Raising Learning Outcomes for All through Education … · comprehension, math, science ... "Which...
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Raising Learning Outcomes for All through Education System Research in Ethiopia Tassew Woldehanna (Department of Economics, Addis Ababa University and Senior Research Fellow, EDRI) RISE Program Annual Conference 15 -16 June 2017 Center for Global Development, Washington, DC
Transcript of Raising Learning Outcomes for All through Education … · comprehension, math, science ... "Which...
RaisingLearningOutcomesforAllthroughEducationSystemResearchinEthiopia
Tassew Woldehanna (DepartmentofEconomics,AddisAbabaUniversityandSeniorResearchFellow,EDRI)
RISEProgramAnnualConference15-16June2017
CenterforGlobalDevelopment,Washington,DC
Introduction• EducationisrecognizedasoneroutetoachieveeconomictransformationinEthiopiaandreachlowermiddleincomeby2025
• ThereisstrongpoliticalwillinEthiopiatoimprovethequalityofeducation,– aquarterofthetotalnationalbudgetallocatedtoeducation
– theGeneralEducationQualityImprovementPackage(GEQIP)
• Thishasledtoaremarkableimprovementinaccess,• Despitetheseeffortsqualityofeducationisnotimproving,rathershowsignsofdeclining
Introduction….• TheNationalLearningAssessment(NLA)resultsshowthattherehasbeenverylowachievementsinreading,comprehension,math,science,English…
• EvidencefromYoungLives,corroboratedbyNationalLearningAssessmentdata,suggeststhataveragelearninglevelshavedeclinedinrecentyearsinEthiopia– linkedtosystemexpansionandinclusionofchildrenfrommorediversebackgroundsintheclassroom(Rolleston,2016).
– Perpupilspendingremainslow,withnon-salaryexpenditureaslowas$2perpupilannuallyatprimarylevel
Netenrollmentandcompletionrate(%)
4449 52 54 57
6978 79
83 83 82 85 85 8693 94
7 7 7 8 10 12 13 15 14 14 16 16 17 19 20 21
48 49 52 5347
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FY2000 FY2001 FY2002 FY2003 FY2004 FY2005 FY2006 FY2007 FY2008 FY2009 FY2010 FY2011 FY2012 FY2013 FY2014 FY2015
Netenrolmentandcompletionrates(%)NPER NSER PCR
Grade4&8NLAresult
47.5 48.540.9 40.141.1 39.7435.6 35.2
FY2000 FY2004 FY2007 FY2011
Trendsincompositemeanscore(%)ofgrade4&8-Ethiopia
Grade4 Grdae8
NLAresultshowlearningdeclinedorstagnating
• Overallachievementscores isthatNationalmeanscoreofsubjectsforallgradeswaslessthan50%- achievementlevelsetbyMOE
• Grade10meanscoreofallsubjectswas36%;andgrade12:47.8%
• Ingrade10,only13.8%scored50%andabove;andingrade12:34.9%
• Nationallearningresultsofgrades4and8haveactuallyreducedslightlyovertime,esp.math
Inequalityinlearning
• Comparisonsacrosssub-groupsindicatedthatthereisinequalityinlearning,– boysperformedbetterthangirls–Widedisparitiesamongregions– lessinemergingregions
– Urbanschoolsoutperformedruralschools• Therefore,RISEEthiopiafocusesonlowandinequitablelearningasastartingpoint
YLresult:Readingthesameletters,wordsandsentencesinmothertongueofby12yearsoldchildren(%)in2006and
2013
Y2013 Y2006Percentageofchildrenwhocan'treadanything 14 10.1
Percentageofchildrenwhocanreadletters 9.9 14.6
Percentageofchildrenwhocanreadaword 10.9 14.6Percentageofchildrenwhocanreadasentence 65.2 60.7
