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Reaching EFA: Tools for Analyzing School Placement and Teacher Supply in Underserved Areas

Reaching EFA: Tools for Analyzing School Placement and Teacher Supply in Underserved Areas. EQUIP2: USAID Seminar June 15, 2004. Introduction. Objective Present analytical tools that can be used to influence the policy context for meeting EFA goals in specific countries Outline

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Reaching EFA: Tools for Analyzing School Placement and Teacher Supply in Underserved Areas

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  1. Reaching EFA:Tools for Analyzing School Placement and Teacher Supply in Underserved Areas EQUIP2: USAID Seminar June 15, 2004

  2. Introduction • Objective • Present analytical tools that can be used to influence the policy context for meeting EFA goals in specific countries • Outline • Context for and Challenge of EFA • Creating a Policy and Institutional Environment for Getting to EFA • Two Tools that Contribute to Creating the Policy Environment • What Tools Are We Focusing On • Analysis of Access and Implications for School Organization • Analysis of Teacher Supply and Implications for Teacher Recruitment, Training, and Support

  3. Context for and Challenge of EFA • 85 countries, including much of Sub-Saharan Africa, risk not meeting the EFA goal. • Discourse about reaching EFA has touched on: • Finance – Completion • Access – Accountability • Efficiency – Management • Quality – Relevance • Equity – School Location and Organization • Learning – Teacher Supply and Support • Discourse has tended to focus on national policy (one size fits all) • Discourse and policy need to recognize the sub-national realities of “underserved areas”

  4. Ghana Northern Region - Rural Girls primary school attendance 35.0 30.0 25.0 20.0 Female literacy rate Boy primary school attendance 15.0 10.0 5.0 0.0 Women w/ healthcare % Piped water Access to mass media CHARACTERISTICS OF UNDERSERVED AREAS Underserved Areas: Those regions that rank in the lowest one third on an index of key social development indicators

  5. Policy and Institutional Environment • Are there known interventions that can be effective in these underserved areas? Yes • Are they implementable in the current institutional and policy environment? • Have tended to be implemented as outside interventions (through NGOs, etc) • What would be policy implications for bringing them more into the main stream? • Tools are designed to explore two aspects of doing that: School Location and Organization Teacher Supply & Support

  6. Reaching EFA: School Location and Organization • One key to reaching the EFA goals is identifying how the organization and placement of schools impacts access in underserved areas • Presented here is a tool for identifying and analyzing access to schooling in underserved areas developed by Bob Prouty and Doug Lehman for the World Bank (referred to as the Rural Access Initiative)

  7. Current Policy: School Organization • In many countries, schools in rural zones are defined as: • Either 6 or 3 classrooms • One teacher per classroom • Full primary cycle (e.g. of 6 years) • At least 120 school age children available for enrollment • (three classes of 40)

  8. Most effective coverage Least effective coverage School and catchment area Villages not served Access: Two Basic Questions How much does it matter where the school is? Is there a school? What proportion of the population lives outside of areas served by the education system? How effective is the coverage provided by official school catchment areas?

  9. Is there a school: Central Guinea? Schools Villages Data are from the World Bank Rural Access Initiative

  10. Is there a school: Western Chad? Western Sahelian Chad: Total number of villages: 4,079 Villages with school: 337 Villages within 3km of a school: 925 Villages further than 3km to a school: 2,817 Data are from the World Bank Rural Access Initiative

  11. How much does it matter where the school is? GER and Distance, Chad, Western Sahelian Region, 2002 - 2003 Most effective coverage Least effective coverage GER 60% 50% 40% Boys 30% Girls 20% 10% N = 179 0% School in Village Up to 1KM 1 to 2KM 2 to 3KM Distance from Village to School Data are from the World Bank Rural Access Initiative

  12. Do students have access to a full cycle of primary education? Example: Mondo Sub-Prefecture, Chad Full Cycle Schools Only All schools Data are from the World Bank Rural Access Initiative

  13. Total school-age population in this area:168children 26 38 56 25 23 Using the existing rates of enrollment based on distance, how many children would go to school? 1 3 km 2 km Total Enrollment of 38 GER of 22% 1 km 38 Villages 2 School-Age Population 29 6 Scenario A: Central school with standard catchment 0 Data are from the World Bank Rural Access Initiative

