Longitudinal Study on System Indicators - cerid · Longitudinal Study on System Indicators since the year 2002. Kusum did not appear in the final exam of 2002 and repeated Grade 1

Longitudinal Study on System Indicators i

Longitudinal Study on System Indicators i

Formative Research Project for EFA 2004-09

Longitudinal Study on System Indicators

Tribhuvan University Research Centre for Educational Innovation and Development (CERID)

Balkhu, Kathmandu, Nepal 2009

FRP Report 37 ii

Research Team Mr. Raju Manandhar Mr. Rom Prasad Bhattarai Mr. Mukunda Prakash Kshetree

Technical Expert Prof. Dr. Gajendra Man Shrestha

Resource Person Mr. Purushottam Manandhar

Research Assistants Ms. Pratibha Pradhan Ms. Anjana Rajbhandari Mr. Amul Raj Uprety Mr. Bahadur Singh Bhat

Language Editor Mr. Purush Ratna Bajracharya

Concept & Photographs Mr. Raju Manandhar

Cover Design and Layout Mr. Gautam Manandhar

Printing Mr. Bhakta Bahadur Shrestha

Formative Research Project, CERID Project Coordinator: Dr. Kishor Shrestha Project Advisor: Prof. Arbinda Lal Bhomi Associate Researcher: Rom P. Bhattarai

Longitudinal Study on System Indicators iii

In the Cover: Kusum Shrestha born on January 31st 1999, is one of the students of Shree Navin Pragati Primary School, Kuldhara, Ward No. 2, Ilam Municipality. Kusum who enrolled in Grade 1 in the year 2002 is now studying in Grade 7. She is one of the students tracked by the Longitudinal Study on System Indicators since the year 2002. Kusum did not appear in the final exam of 2002 and repeated Grade 1 in the year 2003; however she had made progress in the consecutive years since then.

These three pictures of Kusum were taken in various points of time in 2002, 2006 and 2009. She was also given a ten digit unique ID (5903081007) 1 and tracked her over time till date.

1 See methodology for detail of the ID.

FRP Report 37 iv

Acronyms and Abbreviations BPEP Basic and Primary Education Programme

CDC Curriculum Development Centre

CERID Research Centre for Educational Innovation and Development

DDC District Development Committee

DEO District Education Office(r)

DEP District Education Plan

DoE Department of Education

ECD Early Childhood Development

EFA Education for All

EMIS Education Management Information System

ETC Education Training Centre

FRP Formative Research Project

GER Gross Enrolment Rate

GIR Gross Intake Rate

ID Identity

INGO International Non-Governmental Organization

MoE Ministry of Education and Sports

MoES Ministry of Education and Sports

NCED National Centre for Education Development

NER Net Enrolment Rate

NGO Non-Governmental Organization

NIR Net Intake Rate

PRD Promotion, Repetition and Dropout

PTA Parent Teacher Association

RED Regional Education Directorate

RP Resource Person

SIP School Improvement Plan

SLC School Leaving Certificate

SMC School Management Committee

SS School Supervisor

STR Student Teacher Ratio

TG Teacher’s Guide

TMIS Teacher Management Information System

UNESCO United Nations Educational, Scientific and Cultural Organization

Longitudinal Study on System Indicators v

VDC Village Development Committee

VEC Village Education Committee

VEP Village Education Plan

FRP Report 37 vi

Acknowledgement Longitudinal Study on System Indicators for the Formative Research Project has been publishing the trend analysis report since its commencement. This report presents two reports Cohort Analysis Report and Trend Analysis Report. The Cohort Analysis report has specifically consolidated the student cohort data of three cohorts of 2002, 2003 and 2004. The Trend Analysis report presents the trends of the selected system indicators form 2002 to 2008.

The information presented in this report is based on individual student record of the 62 sampled schools of 16 districts. It is expected that this report will be useful for the Ministry of Education, Government of Nepal to facilitate its process of planning, implementing, monitoring and managing EFA programs.

The head teachers, teachers, and representatives from related VDC/Municipalities of all the sample schools who have played indispensable role in collecting and ensuring the quality of data are acknowledged by the study team and would like to thank once again. The team is also grateful to the representatives of Regional Education Directorates, and District Education Offices, School Supervisors and Resource Persons of the sampled districts for their continuous support. The research assistants who conducted cluster level as well as district level data collection workshops and visited districts and schools for the collection of data also deserve special thanks.

The research team is obliged to thank the Executive Director of CERID Prof. Dr. Arbinda Lal Bhomi, FRP Coordinator Prof. Dr. Kishor Shrestha, Technical Expert Prof. Dr. Gajendra Man Shrestha and Advisor Prof. Dr. Hridaya Ratna Bajracharya for their indispensible support. The study team is also thankful to the CERID administrative staff members for the logistic support received during the undertaking of this study. Last but not the least; thanks are also due to the Resource Person Mr. Purushottam Manandhar for the regular technical support.

2009 Raju Manandhar Researcher

Longitudinal Study on System Indicators vii

List of Tables

Table 1: Number of Sample Schools by District and Stratum .......................................... 3

Table 2: Flow of Cohort (2002) ............................................................................................. 8

Table 3: Flow of Cohort (2003) .............................................................................................. 9

Table 4: Flow of Cohort (2004) ............................................................................................. 9

Table 5: Flow of Cohort 2002 of Under Age Students .................................................... 13



Table 8: Flow of Cohort 2002 of Over Age Students ....................................................... 15

Table 9: Flow of Cohort 2003 of Over Age Students ....................................................... 15

Table 10: Flow of Cohort 2004 of Over Age Students ..................................................... 16

Table 11: Flow of Girl Students of Cohort 2002 ............................................................... 17

Table 12: Flow of Boy Students of Cohort 2002 ............................................................... 18


Table 14: Flow of Boy Students of Cohort 2003 ............................................................... 19

Table 15: Flow of Girl Students Of Cohort 2004 .............................................................. 19


Table 17: Flow of Student Cohort Of 2002 with ECD/Pre-Primary Experience......... 22

Table 18: Flow of Student Cohort of 2002 without ECD/Pre-Primary Experience.... 22

Table 19: Flow of Student Cohort of 2003 with ECD/Pre-Primary Experience.......... 23


Table 21: Flow of Student Cohort of 2004 With ECD/Pre-Primary Experience ......... 24


Table 23: Flow of 2002 Cohort with Scholarship ............................................................. 26



Table 26: Flow of Girl Students of 2002 Cohort with Scholarship ................................ 28

Table 27: Flow of Boy Students of 2002 Cohort with Scholarship ................................ 28



FRP Report 37 viii



Table 32: Flow of 2002 Cohort of Rural Area ................................................................... 33

Table 33: Flow of 2002 Cohort of Urban Area.................................................................. 33





Table 38: Flow of Dalit Students Cohort 2002.................................................................. 40

Table 39: Flow of Dalit Student Cohort 2003.................................................................... 41

Table 40: Flow of Dalit Students Cohort 2004.................................................................. 41

Table 41: Flow of Janajati Student Cohort 2002 ............................................................... 41



Table 44: Flow of Muslim Student Cohort 2002............................................................... 42



Table 47: Flow of Other Student Cohort 2002 .................................................................. 44



Table 50: Flow of Student By Ethnic Groups .................................................................... 45

Table 51: Percentage of Promotion by Grade.................................................................... 46

