A view inside schools in sub-Saharan Africa

A view inside schools in Africa

Regional education survey (January 2013)

2

Overview

o Context of the initiative

o Key findings

o Presentation of the regional module

3

A partnership with the African Union

In the framework of the 2nd Decade of Education for Africa (2006-2015), the AU has committed to monitoring the status of education and progress made in implementing the 8 priority areas of their plan of action.

UIS has committed to providing available data to populate the African Outlook database, managed by the Association for the Development of Education in Africa (ADEA). o A set of indicators covering pre-primary to tertiary education and

including education finance indicators are provided 3 times a year

UIS has offered to use its expertise, infrastructure and technical platforms to collect new data that address AU indicator needs

4

The regional questionnaire

o Administered in 46 countries in sub-Saharan Africa since 2011

o Extended to 6 countries in Northern Africa in 2012

o Developed using the UIS questionnaire platform and infrastructure

The regional questionnaire

Contains 6 tables with items chosen in agreement with regional partners according to well defined criteria:

o Relevance to regional monitoring and policy discussion

o Identified as high priorities by partners

5

6

6 items in the regional module

Questionnaire table

Item designation Link to AU areas of priority

Table 10.1 Class size Quality management

Table 10.2 Access to textbooks (reading and mathematics)

Quality management

Table 10.3 Graduates from pre-service teacher training programmes

Teacher development

Table 10.4 Newly recruited teachers

Teacher development

Table 10.5 Access to basic services A key priority identified by regional organizations

Table 10.6 School census response rates

Education Management Information Systems

Class size

Class size and multi-grade teaching

o The deployment of teachers in classrooms is a key factor affecting learning outcomes especially where class sizes are very large or cover several grades

Indicators calculated:

o Average class sizes in primary o Sizes of single- and multi-grade

classes o Percentage of students in multi-

grade classes o Average number of grades in

multi-grade classes 7

8

Access to textbooks (reading and mathematics)

o Textbooks are one of the educational inputs that have the greatest influence on learning achievement

Indicators calculated:

o Average number of pupils per textbook

o for reading and mathematics

o for all grades or by grade.

Graduates from pre-service teacher training programmes

o The teacher is the corner stone of the quality of teachingThis item measures the capacity of countries to produce trained teachers

o It is important to assess the need of teachers to be trained to achieve Universal Primary Education (UPE) and to ensure quality of education

Indicator calculated : o Ratio of graduates from pre-

service teacher training to teachers in service

9

10

Newly recruited teachers

o Countries need to estimate the demand for teachers and to plan their recruitment on an annual basis

This item can be used to measure:

o the level of recruitment in a country

o teacher turnover (or attrition)

Indicators calculated :

o Teacher attrition rates

o Percentage of teachers who are newly recruited

o Percentage of newly recruited teachers who are female

o Percentage of newly recruited teachers who are trained

Access to basic services (toilets, potable water and electricity)

o Availability of sanitation facilities improves the learning environment, improves pupils’ health, boosts attendance and achievement and promotes gender equality

o Girls are more likely to attend school where single-sex toilets are available

Indicators calculated : o Percentage of schools with or without toilets.

o Percentage of schools with mixed or single-sex toilets

o Percentage of schools with or without potable water

o Percentage of schools with or without electricity

School census response rates

o Enable the monitoring of data coverage and the efficiency of the data collection system

o Results show that the coverage is satisfactory

12

Responding countries

Source: UNESCO Institute for Statistics database (October 2012)

1. Algeria 2. Angola 3. Benin 4. Botswana 5. Burkina Faso 6. Burundi 7. Cameroon 8. Cape Verde 9. C. African Rep. 10.Chad 11.Comoros 12.Congo 13.Côte d’Ivoire 14.DR Congo 15.Djibouti 16.Equatorial Guinea 17.Eritrea 18.Ethiopia 19.Gabon 20.Gambia 21.Ghana 22.Guinea

As of January 2013, 87% of countries had responded

13

23.Guinea-Bissau 24.Lesotho 25.Liberia 26.Madagascar 27.Malawi 28.Mali 29.Mauritius 30.Mauritania 31.Morocco 32.Mozambique 33.Namibia 34.Niger 35.Nigeria 36.Rwanda 37.Sao Tome/Principe 38.Senegal 39.Seychelles 40.South Sudan 41.Swaziland 42.Togo 43.Uganda 44.UR Tanzania 45. Zambia

Key findings

o Class types: Multi-grade classes

are more common in early grades

where the learning outcomes are

the most important.

o Textbooks: Availability of

textbooks ranges from 13 pupils

per textbook in Cameroon to 0.3 in

Mauritius (i.e. three textbooks per

pupil).

