Transitions: Critical Junctures
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Transcript of Transitions: Critical Junctures
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Transitions: Critical Junctures
Caroline Arnold & Kathy BartlettCo-Directors, EducationAga Khan Foundation
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Background UPE -- leading to increased enrolments Strains on education systems:
teachers- (In place? With needed skills? quality of learning students/families demand for more than primary
High drop-out at key transition points Grade 1End of primary to early secondaryEnd Secondary
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Progress towards EFA completion goal and relevant MDGs
Across many countries -- massive increases in initial enrolments, but little change in survival to last gradeUganda 25%
or Primary Completion Madagascar 27% Benin 36% Pakistan 48%
Source: EFA GMR 2009
Where are efforts breaking down?
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Crisis in Grade One: The Need for Attention to Early Transition
Grade 1 DROP-OUT Uganda 32% Pakistan 15%
India 14% Madagascar 25%
Grade 1 REPETITION Burundi 37% Malawi 26% Uganda 12% Nepal 37%
Source: EFA GMR 2009
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Rates of Return to Human Development Investment Across all Ages
Pre-school Programs
School
Job Training
ReturnPer $Invested
R
2
4
6
8
0 6 18 Age
Pre-School School Post School
03-074
Pedro Carneiro, James Heckman, Human Capital Policy, 2003
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World Bank Analysis: ECD and Primary Completion Rates highly correlated
in FTI countriesECD increases probability of school completion
y = 0.929x + 48.98R² = 0.527
0
10
20
30
40
50
60
70
80
90
100
110
0 5 10 15 20 25 30 35 40 45 50 55
Prim
ary
Com
plet
ion
Rate
(%
)
Gross Enrollment Rate Pre-Primary (%)
M.E. Young, April, 2008
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Investment
ECD tiny % of aid allocated to Primary Highest % is that of Canada and
Netherlands (3%)
ECD critical for achieving EFA and MDGs (ECD goes through age 8)
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Lack of LearningIf not reading fluently by end grade 3 probably never will
Insufficient time for actual teaching and learning process Double shifts Absenteeism Over-crowded
timetable
Language of Instruction
Need for inclusive curriculum and reading materials
Grade 1-2 teachers: Low status Lack of skills and resources
to teach young children
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Addressing transition issues for marginalised: Non-state Contributions
The DataOne third of increase in primary enrolment since
1991 in non-state provision (23 of 69 million)
% increase in enrolmentsNon-state 58%Public 10%
Massive under-reporting on non-state provision
UIS (136 majority world countries), 2007
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Non-state / State Partnerships Simple
vouchers, grants, scholarships, contracting out for technical assistance
Complex -- longer-term, likely to evolve over timeRecognises complimentary roles/joint
ownership between Government and Non-state partner
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Pakistan: - Private provider - especially
filling gap for girls- Primary- Secondary: coaching centres,
schools- Tertiary
- Capacity Building for gov.- Teacher Training and
mentoring (AKU-PDCs)- EMIS and new strategy
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Transition Programme Research Study Random sampling used to select programme
schools and matched non-programme schools (114 total sample)
Project Control Attendance: Pre-primary 86% 34%
Class 1 64% 36% Promotion : Similar positive trends Classroom Environment: Dramatic differences in pre-school Learning Achievement data
Effects stronger for marginalized children (girls and government schools)
Importance of non-state schools in addressing quality issues
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Afghanistan Dramatic drop-outs (esp. girls in 1st 3 years)
From standard school improvement to real attention to early primary
Scaffolding approach - reading and maths Early grades materials kits
Girls model high schools in selected districts with optional teacher training year built in at end
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When do Children Enter and Leave the System?
GRADE
Age 6 Age 7 Age 8 Age 9 Age 10 Age 11 Age 12 Age 13 Age 14 Age 15 Age 16
M F M F M F M F M F M F M F M F M F M F M F
1 741 653 866 742 501 492 278 223 168 152 77 67 47 32 18 24 2 3
2 10 26 381 324 544 609 393 358 343 245 197 141 119 96 78 51 30 30 10 12 9 3
3 6 13 109 86 357 264 428 373 260 228 183 168 148 134 104 70 65 41 25 17
4 7 2 66 50 143 113 291 232 279 231 182 138 144 116 99 65 44 25
5 4 2 27 21 116 97 192 128 192 160 238 155 165 103 108 40
2006 data
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Mozambique – Push and pull factors
Pre-schools to improve children’s readiness and timely enrolment
Addressing later transitions Bridges to the Future Alternative offerings for upper prim.
Analyzing data/ Conducting studies Positive deviance study Current Opportunities to Learn Study
Building accountability – addressing quality of learning
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Priorities for AKF More ECD and better links to primary
Focus on early primary as critical piece of education reform - Improve lower primary teachers’ knowledge,
skills and status - Specific attention to early reading
Encouraging families to look at/read books with children (all ages)
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Priorities for AKF cont. Better information and data
Grade disaggregated dataSpecial studies including impact analysis
State/Non-State/Community Partnerships - Testing alternative strategies for post-primary- Developing local language storybooks - Involving parents and communities (ECD,
monitoring absenteeism, etc)
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www.akdn.org
Children Ready for Schools
and
Schools Ready for Children