Table 52: Promotion of Students and Trained Teacher in Three Cohorts..................... 46

Table 53: Promotion of Students and Library Facilities in Three Cohorts.................... 47

Table 54: Promotion of Students and Student Teacher Ratio in Three Cohorts........... 47

Table 55: Percentage of Repeaters by Grade ..................................................................... 49

Table 56: Repetition of Students Trained Teachers in Three Cohorts ........................... 49

Table 57: Repetition of Students and Availability of Library Facility in Three Cohorts................................................................................................................................................. 50

Table 58: Repetition of Students and Student Teacher Ratio in Three Cohorts ........... 50

Longitudinal Study on System Indicators ix

Table 59: Percentage of School Leavers by Grade ........................................................... 51

Table 60: School Leaver Students and Trained Teacher in Three Cohorts ................... 51

Table 61: School Leaver Students and Availability of Library Facilities in Three Cohorts ................................................................................................................................... 52

Table 62: Promotion of Students and Student Teacher Ratio in Three Cohorts........... 52

Table 63: Periodic Attainment of Targets Pertaining to 18 Indicators of EFA 2004-0960

Table 64: Percentage of Teachers with Qualification ....................................................... 98

Table 65: Percentage of Teachers with Qualification in Education................................ 98

Table 66: Percentage of Teachers with Permanent License............................................. 98

Table 67: Types of Books Available in the Library........................................................... 98

Table 68: Promotion Rates by Grade, Year and Gender.................................................. 99

Table 69: Repetition Rates by Grade, Year and Gender .................................................. 99

Table 70: School Leavers Rates by Grade, Year and Sex ............................................... 100

Table 71: Percentage of Teachers with Teacher Training Certificate........................... 101

Table 72: Availability of Library (Including Reading Space)........................................ 101

FRP Report 37 x

List of Figures Figure 1: Sample Districts in the Map.................................................................................. 3 Figure 2: Student flow of three cohorts.............................................................................. 10 Figure 3: Composition of Students in Grade I by Age in Three Cohorts ...................... 12 Figure 4: Student Flow of Three Cohorts of Under Age Students ................................. 14 Figure 5: Student Flow of Three Cohorts of Over Age Students.................................... 16 Figure 6: Student Flow of Three Cohorts From Grade I to II and

Grade I to V By Age ................................................................................................ 17 Figure 7: Flow of Girl Students in Three Cohorts ............................................................ 20 Figure 8: Flow of Boy Students in Three Cohorts............................................................. 21 Figure 9: Flow of Girl and Boy Students from Grade I to II and Grade I to V of Three

Cohorts ..................................................................................................................... 21 Figure 10: Student Flow from Grade I to II and Grade I to V With and without ECD

Background .............................................................................................................. 25 Figure 11: Student Flow of Three Cohorts with Scholarship.......................................... 27 Figure 12: Student Flow Rate with and without Scholarship ......................................... 27 Figure 13: Flow of Girl and Boy Students in Three Cohorts with Scholarship ............ 30 Figure 14: Flow of Girl and Boy Students in Three Cohorts with Scholarship ............ 31 Figure 15: Student Flow of Three Cohorts of Rural Area................................................ 35 Figure 16: Student Flow of Three Cohorts of Urban Area .............................................. 36 Figure 17: Student Flow from Grade I to II And Grade I to V Of Three Cohorts by

Location .................................................................................................................... 36 Figure 18: Student Flow from Grade I To II by Parent Education ................................. 38 Figure 19: Student Flow from Grade I to V by Parent Education .................................. 38 Figure 20: Flow of Students of Three Cohorts to Grade I And II By Parent’s

Occupation ............................................................................................................... 39 Figure 21: Flow of Students of Three Cohorts to Grade I and V By Parent’s

Occupation ............................................................................................................... 40 Figure 22: Enrolment Growth Pattern (2002 as base year).............................................. 63 Figure 23: Per Student Classroom Space in Square Feet ................................................. 64 Figure 24: Student Teacher Ratio ........................................................................................ 64 Figure 25: Average Number of Visits by Stakeholders ................................................... 65 Figure 26: Trend of Per Student Expenditure ................................................................... 66 Figure 27: Percentage of New Entrants with ECD in Grade I ........................................ 66 Figure 28: Composition of students in Grade I by age .................................................... 67 Figure 29: Gender Parity Index of Students of Primary Grade ...................................... 67 Figure 30: Promotion Rates by Grades............................................................................... 68 Figure 31: Repetition Rates by Grades ............................................................................... 69 Figure 32: School Leaver Rates by Grades......................................................................... 70 Figure 33: Internal Efficiency of Primary Grades ............................................................. 70 Figure 34: Survival Rates to Grade V ................................................................................. 71 Figure 35: Gender Parity Index of Teachers ...................................................................... 72

Longitudinal Study on System Indicators xi

Figure 36: Percentage of Schools and Gender Parity Index of Teachers ....................... 72 Figure 37: Composition of teacher by ethnicity................................................................ 73 Figure 38: Percentage of Teachers with Qualification ..................................................... 73 Figure 39: Percentage of Teachers with Qualification in Education.............................. 74 Figure 40: Percentage of Teachers with Teacher Training Certificate ........................... 75 Figure 41: Percentage of Teachers with License ............................................................... 75 Figure 42: Availability of Library (Including Reading Space)........................................ 76 Figure 43: Availability of Books in the Library................................................................. 77

FRP Report 37 xii

Table of Contents Contents Page Acronyms and Abbreviations iv Acknowledgement vi List of Tables vii List of Figures x Table of Contents xii

Cohort Analysis Report

Executive Summary xvi Introduction 1 Background 1 Objectives 2 Methodology 2

Sample 2 Tools 4 Data Collection Procedures 4 Data Analysis 6

Organization of the Report 7 Overall Student Flow 8 Student Flow of Cohort 2002 8 Student Flow of Cohort 2003 8 Student Flow of Cohort 2004 9 Comparison of Student Flow of Cohorts 10 Section Summary 11 Student Characteristics and Student Flow 12 Age and Student Flow 12

Composition of Students in Grade I by Age 12 Under Age Students and Their Flow 13 Comparison Of Student Cohort Flow Of Underage Students 14 Over Age Students and Their Flow 15 Comparison of Student Cohort Flow of Over Age Students 16 Comparison of Student Cohort Flow by Age of Students 17

Student Flow by Gender 17 Student Flow of Cohort 2002 by Gender 17 Student Flow of Cohort 2003 by Gender 18 Student Flow of Cohort 2004 by Gender 19 Comparison of Gender-Wise Student Flow of the Cohorts 20

Student Flow with ECD Background 22 Student Flow with ECD Background of Cohort 2003 23 Student Flow with ECD Background of Cohort 2004 24 Comparison of Student Flow with and Without ECD Background 25

Scholarship and Student Flow 25 Student Flow With Scholarship 25 Comparison of Student Flow of Cohorts with Scholarship 27

Comparison of Student Flow with and without Scholarship 27 Gender-Wise Student Flow with Scholarship 28 Comparison of Student Flow of Cohorts with Scholarship by Gender 30

Section Summary 32 Student Flow and School Characteristics 33 Student Flow and Location of School 33

Student Flow of Cohorts of Rural Area 35

Longitudinal Study on System Indicators xiii

Student Flow of Cohorts of Urban Area 36 Comparison of Student Flow of Cohorts of Rural and Urban Area 36