14

Key findings

o Teacher attrition: The

percentage of teachers leaving public primary schools each year ranges from 2% in Mauritius to 17% in Angola.

o Newly recruited teachers: In half of countries reporting data, all newly recruited teachers are trained.

o Graduates from teacher training programmes: New graduates

represent on average less than 10% of total teachers already in service. 15

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All classes

Singlegradeclasses

Multigradeclasses

o The average class size ranges from 26 pupils per class in Cape Verde to 84 in the Central African Republic and 94 in Malawi, single grade classes are approaching 100 pupils per class in the two later countries.

o Single grade class size tend to be larger than multi-grade classes except in Benin, Guinea, Mali and Niger.

Note : Botswana, Burundi, Malawi, Mauritius and Rwanda, Uganda have no multi-grade classes.

16


Class size: the majority of countries have more than 50 pupils per class

o In most countries, less than 20% of pupils are enrolled in multi-grade classes. o In Chad, more than 2 out of 5 pupils are in multi-grade classes.


Multi-grade classes are more common in early grades where the learning outcomes are the most important

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First grade (primary single grade class)

Last grade (primary single grade class)

o First grade classes are typically far larger than last grade classes. o There are on average more than 30 additional pupils in the first grade than in the last

grade in Chad and Uganda and almost 70 more pupils in Malawi.

Early grade - most critical and most crowded

18


Cameroon

South Sudan

Equatorial Guinea

Chad

Angola

Uganda

Gambia

Togo

UR Tanzania

Côte d'Ivoire

DR Congo

Congo

Ghana

Mozambique

Ethiopia

Senegal

Djibouti

C. African Rep.

Sao Tome/Principe

Namibia

Malawi

Rwanda

Niger

Cape Verde

Eritrea

Mali

Benin

Guinea

Madagascar

Burkina Faso

Mauritius

13.1

5.1

4.0

4.9

4.1

2.9

2.9 3.1

3.8

3.0

11.2

2.0

Pupils per

reading

textbook

1.8 1.9

Pupils per

mathemathics

textbook

2.3 2.1

3.3

2.0

1.8

1.7 1.8

1.6

3.9

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1.5

1.6

2.8

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1.4

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0.8

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0.9 0.9

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In most countries primary pupils have to share textbooks

o 13 pupils on average have to share the same mathematics textbook in Cameroon, and 5 in South Sudan.

o There are at least 1 reading and mathematics textbooks per pupil in Benin, Cape Verde, Eritrea, Guinea, Mali, Mauritius and Niger.1


1. The regional survey does not collect data on the quality nor the condition of the textbooks. If the schools have benefited from a distribution of textbooks in the previous years, the institutions will report the global number of reading and mathematics textbooks available.

19

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o In about half of the countries, the new graduates from teacher training programmes represent less than 10% of primary teachers in service.

o In Zambia, Guinea Bissau and Namibia, new graduates represent less than 3% of primary teachers in service while in Sao Tome this proportion reaches 23%.

Ratio of new graduates to existing teaching workforce

20


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%

Percentage of newly recruited teachers and share that are trained

Percentage of newlyrecruited teachers thatare untrained

Percentage of newlyrecruited teachers thatare trained

Percentage of newlyrecruited teachers(without information on% trained)

Most newly recruited teachers are trained

o Newly recruited teachers represent 2% of primary teachers in service in Cape Verde while one in five teachers is newly recruited in Angola.

o Most newly recruited teachers are trained except in Angola, Malawi, Mali and Togo.


21

30

70

Senegal

28

72

Eritrea

Females represent the majority of newly recruited teachers in more than half of countries

o Females represent more than 7 in 10 newly recruited teachers in Cape Verde and Mauritius. This proportion is below 40% in Eritrea, Senegal, Mali and Malawi.

: Male : Female


22

31

69

Mali

38

62

Malawi

43

57

Burundi

45

55

Niger

5248

Madagascar

5545

Congo

57

43

Angola

60

40

Ghana

65

35

Namibia

70

30

Cape Verde

81

19

Mauritius

7.4%

Burkina Faso

7.4%

Mali

In most countries more than 5% of teachers are leaving the public primary sector every year

o In Mauritius, 2% of teachers are leaving the public primary sector. In Angola this proportion reaches 17%.