Samplesize(No.ofchildren) 1857 968
YLresult:Percentof12yearsoldchildrenwhocorrectlyanswerthesamemathsquestionin2006and2013
Y2013 Y2006
%scorein2013lowerthanin2006
PercentageofcorrectanswersinMathsTest(AverageRawScore) 37.2 56.5 34.2Percentageofchildrenwhocansolvecorrectly:2x4= 70.9 83.3 14.9Percentageofchildrenwhocansolvecorrectly:"Whichoftheseisequalto342?" 56 64.2 12.8Percentageofchildrenwhocansolvecorrectly:"Whichoftheseisthenamefor9740?" 68.8 75.9 9.4Percentageofchildrenwhocansolvecorrectly:"52-7? 50.1 59.4 15.7Percentageofchildrenwhocansolvecorrectly:243+176 46.4 59.3 21.8Percentageofchildrenwhocansolvecorrectly:"IttakesChris4minutestowashawindow..." 45.6 54.3 16.0Percentageofchildrenwhocansolvecorrectly:"Apieceofrope204cmiscutin4equalpieces..." 27.4 42.9 36.1
learningoutcomesof15yearoldsin2009&2016• WhenMathstestscoresarecompared(using
similarquestionsaskedin2009and2016),thereisnosignificantimprovementinchildren’sabilitytoanswerthe3similaritemscorrectlyonaverage(4.3%vs 4.5%)
• Whilethereisaslightincreaseinthechildrencorrectlyansweringquestions1and3, thereisadecreaseincorrectresponsesforquestion2.
• Morethanathirdofthechildrenwerenotabletoansweranyofthe3questionsonaverage.(36.6%vs 35.9%)
In-equalityoflearning(butnarrowing)• Halfofthechildrenfromthebottomterciledid
notansweranyofthe3questionscorrectly(comparedto22%ofchildrenfromthetoptercile).
• Lowerperformanceforfemaleandruralthanformaleandurban,respectively
ChildrenwhocorrectlyansweredMaths item(%)atage15)(Inter-cohort Comparison)
2009 2016
Q.1. "45÷15" 39.7 43.2Q.2. Reading a pie chart. 32.6 28.6
Q.3. Approximating annual sales from weekly data.
21.2 23.1
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Introduction….
• theGovernmenthassoughttoachieveimprovementsinlearningoutcomesbystrengtheningtheGEQIP– Focusingdirectlyonreformstoimproveeducationalqualityandontheinstitutionaldevelopments
• GEQIPisnowattheendofitssecondphase,withthepossibilityofrollingthroughintoathirdphase
Introduction….
• Todate,thereisnotyetarigoroussystematicassessmentoftheimpactofGEQIPonraisinglearningoutcomesequitably
• Thisrequiresabetterunderstandingoftheeducationsystemandidentifytheimpedimentstoraiselearningoutcomesforall
• Therefore,theRISEEthiopiagroupwillassesstheimplementationandimpactofreformsassociatedwithGEQIPII (2013/14-2017/18)andwithGEQIPIII (2016/17- 2021/22)onstudentlearningoutcomes
TheoryofChange
AccountabilityrelationshipsforGEQIP-relatedreforms
(usingRISEconceptualframework)
Sampling• Oursamplingapproachwillaimtorepresentfourcategoriesof
regionsinthecountry:• Theregionalstatesaredefinedbasedonthelanguagepeople
speak.• Ingeneral,wewillsampletheflowingfourgroups
– 1.AddisAbaba(representingtheurbanregions)– 2.Afar(representingthepastoralistemergingregions,whichismoreaccessible
duetosecurityissuesinSomali)– 3.Benshanguli-Gumuz (representingotheremergingregionsthathavereceived
lessattentionhistorically,andissomewhatgeographicallyisolated)– 4.Tigray,Amhara,Oromia,andSNNP(representingthemoredevelopedfour
regions,andlocationswherethemajorityofEthiopianchildrenlive).