Student Flow and Other School Characteristics 37 Section Summary 37 Student Flow and Family Characteristics 38 Parents’/guardians’ Education and Student Flow 38 Parents’/guardians’ Occupation and Student Flow 39 Student Flow and Ethnicity 40

Dalit Student Flow 40 Janajati Student Flow 41 Muslim Student Flow 42 Student Flow of Other Caste Group 43 Comparison of Student Flow Progress of Three Cohorts by Ethnicity 45

Section Summary 45 Promotion 46 Promotion of Students 46 Correlation of Promotion of Students with Selected Variables 46

Promotion of Students and Number of Trained Teachers 46 Promotion of Students and Availability of Library 47 Promotion of Students and STR 47

Section Summary 47 Repetition 49 Repetition of Student 49 Correlation of Grade Repetition with Selected Variables 49

Repetition of Students and Number of Trained Teachers 49 Repetition of Students and Availability of Library 50 Repetition of Students and Student Teacher Ratio 50

Section Summary 50 School Leavers 51 School Leaver Students 51 Correlation of School Leavers with Selected Variables 51

School Leavers and Number of Trained Teachers 51 School Leavers and Availability of Library 52 School Leavers and Student Teacher Ratio 52

Section Summary 52 Findings, Conclusions and Implications 53 Findings 53

Student Flow 53 Factors Associated with Student Flow 53 Correlation with Selected Variables 54

Conclusions 54 Implications 55

Policy Implications 55 Strengthening Local Level Practices 56

Major Findings 58 Recommendations 59

FRP Report 37 xiv

Trend Analysis Report

Executive Summary 58 Introduction 60 Objectives 61 Focus on EFA Indicators in Study Design 62 Methodology 62 Trend Analysis of Selected Indicators’ Progress towards Meeting the Target 63 Access 63

Student Enrolment in Primary Grades 63 Per Student Classroom Space 63 Student Teacher Ratio 64 School Visit by RP, SS and DEO 65 Per Student Expenditure 65

Participation 66 Grade I entrants with ECD 66 Age Distribution in Grade I Intake 67 GPI of Students 67 Special Education Type and Number of Students 68

Internal Efficiency 68 Promotion Rate 68 Repetition Rates 69 School Leaver Rates 69 Internal Efficiency 70 Survival Rate to Grade V 71

Teachers and Teaching Learning Materials 72 Teachers 72

GPI of Teachers 72 Teachers and Ethnicity 73 Teachers and Their Qualification 73 Teachers with Training Certificate 74 Teachers with Teaching License 75

Teaching learning Materials 76 Availability of Text Books 76 Availability of Teaching Resources 76 Availability of Library 76

Books in Library 77 Learning Achievement 78 Subject Achievement at Grade V 78 Major Findings 79 Recommendations 81 References 82 Annexes 83

Longitudinal Study on System Indicators xv

Cohort Analysis Report

FRP Report 37 xvi

Executive Summary This report presents the cohort analysis of the three student cohorts enrolled in Grade I in the years 2002, 2003 and 2004. Most notably, it has made a remarkable breakthrough in systematizing the individual student cohort data with the year 2002 as the base year. This kind of research study is first of its kind in Nepal which is conducted by CERID. Specifically, this study attempts to do the cohort analysis by giving ten digit unique students ID to each individual student of 62 sample schools of 16 districts of Nepal.

Major findings There is a steep decline of student flow from Grade I-II, tapering off in upper grades. However, the student flow gradually increases to 80 percent in Grade IV. The overall student flow from Grade I-V is dismally low at about 21 percent.

The repetition rate is highest in Grade I and it drastically decreases in upper grades.

The rate of school leaver presents an inconsistent pattern among three cohorts.

The flow of underage students from Grade I-IV is about 12 percent, dampening the flow rate of the whole cohort. The flow of underage student from Grade I-II is lower than that of correct age and over age students. The flow rate of over age students from Grade I-II and I-V is higher than that of correct age and underage students.

In all the three cohorts, flow rate of girls’ students is higher than that of boys.

Students with ECD experience demonstrate higher percent of student flow than those without ECD experience.

Girl students with scholarship demonstrate higher percent of student flow than boys.

The student flow of urban schools is higher than that of students in rural schools.

The student whose parental educational background is school level education has demonstrated higher percentage of student flow from Grade I-II and Grade I-V than those with illiterate and above SLC parents.

The students whose parental occupation is non-agriculture exhibit slightly higher student flow than those with agriculture as their parental occupation.

The flow of Dalit students has remained consistently low at about 15 percent.

Janajati and Muslim students have achieved impressive gains of 6 percent and 22 percent respectively, in student flow rate.

Conclusions Grade I appears to be the most difficult hurdle for students in all three cohorts with lowest promotion rate, highest repetition rate, and a high school leaver rate.

In primary grades, age appears to be a significant factor affecting student flow. The student flow rate has remained proportional to the age of students, higher flow rate corresponding to overage children.

ECD experience leads to significant increment in student flow rate in primary grades.

Longitudinal Study on System Indicators xvii

The provisions of scholarship for girls have shown greater impact on student flow rate than that for boys. However, in general, scholarship for students leads to better student flow rate.

The STR has a positive impact on promotion, repetition, and school leaver rate. The lower the STR, the higher is the progression of students through primary grades.

Dalit students require special care, support and incentive to raise their student flow rate to upper grades.

Implications

Policy Implications About two-third of children are either underage or overage in Grade I. A huge accumulation of off-age students in Grade I is due to lack of adherence to age-specific enrolment policy. This situation is unlikely to be rectified unless a clear policy direction and strict monitoring of policy implementation is in place.

SMC is responsible for ensuring correct age participation in primary grades, however, due to various reasons it is unable to put this seemingly simple system into practices.

There is a lack of ECD provision for under age children, which has pushed them to primary schools along with their older siblings. At the same time, schools are tied to the actual count of the children in the provision of teacher and financial grant which has compelled the schools to increase the number of students, irrespective of their age and ability for its financial resources. To cope with this, appropriate strategies to improve correct age participation include rapid expansion of community/school based ECD programs and strict adherence to providing financial grants and other incentives as per actual count of correct age children in primary grades.

Ensuring continual participation of children through primary grades is basically the responsibility of the teachers and parents. However, there is an adverse impact on continual participation of children in one grade or through primary grades because of the subject teaching system rather than grade teaching system, in primary school and indifferent parental attitude towards children’s regularity and continuity in school learning. As there is no single panacea to this problem, teachers and parents in each school should collaborate on identification of casual factors and remedial measures to improve this grave situation in primary schools. Here is a worthy challenge for the PTA to address. The SMC should adopt a gradual transition from subject to grade teaching.

The monitoring of student participation and their learning levels is not a common practice in Nepal. SMC is responsible for monitoring student progression each of primary grades and through the primary cycle. Therefore SMC should make the monitoring of student participation and progress a regular activity in the school calendar as an integral part of quality control mechanism. To start with, SMC can require every class make a monthly display of students’ regular participation in classroom activities. Similarly, the quarterly achievement test results along with student’s regularity index should be displayed in the classroom. On a monthly and quarterly basis, the PTA should review both participation rate and learning achievement level, and identify necessary actions to optimize continual participation and achievement levels.