1.6%

Mauritius2.8%

Burundi3.4%

Cape Verde3.5%

Benin3.6%

Botswana3.6%

Chad

4.6%

Senegal

5.7%

Niger

7.2%

Namibia

8.2%

Cameroon

9.0%

Madagascar

10.1%

Malawi

10.3%

Eritrea

10.5%

Guinea

13.4%

Ghana

16.7%

Angola

7.2%

UR Tanzania

23

0 10 20 30 40 50 60 70 80 90 100

UR Tanzania

Rwanda

Mauritius

Cape Verde

Malawi

Burundi

Comoros

DR Congo

Namibia

Burkina Faso

Eritrea

Guinea

Benin

Gabon

Madagascar

Equatorial Guinea

Angola

Senegal

Mali

C. African Rep.

Ghana

Congo

Togo

Cameroon

Côte d'Ivoire

Ethiopia

Chad

Niger

Guinea-Bissau

School without toilets (%)

o In about 1 in 3 countries

reporting data, half of primary schools have no toilets.

o Three primary schools in four have no toilets in Guinea-Bissau, Niger and Chad, whereas toilets are available in all primary schools in Mauritius, Rwanda and the United Republic of Tanzania.

Lack of basic services: toilets

24

toilets have no schools half of More than

toilets

schools one third of More than


have no

Availability of toilets in primary schools Countries with better access to toilets

o In Burundi, 88% of schools have toilets but only 18% have single sex toilets. In Rwanda, all schools that have toilets (94%) have single sex toilets. All schools in Mauritius and UR Tanzania have toilets – and all of them are single sex.

75

14

11

NigerWithout toilets With mixed-sex toilets With single-sex toilets


100

UR Tanzania

100

Mauritius6

94

Rwanda12

70

18

Burundi

27

34

39

Comoros

30

70

Namibia

30

34

36

Burkina Faso

31

762

Guinea

25

Availability of toilets in primary schools Countries with least access to toilets

o When toilets are available, girls have to share most of the time with boys in Benin and Ghana.

75

14

11

NigerWithout toilets With mixed-sex toilets With single-sex toilets


26

35

61

4

Benin

40

28

32

Madagascar

44

11

45

Senegal

44

41

15

Mali

45

14

41

C. African Rep.

45

55

Ghana

5816

26

Cameroon

74

16

10

Chad

75

14

11

Niger

Potable water: a critical shortage in most schools

o In the majority of the countries with data, half or more of primary schools report no access to potable water.

o In Chad, Niger and Guinea-Bissau, 4 in 5 schools have no potable water.

0 10 20 30 40 50 60 70 80 90 100

RwandaMauritius

MalawiAlgeriaGhana

Cape VerdeGambia

NamibiaNigeriaEritrea

SenegalEquatorial Guinea

AngolaCôte d'IvoireBurkina FasoUR Tanzania

BeninDR Congo

EthiopiaBurundi

TogoCameroon

MaliComoros

C. African Rep.Guinea

MadagascarGuinea-Bissau

NigerChad

Schools without potable water (%)


potable water have no schools half of More than

potable water

schools one third of More than

have no

27

0 10 20 30 40 50 60 70 80 90 100

Mauritius

Algeria

Namibia

Cape Verde

Gabon

Rwanda

Nigeria

Eritrea

Senegal

Equatorial Guinea

Comoros

Ghana

Benin

Côte d'Ivoire

Guinea-Bissau

Gambia

Ethiopia

Burkina Faso

Malawi

Cameroon

Togo

DR Congo

UR Tanzania

Mali

Chad

Niger

Madagascar

Burundi

Guinea

C. African Rep.

Schools without electricity (%)

o Most primary schools have no electricity in nearly all countries reporting data.

o In more than half of the countries, 4 in 5 primary schools have no electricity. In Algeria and Mauritius however, almost all schools have access to electricity.

The vast majority of schools have no access to electricity

28 Source: UNESCO Institute for Statistics database (October 2012)

electricity have no schools half of More than

o Most countries are reporting a response rate above 95%.

School census response rates


29

More data from the regional education survey are available on UIS website:

www.stats.uis.unesco.org

© UNESCO Institute for Statistics, 2013

All photos courtesy of UNESCO.

30

http://stats.uis.unesco.org/unesco/TableViewer/document.aspx?ReportId=143&IF_Language=eng

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A view inside schools in sub-Saharan Africa