even the “best” in SSA are behind other regions • From “Science” to “Service Delivery” • Learn systematically from the best and adapt to local conditions • Focus on implementation fidelity • Develop the cult lture of contin inuous im improvement • At all levels of educational administration down to schools 5

Vietnam is a very ry high performer in PIS ISA – How did it do it? ( (1) • 2001: Fundamental School Quality Standards designed and implemented (ie budgeted and monitored) • Physical infrastructure; teaching staff; school organization and management; community involvement; educational processes and inputs for learning; expected outcomes with respect to enrollment and completion • Support institutions focused on improving learning • Provincial and district offices to support teachers and schools • Tight alignment between materials, training, assessment 6

Vietnam ….(2) • Analysis of national learning assessments • Used publicly available items in mathematics and reading from International Education Assessment (IEA) agency • Evaluation of TIMSS and PISA – decided to participate in PISA • Prepared systematically (learnt from Shanghai) • A small PISA team was constituted, led by a senior researcher at the National Institute of Educational Science. • The team mobilized subject specialists to analyze the thinking processes required to solve the problems presented in the items. • The subject specialists prepared a synopsis of their findings. • Synopsis copied and distributed to all 63 provinces for education managers and teachers to study . 7

What does it take? • Hig igh le level poli litical commit itment • Abili ility to coordin inate and im imple lement at the Min inis istry le level • Develop country’s technical resources, providing support to schools and teachers • Subject specialists, learning specialists, assessment specialists • Attention to equit ity (all ll schools meet min inim imum standards) • In Inculcate a cult lture of le learning and adapting at every ry le level l of the system 8

Kenya in a comparative perspective 9

Kenya is Four groups of countrie Percentage 100 120 140 160 20 40 60 80 0 South Africa is in Zimbabwe in Group 1 (h Mauritius Ghana Congo, Rep. Established Botswana Group 1 Kenya Lesotho Cabo Verde (hig Namibia São Tomé and Principe igh GER and retentio Swaziland Gabon ies based on progress in Congo, Dem. Rep. Tanzania DRAFT FOR DISCUSSION - NOR FOR CIRCULATION Out of school children Comoros Emerged Group 2 Cameroon Uganda Togo Rwanda Malawi ion and lo Nigeria Gambia, The Côte d'Ivoire Gross Enrollment Ratio 2013 Mauritania Ethiopia Emerging Group 3 low out Zambia in prim Mozambique Guinea-Bissau Benin Burundi t of imary Madagascar Angola f sc school ry education – Eritrea Niger Sudan l chil Mali Senegal Delayed Group 4 Equatorial Guinea ildren) Burkina Faso GER at 100% Guinea Central African Republic Liberia 10 Chad

Country Establis ished Emerged Em ed Emergin ing De Delayed Groupings Countries 11

100 120 progress sin Lower secondary education ( 20 40 60 80 0 Congo, Rep. Lesotho Swaziland Ghana Zimbabwe ince 2000 ( Group 1 Cabo Verde Mauritius Botswana Namibia South Africa Kenya (data not stric Tanzania Cameroon Comoros Group 2 Uganda (GER) – Kenya has made great Malawi Togo ictly comparable) Burundi 2000 Mozambique Madagascar Ethiopia Guinea-Bissau Most Recent Year Group 3 Mauritania Côte d'Ivoire Benin Gambia Zambia Nigeria Niger Chad Burkina Faso Group 4 Senegal Guinea Mali Eq. Guinea 12

Kenya faced many so socia ial l and economic ic chall llenges in in th the mid/ id/ la late nine inetie ies – but t has done better than others facin ing sim simil ilar challe llenges Education Progress 2000-2015 Challenges* in Group 1 Group 2 Group 3 Group 4 mid/late 1990s Established Emerged Emerging Delayed Botswana, Cabo Verde, Ghana, Few Lesotho, São Tomé Comoros Benin, Mauritania and Príncipe, Swaziland, Mauritius Côte d’Ivoire, The Congo, Rep., Gabon, Cameroon, Malawi, Gambia, Guinea- Burkina Faso, Some Namibia Tanzania, Togo Bissau, Madagascar, Guinea, Mali, Senegal Sierra Leone, Zambia Central African Angola, Burundi, Republic, Chad, Kenya , South Africa, Rwanda, Uganda, Many Ethiopia, Equatorial Guinea, Zimbabwe Congo, Dem. Rep. Mozambique, Nigeria Eritrea, Liberia, Niger, Sudan * Challenges: population size, growth in school-age population, economic growth rate, economic inequality, poverty, linguistic diversity, conflict

Few stu Percentage of test takers (ea (each do reaching minimum proficiency tudents at dot 25-49% 50-74% t represents an >=75% <25% Mauritius t mini Botswana an internatio Kenya inimum profic South Africa Congo, Rep. Group 1 Swaziland ional or Seychelles or reg Lesotho egional Namibia ficie sec secondary Zimbabwe iency le Ghana l asse assess ry, an ssment in Togo and ad level. Cameroon adult lit Uganda Group 2 l..better in n Rea Malawi eading, iteracy) Tanzania Rwanda g, Math, in Group 1 and Bu Burundi , an Benin and Scie Côte d'Ivoire Science fr Group 3 Zambia Ethiopia Mozambique from ear Nigeria early Buru ly gr Senegal grade to rundi Burkina Faso Group 4 Chad to lower Niger Mali

Math scores (S (SACMEQ) Q) have im improved over tim ime in in most countries 700 Mauritius Kenya 600 Swaziland Tanzania Botswana South Africa Uganda Zimbabwe Namibia 500 Mozambique Lesotho Malawi Zambia 400 SACMEQ II SACMEQ III SACMEQ IV SACMEQ II SACMEQ III SACMEQ IV SACMEQ II SACMEQ III SACMEQ IV Group 1 Group 2 Group 3 15

But Learning Crisis in SSA is Serious • By in internatio ional l standards, SS SSA countrie ies are very ry lo low perf rform rmers • Average TIM TIMSS SS math and sc scien ience sc scores of f stu tudents in in Bo Bots tswana, Ghana and So South Afr fric ica: • between one and two standard deviations below the international TIMSS scale center points of 500 • well below the scores of 8th grade students from the other low- and middle- income countries • several standard deviations below the scores of students in high-income countries 16

Lower secondary (grade 8) TIMSS mathematics scores, 2003, 2007, 2011 and 2015, selected countries, by region South Korea 600 Japan United States 500 Malaysia England Lebanon Jordan Botswana (9) Chile Iran 400 Morocco Indonesia Colombia South Africa (9) El Salvador Ghana 300 Saudi Arabia 200 2003 2007 2011 2015 2003 2007 2011 2015 2003 2007 2011 2015 2003 2007 2011 2015 2003 2007 2011 2015 North America & Europe Asia LAC MENA SSA

What in influ luences le learnin ing? (Evid idence from Analysis is of Learning Assessments and Im Impact Evalu luations) Teachers, Classroom and School Equity is a major issue in SSA Resources Make a Difference • Socio-economic status (SES): Children from high • Structured pedagogy (tightly linked curriculum, income households do far better than children teacher training, instructional materials, from low income households assessment) • Teacher content knowledge • Average SES of students in school: one of most important correlates of learning; large horizontal • Teacher pedagogical practices inequalities between schools • More instructional time • Community location : Rural-urban gap • Infrastructure, classroom and school • Gender effect varies pedagogical resources • Language : children who do not speak language of instruction at home do significantly worse 18