FRP Report 37 xviii

Strengthening Local Level Practices Longitudinal study has undertaken local level awareness raising and capacity building activities as one of its objectives. During the course of time the school and community are receptive toward establishing local data base on participation and completion level. However, they are in need of a regular and continued assistance to put the data base system in place and use the system in a participatory manner with the parents in this connection, the following strategy and activities need to be adopted.

A functional and effective partnership between the district/sub-district education officers and school personnel need to be established to design a simple system of tracking and monitoring student participation and progress through primary grades. The education officials and school management should be equally held responsible and accountable for the successful implementation of the student tracking and monitoring system.

Simple thing like students’ monthly attendance chart could be displayed in the classroom. A participatory process of designing classroom level regular attendance and progress tracking system should be developed with the participation of students as well as parents.

Parental assistance should be solicited in order to track irregular students outside the school. In tracking irregular students and bringing those into mainstream, Students’ club and PTA could play a very constructive role.

Longitudinal Study on System Indicators 1

Introduction

Background Formative Research Project (FRP) is designed to bring forth information required for the Ministry of Education (MOE), Nepal on planning, implementation and management of Education For All (EFA) 2004-2009. FRP provides two distinct kinds of research-based information to MOE: (i) key issues and questions pertaining to planning, implementation and management of EFA and (ii) regular periodic information on basic system indicators. FRP conducts in-depth case studies to answer key research questions generated by the system indicators study pertaining to the implementation of different areas of EFA as well as on its overall aspects.

FRP tried to find WHY things are working or not working the way they are to-day and, further WHAT should be done BY WHOM to change the situation at various levels. Therefore, the studies conducted under FRP provide not just a set of quantitative indicators through the system indicators study but a lot of supporting evidence as well through other in-depth studies. In this way, Longitudinal Study on System Indicators has been conceptualized. This study is designed to provide research-based information on performance indicators of EFA.

The specific focus of this study is to provide quantitative data based information to other qualitative in-depth research studies, which produces strategic information for the Ministry of Education on a periodic basis. Also the in-depth studies provide qualitative information to support the findings of the system indicators study. This information is basically used for the monitoring purpose.

Longitudinal Study included some of the major shifts as announced in 2002, the main essence being to focus on “child learning and development” in a “decentralized administrative perspective”. The study focused on “topics and communities” which are receiving “special attention” in order to be able to capture the consequences and effects of instruments central to the implementation process. It is important that the project include data on “successes as well as failures”, “barriers as well as facilitators”, “structures as well as processes”, and “intentions as well as results”.

The study basically focuses on trend analysis and cohort analysis2. This part of the report presents the cohort analysis of the three student cohorts enrolled in Grade I in the years 2002, 2003 and 2004. Most notably, it has made a remarkable breakthrough in systematizing the individual student cohort data with the year 2002 as the base year. This is the first attempt in Nepal to conduct this kind of research by CERID.

The study has also been developed to keep students tracking system. Detailed information of all the students enrolled in Grade I was gathered in the first year of the study. Similarly the information of these students was updated in the next year and also the information of new entrants of Grade I was collected. This process aimed to produce real internal efficiency components -- promotion, repetition and

2 A cohort study is a form of longitudinal study used in education, medicine, social science, etc. In statistics and demography, a cohort is a group of subjects who have shared a particular experience during a particular time span (e.g., people born in a certain year; batch army of XYZ; students enrolled in grade in a certain year). Cohorts may be tracked over extended periods of time in a cohort study.

FRP Report 37 2

dropout rates. Until now these rates are derived by the Reconstructed Cohort Model developed by UNESCO3.

Objectives The main objectives of this study are as follows:

• Analyse the flow of students through primary grades

• Identify factors associated with student flow

• Draw implications for improving student progression through primary cycle

Methodology The study on cohort analysis in education, especially individual student tracking is first of its kind in Nepal. Therefore this study attempted to do the cohort analysis by giving ten digit unique students ID to each individual student of 62 sample schools of 16 districts of Nepal.

In the ten digit student ID, first two digits is for the enrolment year, subsequently two digits is district code, two digits is school code, single digit is grade the student entered in the school and the last three digits is student serial number. For example: In the ID 5903081007, first two digits 59 is the year 2059, next two digits 03 is Ilam district, 08 is school number, 1 is the grade the student entered in that particular school and last three digits 007 is student serial number.

The details of the methodology adopted for the study is given below.

Sample The sampling process of this study is presented in this section. As there are three geographical regions (mountain, hill and tarai) and five development regions in Nepal. This makes a total of 15 stratums and Kathmandu valley (Kathmandu, Lalitpur and Bhaktapur districts) is taken as a separate stratum. In this way from total of 16 stratums, one district from each stratum was selected on the basis of various programs of BPEP II. The sample districts have been finalized in close collaboration with DOE/MOES.

The size of the sample school within a stratum is made proportionate to the total school size of the stratum. From each sample districts, 3 to 5 sample schools were selected. The population of the primary age children in the district was considered to determine the number of sample schools in the district. These schools were then selected in consultation with the DEO personnel from each sample district. Out of 3 to 5 sample schools from each sample district, at least one primary school attached Lower Secondary, Secondary or Higher Secondary School and other pure primary schools were selected as sample schools. All of these schools are public/community schools.

The sample districts by number of sample schools are given in Table 1:

3 http://www.uis.unesco.org/i_pages/indspec/cohorte.htm


Table 1: Number of Sample Schools by District and Stratum

Geographical Region

Dev. Region District Mountain Hill Tarai Valley Total

Sankhuwasabha 4 4

Ilam 4 4

Dhankuta 3 3 Eastern

Morang 5 5

Rasuwa 3 3

Kavrepalanchowk 5 5

Chitwan 4 4 Central

Lalitpur 4 4

Kaski 5 5

Syangja 4 4 Western

Kapilvastu 4 4

Surkhet 4 4 Mid-Western

Banke 3 3

Darchula 3 3

Dadeldhura 3 3 Far western

Kailali 4 4

Total 10 28 20 4 62 The sample districts of the study are shown in Figure 1.

Figure 1: Sample Districts in the Map

FRP Report 37 4

Data collection workshop in Kailali cluster

Tools The following five tools were used for the information collection from the sample schools.

1. School Information Form

This form captures the general information of the sample school. The location, address, type of school, number of students in all grades, classroom size, etc. are included in this form.

2. Student Information form

The student information form includes the basic information of the students, their caste/ethnicity, information about their parents, monthly attendance, final achievement scores obtained and the status in the final school examination.

3. Teacher Information form

This form contains basic information of the teacher of the sample school. The information on the work experience, level, training, attendance, etc. of the teachers was collected in this form.

4. School Finance and other Information form

The information on library, income and expenditure, SIP, PTA, VEC, and school visits by different personnel was collected in this form.

5. VDC/Municipality level Information form

The information of the respective VDC/Municipality of the sample school is collected through this form. The age and caste wise distribution of the school age children, population and literacy status were collected in this form.

Data Collection Procedures The study has remained extremely serious about the need to ensure that the data of the student cohort are of good quality. Every measure that could possibly be conceived of has been taken not only to assure that students are tracked without being left out or assigned multiple codes for the same student but also to make sure that the data corresponding to each student is accurate. The approach to data collection has involved respective school representatives in series of workshops to thoroughly review their own school data. They also had the opportunity to assess the


Data collection workshop in Lalitpur cluster

Data collection workshop in Chitwan cluster

significance, purpose and utility of the data that the study had been collecting over the years by critically reviewing the data collection forms developed by the study.