• weincludehouseholds,children,schoolsandcommunitiesselectedfromeachofthesecategories,withatotalofsevenregions
Sampling• InsurveyR1– B,wesample135schools,eachwith30children
drawnfromGrade1and30childrendrawnfromGrade4.• Thiswouldyieldasampleof4,000childreninGrade1and4,000
childreninGrade4;8,000childrenintotal.• Intheearlyyearsofprimaryschool,thereisapproximatelya1:1
ratioofgirlstoboyssowewouldhaveapproximately4,000girlsand4,000boysinthesample.
• Thesechildrenarere-interviewedinR1– E,R2– BandR2– E.•Thesampleisdrawnfromsevenregionsrepresentingeachofthemaingroupings
Mixofquantitativeandqualitativemethods
SABER
R1- BR1- E
R2- BR2- E
‘Understand’GEQIPreforms• Systemdiagnostic: mappingfeaturesandactorsofreforms
associatedwithGEQIP,andhowthesereformsaresupportingorimpedinglearning.Thesystemdiagnosticwillberepeatedinyearsixoftheresearchtoseeifpolicyenvironmenthasimproved.
• Analysisto‘understand’theeducationsystem:reviewofkeydocumentsandinterviewkeyinformantstounderstandmorefullythepoliticaleconomyinwhichtheeducationsystemisembedded,includingwhowas(wasnot)involvedinthedesignandimplementationofthestrategies,inwhatways.– assesstheextenttohowGOVwasaddressingequityconcernsin
designandimplementation,andtheeffectofthis• Secondarydataanalysis: addabroaderassessmentonthe
currentstatusofeducationalconditions,includingwithrespecttowhoisinschoolandlearning,andhowdifferentcharacteristicsoftheeducationsystemareassociatedwiththis.
‘Evaluate’theimpactofGEQIPreforminitiativesonraisinglearningoutcomesequitably
‘Inform’futurepractice:identifyconditionsforoutcomesandpinpointsystem-levelchangesto
replicatethese
• In-depthqualitativecasestudiesincludinginterviewsatFederal,woreda,schoolandcommunitylevels
Disseminationandstakeholders• Thestateexecutive(EPRDF,Parliament,PrimeMinisteroffice- - Politician/Policymakers• FederalMoE- responsiblefortheformulation GEQIP–Management
– GEQUIPcoordinationcommittee– DirectorofEMISplanningandresourcemobilisation– TheProgramCoordinationandMonitoringandEvaluationUnit– Financialmanagementunit
• MinistryofFinanceandeconomiccooperation,MoFEC– Provideblockgrant
• Regionalgovernment(politician/policymakers)• RegionalBoFED• RegionalBureausofeducation(RegionalBoE)
– RegionalGQUIPcoordination– Zonaleducationbureau(ZEB)– Woreda educationbureau(WEB)
• Woreda (getsblockgrants)• Schools grantprovidedbythefederalgovernment(Frontlineserviceproviders)• Communities(clients,butalsoinvolvedinschoolmanagement)• Citizen,parents,student(Clients)
Actormap
Situationanalysis(SABER)
Secondarydataanalysis
Designoftheinstruments&sampleframe
Contextualisationreport
Politicaleconomyanalysis
Jun Jul Aug Sep Oct Nov Dec Jan Feb Mar Apr May
TK/AS/PR
BH/BA/GL
AA/PR
AB/TB/MO
AB/TB/MO
Qualitativecluster
Quantitativecluster
Key
Otheroutputs
Issuelead
RISEActormap
Descriptionofthesystem
AA/RS/DW
Designoftheinstruments&sampleframe
AP/GL/PR
Countryengagementstrategy
Hypothesis&causalchain
Publication
strategyAP/RS TW/J
H
AS/PR/AH
JH/TW
Policybrief
AA/PR
Inceptionreport
TW/PR
AB/AS/GL/BH/AP/CR/MO
AAAmareABAlebelAHAkliluAPAlulaASAdmasuBABenBHBelayCRCaineDWDargeGLGirmaJHJohnMOMosesPRPaulineRSRicardoTBTessaTKTirussewTWTassew
AP/BA/TK/BH/CR
TK/AS/PR
Issuesupport
PR/CR
AP/TK/BH/BA/GL/CR