  14. Total school-age population in this area:168children Using the existing rates of enrollment based on distance, how many children would go to school? 26 14 3 km 2 km Total Enrollment of 88 GER of 52% 1 km Villages 20 38 School-Age Population 56 29 25 13 Scenario B: Village-based alternative schools 23 12 Data are from the World Bank Rural Access Initiative

  15. What would be required for village-based schools? Schools would need to be organized differently: • Smaller • Multi-grade • More flexible operation • Teachers willing and able to work and live in small villages • Pedagogy adapted to the small, multi-grade setting • Capacity for local decision-making

  16. Reaching EFA: Teacher Supply and Support • Another central constraint to providing education in underserved areas is the provision and support of capable, motivated and effective teachers. • Strategies for expanding basic education need to be based on an analysis of teacher supply and demand in underserved areas. This presentation illustrates one approach to that analysis.

  17. Prevailing Policies Effecting Teacher Supply • Standard education sector policy and strategy calls for a teacher pupil ratio of 40:1, and 100% trained teachers • The term ‘trained teacher’ is typically meant one who has had both secondary level education and pre-service teacher training • Teachers are centrally recruited, trained and deployed • Trained teachers can be assigned and will serve anywhere in the country

  18. The Standard Teacher Supply Chain To higher education & workforce Completed Secondary & Teacher Training 4 years secondary 2 years teacher training Secondary School Entry to Secondary School To primary school teaching force Primary Enrolments

  19. The Case of Northern Ghana Settlements tend to be small, sparsely populated and widely scattered. Teachers face problems of adequate accommodation, unsafe drinking water, lack of electricity, poor health conditions, limited transport to neighboring towns to collect salaries, visit family, shop, etc, lack of personal development opportunities, and unfamiliarity with the customs and the language of the locality. (Action Aid REV program survey report, 2000).

  20. '000s 400 Girls out of School 25.0 300 20.0 Boys out of School 21.1 15.0 200 14.1 10.0 Girls in School 5.0 100 0 Boys in School 0 1990 2000 Northern Ghana – 1990 to 2000 Qualified Teachers Per 1,000 Students GER 1990 Boys 67% Girls 35% Total 51% GER 2000 Boys 59% Girls 40% Total 50%

  21. Teachers for Underserved Areas Northern Region - Ed Profile - 15-44 yrs Source of recruitment for primary teachers 450 Female Male Thousands 300 150 0 Completed Secondary Ed Women 2,956 Men 13,466 0 - 6 yrs 7 to 11 yrs 12 + Schooling Completed

  22. Policy Options Increase the pupil/teacher ratio – currently 35:1 Increase the percentage of secondary leavers entering teaching - currently est. at 17% Change the population pool from which teachers are drawn Issues Constraint is the small size of rural schools This would require increasing salaries, and benefits, e.g. housing Can teachers with less than secondary education provide quality classroom instruction? What is needed to make this work? Teachers for Underserved Areas

  23. Policy Alternative for Teacher Supply To higher education & workforce Completed Secondary & Teacher Training 4 years secondary 2 years teacher training Secondary School Post-primary & in-service training Entry to Secondary School To primary school teaching force Primary Enrolments

  24. Teachers with Post-Primary Teachers needed to reach EFA Teachers w/Sec & TTC Teacher Supply Options Teacher Requirements for EFA -Northern Region 8000 6000 4000 2000 0 2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015 This demand analysis assumes a steady pupil/teacher ratio, and a continuing rate of 17% of secondary graduates entering the primary teaching force

  25. Teachers for Underserved Areas: An Example • Teachers are recruited and trained locally • Usually they have some post-primary education, but less than state “trained teachers” • Paid far less than the state teachers but, often, show a high degree of motivation • Training and on-going support provides them with the basic teaching and learning methods. • They often live within the local community and are under community scrutiny • [from Evaluation of Schools for Life, N. Ghana, 2000]

  26. Size Location Operation Governance Management Who can be a teacher Recruitment and Deployment Training Supervision/Support Professional Development Implications for the Policy and Institutional Environment School Organization Teacher Supply

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