The cluster level and district level data collection workshops were conducted for the data collection. The 62 sampled schools belonging to 16 districts were categorized into 7 clusters—two clusters in Morang and one each in Lalitpur, Chitwan, Kaski, Banke and Kailali. Each cluster catered for 7 to 16 schools belonging to 2 to 3 districts. In these workshops the DEO, RP, teachers, SMC members and representative from the respective VDC/Municipality of the sample school participated and took active participation in the data collection process. Accessibility and convenience of the participants was taken into consideration while determining the clusters.

The cluster level workshops have been organized for relevant school teachers, VDC/Municipality representatives, District Education Officers and DEO representatives, Regional Education Directorate representative. The district level workshops have been organized for relevant school teachers, SMC chairperson, VDC/Municipality representatives, District Education Officers and DEO representatives.

The Department of Education and concerned District Education Office supported to communicate with the schools and local bodies to bring-in appropriate participants along with school and community data to the workshop as well as to determine the workshop venue and time.

The main purpose of these workshops are to provide an opportunity to the concerned schools representatives and local bodies to assess the importance of establishing a school or local body based information system for effective planning, management and implementation of educational activities and school system. The workshop also provided a technically charged forum for them to consolidate specific information as sought by the FRP Longitudinal Study. The key idea behind

FRP Report 37 6

Data collection workshop in Morang cluster

Data collection workshop in Kaski cluster

organizing the workshop was that the quality of data to be used for the Longitudinal Study or (any other study for that matter) could be ensured only if the schools and community took the ownership of their own data and also be able to use them for planning, managing and financing school improvement activities.

The schools with high number of student enrollment needs more time to fill up the forms which is difficult to complete within the workshop time duration. These schools take the forms to their schools and send them back to CERID through either the visiting field researchers or postage/courier.

This modality of data collection has increasingly assured the reliability and validity of data. In order to assure that the schools gradually take the

ownership of and control over the process and the product of collecting and analyzing the data of individual student, school and related educational information from the school catchments area the collected and the compiled sets of information analyzed at CERID have been sent back to respective schools.

Data Analysis The first hand validation of the information was done during the data collection workshops. The participation of head teachers/teachers, SMC chair and the VDC/Municipality representative of the sample schools verified the information provided by the schools during the data collection workshops in the presence of the research assistants.

The information gathered in these workshops was computerized by four trained research assistants who were also involved in the data collection workshops. This has to a large extent helped in ensuring the quality of the data. Moreover, the computer software developed in MS Access for this study has also minimized the data entry errors. The software has the controls as well as auto generation facility to make the data entered more reliable without errors. A unique ten digit student code assigned to each individual student also ensured in minimizing the error in the information gathering during data collection workshops as well as during the data entry phase.


The entered data were then cross checked using the software by the researcher and the associates to ensure the quality and the validity of the data. The cross tabulations were derived from the data using several variables in different aspects.

Though there are many variables which were studied in the trend analysis, the only variables which are pertinent with cohort analysis are included in this report.

SPSS (Statistical Package for Social Sciences) as well as MS Excel were used to produce the necessary tables and figures for the report from the final data.

The correlation analysis was also used to find out the relation between the student flow and school characteristics. The Pearson Correlation4 on promotion, repetition and school leaver students and their relations with trained teacher, availability of library in the school, formation of SMC, preparation of SIP by school, per student expenditure and student teacher ratio were analyzed. In order to do some in depth analysis, Two by Two matrix analysis was used to derive Ø (Phi) Correlation5 between the above mentioned variables. The 62 sample schools were ranked based on promotion, repetition and school leavers, and the school characteristics of top and bottom 15 schools are analyzed by using this technique. In this analysis only most pertinent variables such as trained teachers, availability of library facility and student teacher ratio were analyzed.

Organization of the Report The report basically focuses on the flow of the students of the three cohorts of the year 2002, 2003 and 2004. The students enrolled in Grade I as new entrants in these three years and their flow without repeating any grades up to grade five is the major focus of the report. This is presented in Section 2. The extent of student flow vis-à-vis student characteristics is presented in Section 3. Cohort analysis relating to school and family characteristics is presented in Section 4 and Section 5. Promotion, repetition and extent of school leavers of these cohorts are presented in Sections 6, 7 and 8. The major findings, conclusions and implications of this cohort analysis are given in Section 9.

For the sake of brevity in presentation and to facilitate easy reading long narratives are avoided in the report. Observations are mentioned in an outline format after the statistical tables and graphs.

4 The Pearson's correlation is used to find a correlation between at least two continuous variables. The value for a Pearson's can fall between 0.00 (no correlation) and 1.00 (perfect correlation). Other factors such as group size will determine if the correlation is significant. Generally, correlations above 0.80 are considered pretty high. http://academic.uofs.edu/department/psych/methods/cannon99/level2a.html 5 Phi (Ø) correlation is used to assess correlation between two variables where they are in a 2 x 2 table (i.e. both variables are dichotomous).

FRP Report 37 8

Overall Student Flow The flow of the students enrolled in Grade I in three successive years i.e. from 2002 to 2004 and reached Grade V without repeating any grades in five consecutive years is presented in the following section. The only students who were enrolled in Grade I as fresh new entrants were analyzed in this cohort analysis. The repeater students who were already in Grade I have been excluded from overall student flow.

Student Flow of Cohort 2002 There were 2589 students who enrolled in Grade I as new entrant in the year 2002. The flow of student cohort enrolled in Grade I as a new entrant in the year 2002 who reached Grade V without repeating any grades in the year 2006 is depicted in Table 2.

Table 2: Flow of Cohort (2002) Year Grade I Grade II Grade III Grade IV Grade V

2002 2589(100)

2003 1330

(51.4)

2004 819

(31.6)

2005 657

(25.4)

2006 529

(20.4)(Figures in parenthesis are percentage of the cohort.)

• The cohort of student who enrolled in Grade I as a new entrant in the year 2002, a little more than 20 percent reached in Grade V in 2006 without repeating any grades in five years.

• The student flow is little more than 51 percent from Grade I to II in this cohort.

• The student flow from Grade I to V in 60 schools ranges from the lowest zero to a highest of 63 percent. (2 schools have grades up to III).

• Four schools did not have any students who could reach Grade V in five consecutive years.

Student Flow of Cohort 2003 The flow of student cohort of the year 2003 who reached Grade V in the year 2007 is shown in Table 3.



2003 2257 (100)

2004 1118(49.5)

2005 765 (33.9)

2006 630 (27.9)

2007 447 (19.8)

(Figures in parenthesis are percentage of the cohort.)

• In the year 2007 almost 20 percent of students who enrolled in Grade I as a new entrant in the year 2003 reached Grade V without repeating any grades.

• The flow of students from Grade I to II in the next year is almost 50 percent.

• The range of student flow in 60 schools was 67 percent, from a low of 4 percent to the high of 71 percent. This represents comparatively higher student flow than that of previous cohort of 2002.

• Out of 60 schools, 9 schools did not have any students who could reach even Grade 4 in four consecutive years.

