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Transitions: Critical Junctures

Transitions: Critical Junctures. Caroline Arnold & Kathy Bartlett Co-Directors, Education Aga Khan Foundation. Background. UPE -- leading to increased enrolments Strains on education systems : teachers - (In place? With needed skills ? quality of learning

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Transitions: Critical Junctures

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  1. Transitions: Critical Junctures Caroline Arnold & Kathy Bartlett Co-Directors, Education Aga Khan Foundation

  2. Background • UPE -- leading to increasedenrolments • Strains on educationsystems: • teachers- (In place? Withneededskills? • quality of learning • students/familiesdemand for more thanprimary • High drop-out at key transition points • Grade 1 • End of primary to earlysecondary • End Secondary

  3. Progress towards EFA completion goal and relevant MDGs • Across many countries -- massive increases in initial enrolments, but little change in survival to last grade • Uganda 25% or Primary Completion • Madagascar 27% • Benin 36% • Pakistan 48% Source: EFA GMR 2009 Where are efforts breaking down?

  4. 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

  5. 03-074 Rates of Return to Human Development Investment Across all Ages 8 6 Pre-school Programs Return Per $ Invested School 4 R Job Training 2 Pre- School School Post School 0 6 18 Age Pedro Carneiro, James Heckman, Human Capital Policy, 2003

  6. World Bank Analysis: ECD and Primary Completion Rates highly correlated in FTI countriesECD increases probability of school completion M.E. Young, April, 2008

  7. 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)

  8. 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 Lack of LearningIf not reading fluently by end grade 3 probably never will

  9. Addressing transition issues for marginalised: Non-state Contributions The Data One third of increase in primary enrolment since 1991 in non-state provision (23 of 69 million) % increase in enrolments Non-state 58% Public 10% Massive under-reporting on non-state provision UIS (136 majority world countries), 2007

  10. Non-state / State Partnerships • Simple • vouchers, grants, scholarships, contracting out for technical assistance Complex -- • longer-term, likely to evolve over time • Recognises complimentary roles/joint ownership between Government and Non-state partner

  11. 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

  12. 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

  13. 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

  14. When do Children Enter and Leave the System? 2006 data

  15. 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

  16. 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)

  17. Priorities for AKF cont. • Better information and data • Grade disaggregated data • Special 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)

  18. www.akdn.org Children Ready for Schools and Schools Ready for Children

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