Student Flow of Cohort 2004 The flow of student cohort, who enrolled in Grade I as a new entrant in the year 2004 as it reached Grade V in the year 2008 is shown in Table 4.


2004 2698(100)

2005 1486 (55.1)

2006 1097(40.7)

2007 821 (30.4)

2008 574 (21.3)


• More than 21 percent students have reached to Grade V of this cohort in five years duration.

• It was found that more than 55 percent of students enrolled in Grade I as new entrants in the year 2004 progressed to Grade II in the year 2005, an improvement of almost 6 percent and 4 percent compared to 2003 and 2002 cohorts respectively.

• The student flow ranges from a high of 60 percent to a low of 2 percent.

FRP Report 37 10

Comparison of Student Flow of Cohorts

A comparison of student flow of three cohorts is graphically presented in the following figures:

Figure 2: Student flow of three cohorts

• The student flow of cohorts 2002 and 2003 are almost identical in their flow,

however cohort of 2004 shows a slight improvement from Grade II upwards.

• The student flow of the cohort 2004 is slightly higher compared to other two cohorts, however in Grade V, percentage of all the three cohorts coincide.

• It shows a steep down fall from Grade I to II in all the cohorts, tapering off in upper grades.

A teacher taking her class in a warm sunlight


Section Summary

• The student flow in primary grades declines sharply from Grade I-II tapering off from Grade II onwards.

• In general, the net flow rate of the three cohorts from Grade I to V is extremely low, around 20 percent.

• About 50 percent of the cohort progress to Grade II in all three cohorts.

• There were 4 to 9 schools where no children in the cohorts complete the primary school cycle in five consecutive years.

Students in a morning prayer

Students in a classroom

FRP Report 37 12

Student Characteristics and Student Flow The characteristics of the students such as student’s gender, ECD/pre-primary background prior to enrollment in Grade I, scholarship recipient students and students’ age and the flow of the students are analyzed in the this section.

Age and Student Flow One of the major student characterirstics is the age of the students. The flow of students and their age is analyzed in this section.

Composition of Students in Grade I by Age The age distribution of students composition in Grade I in three cohorts is presented in the following figures.

Figure 3: Composition of Students in Grade I by Age in Three Cohorts

• There are about 30 percent correct age students who have completed five years

of age in all three cohorts at the time of enrollment in Grade I.

• The highest percentage of students ranging from 41 to 45, enrolled in Grade I are over aged students. Similarly the under aged students are around 21 to 24 percent in these three cohorts.

• The composition of students by their age is similar in all the three cohorts.


Under Age Students and Their Flow The flow of under aged students enrolled in Grade I is presented in this section.

The student flow of cohort 2002 of under age students from year 2002 to 2006 as they progress towards Grade V is shown in Table 5.

Table 5: Flow of Cohort 2002 of Under Age Students Year Grade I Grade II Grade III Grade IV Grade V

2002 540(100)

2003 186

(34.4)

2004 104

(19.3)

2005 76

(14.1)

2006 62


• About 12 percent under aged students reached Grade V in five years. This rate is 8 percent less than that of correct aged students’ flow.

• The percentage of student flow from Grade I to II is around 34 percent, which is 17 percent less than the overall student flow.

The flow of student cohort of under age students of the year 2003 reached Grade V in the year 2006 is shown in Table 6.


2003 542 (100)

2004 160(29.5)

2005 89 (16.4)

2006 75 (13.8)

2007 62 (11.4)


• In 2003 cohort, almost same percentage of underage students of previous cohort of 2002 which is about 11 percent reached Grade V in the year 2007.

• The percentage of students who progressed to Grade II from Grade I is about 30 percent, which is the lowest among the three cohorts.

FRP Report 37 14

The flow of underage students’ cohort, who enrolled in Grade I as a new entrant in the year 2004 is shown in Table 7.


2004 590 (100)

2005 195 (33.1)

2006 134 (22.7)

2007 96 (16.3)

2008 72


• Compared to previous two cohorts, the percentage of under age students enrolled as Grade I new entrants in the year 2004 and who reached in Grade V without repeating any grades in five consecutive years in 2008 increased by one percent. But, it is still very low at 12 percent.

Comparison Of Student Cohort Flow Of Underage Students A comparison of underage students’ flow of three cohorts is graphically presented in Figure 4.

Figure 4: Student Flow of Three Cohorts of Under Age Students

• There is a steep down fall ranging from 66 to 71 percent from Grade I to II in all

the three cohorts of the under age students. This percentage is higher by 17 points in 2002, 20 points in 2003 and 22 points in 2004 cohort than that of overall student flow.

• The percentage of under age students reaching Grade V is almost same for all three cohorts except for Grade III with slight improvement in the cohort of 2004.


Over Age Students and Their Flow The over age children enrolled in Grade in the year 2002 and their flow in five consecutive years is presented in Table 8.

Table 8: Flow of Cohort 2002 of Over Age Students Year Grade I Grade II Grade III Grade IV Grade V

2002 1148 (100)

2003 703

(61.2)

2004 451

(39.3)

2005 367

(32.0)

2006 295


• About 26 percent over age students reached Grade V in five years.

• The percentage of over age students upgrading from Grade I to II is about 10 points higher in 2002, 15 points higher in 2003 and 13 points higher in 2004 than the overall student flow.

The flow of student cohort of over age students of the year 2003 reached Grade V in the year 2007 is shown in Table 9.

Table 9: Flow of Cohort 2003 of Over Age Students Year Grade I Grade II Grade III Grade IV Grade V

2003 922 (100)

2004 591(64.1)

2005 423 (45.9)

2006 348 (37.7)

2007 233 (25.3)


• The percentage of over age students who progressed from Grade I to II is even higher by 3 points than the previous cohort of 2002 by reaching 64 percent.

• The student flow from Grade I to II is 64 percent in this cohort.

FRP Report 37 16

The flow of over age students’ cohort of 2004 is shown in Table 10: Table 10: Flow of Cohort 2004 of Over Age Students

Year Grade I Grade II Grade III Grade IV Grade V

2004 1221 (100)

2005 834(68.3)

2006 643(52.7)

2007 493 (40.4)

2008 407

(33.3) (Figures in parenthesis are percentage of the cohort.)

• The over age students who progressed from Grade I to II is even higher in this cohort by reaching 68 percent. The trend shows that the percentage of over age students upgrading form Grade I to II is in increasing trend.

• The students who were over aged reaching Grade V without repeating any grades of this cohort is 33 percent, which is almost 8 points higher compared to previous two cohorts.

Comparison of Student Cohort Flow of Over Age Students A comparison of over age students’ flow of three cohorts is graphically presented in Figure 5.

Figure 5: Student Flow of Three Cohorts of Over Age Students

• The comparison of three cohorts of over age students shows that the percentage

of student flow of cohort 2004 is higher compared to other two cohorts in all grades.

• The percentage of student flow of 2003 cohort of over age students is higher compared to 2002 cohort in all grades except in Grade V where the percentage almost coincides.


Comparison of Student Cohort Flow by Age of Students The comparisons of students flow from Grade I to II and Grade I to V is presented in the following section.

Figure 6: Student Flow of Three Cohorts From Grade I to II and Grade I to V By Age

• Age appears to be a significant factor effecting student flow in primary grades.

The flow of underage student from Grade I to II is comparatively lower than correct age and over age students in all three cohorts.

• There is a clear picture seen on the flow of students from Grade I to II as the over age student flow is comparative higher than under age and correct age students.

• The same pattern is visible in case of the students flow from Grade I to V in all three cohorts.

Student Flow by Gender The gender of the students and the differences in the pattern of their flow in different grades in the successive years are presented in this section.

Student Flow of Cohort 2002 by Gender The student flow of the girl and boy students of the cohort 2002 is presented in Table 11 and Table 12.

Table 11: Flow of Girl Students of Cohort 2002 Year Grade I Grade II Grade III Grade IV Grade V

2002 1318 (100)

2003 705(53.5)

2004 449 (34.0)

2005 364 (27.6)

2006 288 (21.9)


FRP Report 37 18

Table 12: Flow of Boy Students of Cohort 2002 Year Grade I Grade II Grade III Grade IV Grade V

2002 1271 (100)

2003 625

(49.2)

2004 370

(29.1)

2005 293

(23.1)

2006 241


• The percentage of girl and boy students who enrolled in Grade I as new entrant in the year 2002 are found to be 22 and 19 respectively in the year 2006 in Grade V without repeating any grades.

• The percentage of girls who progressed to Grade II in the next year is more than 4 points compared to boys.

• On an average, the flow of girls is better than that of boys’ in all grades.

Student Flow of Cohort 2003 by Gender The student flow of girl and boy students of the cohort 2003 is presented in Table 13 and Table 14


2003 1135 (100)

2004 571

(50.3)

2005 384

(33.8)

2006 321

(28.3)

2007 225


• The girl student flow form Grade I to II is more than 50 percent in this cohort.


Table 14: Flow of Boy Students of Cohort 2003 Year Grade I Grade II Grade III Grade IV Grade V

2003 1122 (100)

2004

547 (48.8)

2005

381 (34.0)

2006

309 (27.5)

2007 222


• The same percentage of girl and boy students that is about 20 percent who enrolled in Grade I as new entrant in the year 2003 reached Grade V in the year 2007 without any repetition.

• The average flow of girl and boy students is almost similar in all grades for 2003 cohort.

Student Flow of Cohort 2004 by Gender The student flow of girl and boy students of the cohort 2004 is presented in Table 15 and Table 16

Table 15: Flow of Girl Students Of Cohort 2004 Year Grade I Grade II Grade III Grade IV Grade V

2004 1373(100)

2005 777(56.6)

2006 588(42.8)

2007 457(33.3)

2008 319 (23.2)


FRP Report 37 20


2004 1325 (100)

2005 709(53.3)

2006 509 (38.4)

2007 364 (27.5)

2008 255 (19.2)


• The percentage of girl and boy students who enrolled in Grade I as new entrant in the year 2004 reaching Grade V without repeating any grades are found to be about 23 and 19 respectively.

• The flow of girl students is comparatively higher than that of boys in all grades by 3 to 6 percent. This shows that the flow of girl students is better than that of boy students in this cohort.

Comparison of Gender-Wise Student Flow of the Cohorts The comparison of pattern of gender-wise student flow of three cohorts is presented graphically Figure 7 and Figure 8.

Figure 7: Flow of Girl Students in Three Cohorts


Figure 8: Flow of Boy Students in Three Cohorts

• The percentage of student flow of the cohort 2004 is comparatively higher than

that of other two cohorts.

• The girl students’ flow is also higher than that of boys in the student flow of all the cohorts and it is even higher in the cohort of 2004.

• In 2002 cohort the flow of girl students is higher than boy students in all grades.

• There is no major difference in the flow of girl and boy students flow in all grades of 2003 cohort.

• The flow of girl students of 2004 cohort is better than boy students’ flow in all grades except in Grade V where both came to be coincided.

The comparative flow of girl and boy students from Grade I-II and Grade I-V are presented in Figure 9.

Figure 9: Flow of Girl and Boy Students from Grade I to II and Grade I to V of Three Cohorts

• The figure shows more than 50 percent of girls flow from Grade I to II in all the

three cohorts whereas boys flow is less than 50 percent in 2002 and 2003 cohorts.

FRP Report 37 22

• In the comparison of cohorts of three years, the flow of 2004 cohort is higher in case of both boys and girls and from Grade I to II and Grade I to V.

Student Flow with ECD Background This section presents a comparison of the flow of cohorts of the students with and without ECD/pre-primary experience before enrolling in Grade I.

Student flow with ECD background of cohort 2002

The comparison of flow of student cohort of 2002 of the students with and without previous ECD/pre-primary experience before getting enrolled in Grade I is presented below:

Table 17: Flow of Student Cohort Of 2002 with ECD/Pre-Primary Experience


2002 340 (100)

2003 223 (65.6)

2004 142 (41.8)

2005 121 (35.6)

2006 102


Table 18: Flow of Student Cohort of 2002 without ECD/Pre-Primary

Experience Year Grade I Grade II Grade III Grade IV Grade V

2002 2249 (100)

2003 1107

(49.2)

2004 677

(30.1)

2005 536

(23.8)

2006 427


• The percentage of students enrolled in Grade I as new entrant with ECD/pre-primary experience who progressed to Grade V in the year 2006 without repeating any grades is found to be 11 percent higher than the students without ECD/pre-primary experience.

• The percentage of student flow from Grade I to II of the student with ECD background is even higher by 16 percent than of students without ECD/pre-primary experience.


• The overall flow percent of the students with ECD/pre-primary experience is higher than the flow of students without ECD/pre-primary experience in all primary grades.

Student Flow with ECD Background of Cohort 2003 The flow of student cohort with and without ECD/pre-primary experience is presented below:

Table 19: Flow of Student Cohort of 2003 with ECD/Pre-Primary Experience


2003 454 (100)

2004 225(49.6)

2005 179 (39.4)

2006 160 (35.2)

2007 131 (28.9)




2003 1803 (100)

2004 893

(49.5)

2005 586

(32.5)

2006 470

(26.0)

2007 316


• The flow of students with ECD/pre-primary experience is more than 11 percent higher to reach Grade V in the year 2007 without repeating any grades.

• There is no significant difference in the percentage students upgrading from Grade I to II among the student with or without ECD/pre-primary experience. However, the differences are noticeable from Grade II upwards.

FRP Report 37 24

Student Flow with ECD Background of Cohort 2004 The flow of student cohort of the students with and without ECD/pre-primary experience is presented below:

Table 21: Flow of Student Cohort of 2004 With ECD/Pre-Primary Experience


2004 404 (100)

2005 271

(67.0)

2006 218

(54.0)

2007 162

(40.1)

2008 84




2004 2294 (100)

2005 1215

(53.0)

2006 879

(38.3)

2007 659

(28.7)

2008 490


• From the student cohort of 2004, the percentage of students flow to Grade IV in the year 2007 with ECD background is more than 40 percent whereas without ECD/pre-primary experience is about 29 percent.

• The flow percent of the students from Grade I to II with and without ECD/pre-primary experience are 67 and 53 respectively, i.e. a significant difference of 14 percentage points.

• Strangely enough, there are no considerable differences in proportion of students reaching Grade V with and without ECD/pre-primary experience in the case of 2004 cohort. This is in sharp contrast with 2002 and 2003 cohorts which shows higher percent student flow to Grade V with ECD/pre-primary experience than those without ECD/pre-primary experience.


Comparison of Student Flow with and Without ECD Background The comparison of the flow of student with and without ECD/pre-primary background of the three cohorts is presented in Figure 10.

Figure 10: Student Flow from Grade I to II and Grade I to V With and without ECD Background

• The flow of students with ECD/pre-primary background before they enrolled

in Grade I shows better performance in upgrading from Grade I to II, except in 2003 cohort, where there is no difference in the percentage for both students with and without ECD/pre-primary background.

• The flow of students with ECD/pre-primary background from Grade I to II is highest in the 2004 cohort among three cohorts.

• In 2004 cohort, there is no difference in reaching Grade 5 for both students with and without ECD/pre-primary background prior to enroll in Grade I. However in cohorts of 2002 and 2003 the percentage of students with ECD/pre-primary background is higher than the students without ECD/pre-primary background.

Scholarship and Student Flow The flow of student cohort enrolled in Grade I as a new entrant with and without scholarship is presented in this section. The students who received at least one scholarship during the five years are taken as the students with scholarship.

Student Flow With Scholarship The flow of student cohort 2002 with scholarship and who reached Grade V without repeating any grades in the year 2006 is depicted in Table 23.

FRP Report 37 26

Table 23: Flow of 2002 Cohort with Scholarship Year Grade I Grade II Grade III Grade IV Grade V

2002 302 (100)

2003 156

(51.7)

2004 89

(29.5)

2005 74

(24.5)

2006 64


The flow of student cohort with scholarship, who enrolled in Grade I as a new entrant in the year 2003 as it reaches Grade V in the year 2007, is shown in Table 24.


2003 225 (100)

2004 90

(40.0)

2005 53

(23.6)

2006 43

(19.1)

2007 34


The flow of student cohort with scholarship, who enrolled in Grade I as new entrants in the year 2004 as it reaches Grade V in the year 2008, is shown in Table 25.


2004 731 (100)

2005 427

(58.4)

2006 314

(42.9)

2007 244

(33.4)

2008 185


• With increased number of scholarship, the student flow in 2004 to Grade V appears to be significantly higher than that for other cohorts.


Comparison of Student Flow of Cohorts with Scholarship A comparison of student flow of three cohorts by scholarship is graphically presented in Figure 11.

Figure 11: Student Flow of Three Cohorts with Scholarship

• The student flow of cohorts 2002 with scholarship is slightly higher than that of

2003 cohort. However cohort of 2004 shows an improvement more than 4 percent than that of 2002 cohort and more than 10 percent than that of 2003 cohort.

Comparison of Student Flow with and without Scholarship The flow of students with and without scholarship is compared in this section. The percentage of students who reached Grade V without repeating any grades in five years with and without scholarship is presented in Figure 12.

Figure 12: Student Flow Rate with and without Scholarship

• The percentage of student flow to Grade V in 2004 with scholarship is the

highest i.e., 25 percent among the three cohorts.

• The flow of students without scholarship is around 21 percent in all the three cohorts.

FRP Report 37 28

• The percentage of students without scholarship is higher by 5 percent compared to percentage of students with scholarship in 2003 cohort.

Gender-Wise Student Flow with Scholarship The comparison of the flow of the girl and boy students with scholarship is presented here. The student flow of cohort 2002 with scholarship by gender is presented in

Table 26: Flow of Girl Students of 2002 Cohort with Scholarship Year Grade I Grade II Grade III Grade IV Grade V

2002 174 (100)

2003 93

(53.4)

2004 59

(33.9)

2005 51

(29.3)

2006 43


Table 27: Flow of Boy Students of 2002 Cohort with Scholarship Year Grade I Grade II Grade III Grade IV Grade V

2002 128(100)

2003 63

(49.2)

2004 30

(23.4)

2005 23(18.0)

2006 21


• The percentage of girl and boy students who enrolled in Grade I as new entrants in the year 2002 is about 25 and 16 percent respectively in the year 2006 in Grade V without repeating any grades. Here, the percentage of girls is greater by 8 points than that of boys.

• The flow percentage of girls is higher than that of boys in all grades.


The student flow of cohort 2003 with scholarship by gender is presented in Table 28 and Table 29.


2003 121 (100)

2004 54

(44.6)

2005 28

(23.1)

2006 21

(17.6)

2007 18



2003 104 (100)

2004 36

(34.6)

2005 25

(24.1)

2006 22

(21.2)

2007 16


• The percentage of girl and boy students who enrolled in Grade I as new entrants in the year 2003 is both about 15 percent in the year 2007 in Grade V without repeating any grades.

• The percentage of girls who reached to Grade II in the next year is greater by 10 points than that of boys however in other grades percentage of boys is higher.

The student flow of cohort 2004 with scholarship by gender is presented in Table 30 and Table 31.


2004 498 (100)

2005 296

(59.4)

2006 220

(44.2)

2007 167

(33.5)

2008 127


FRP Report 37 30


2004 233 (100)

2005 131

(56.2)

2006 94

(40.3)

2007 77

(33.1)

2008 58


• The percentage of girl and boy students reaching Grade V with scholarship is around 26 and 25 respectively in the year 2008. Hence, the percentage of girls is slightly better than that of boys.

• The percentage of girls who progressed to Grade II in the next year is greater by more than 3 points than that of boys.

• In an average the flow of girls is better than that of boys in all grades, the difference ranging from 1 to 4 percent.

Comparison of Student Flow of Cohorts with Scholarship by Gender The comparison of the three cohorts of the students with scholarship by gender is shown in the following figures.

Figure 13: Flow of Girl and Boy Students in Three Cohorts with Scholarship


• The figures show that the flow of girl students of 2004 cohort is higher in all

grades except in Grade V where the percentage of boys and girls flow is similar to cohort of 2002.

• The cohort 2002 and 2004 are comparatively better than cohort 2003 in the girl students’ flow among the three cohorts.

• The boy students’ flow of 2004 cohort is higher in all grades compared to previous two cohorts.

• There is a steep down fall up to Grade III in the boys’ cohort of 2002; however in other grades it has a similar pattern with the 2003 cohort.

• The flow of girl students with scholarship is better than the flow of boy students in all grades of the cohort 2002.

• The flow of girl students is better compared to boys in Grade II in all three cohorts; however the flow of boys is better than girls in Grade III upwards in 2003 cohort.

• The flow of girl students is better than boys in all grades of 2004 cohort.

Figure 14: Flow of Girl and Boy Students in Three Cohorts with Scholarship

• The flow of girl students from Grade I to II is highest in the 2004 cohort

compared to other two cohorts. The boy students flow in 2003 cohort is the lowest among three cohorts.

FRP Report 37 32

• The flow of students from Grade I to V is below 25 percent in all three cohorts for both girls and boys. The lowest is in 2003 cohort however there is an improvement in 2004 cohort.

Section Summary Major student characteristics associated with student flow are age, gender, ECD/pre-primary experience and scholarship.

• The proportion of underage students reaching Grade V is only 12 percent as against 20 percent of correct-age and 26 percent of over age students.

• Over age student have demonstrated significantly higher percentage of student flow than correct age students.

• The flow of girl students is higher than that of boys in all grades for 2002 and 2003 cohorts.

• Students with ECD/pre-primary experience have demonstrated significantly higher percent of student flow (by more than 10 percent) than those without ECD/pre-primary experience.

• The flow of girl students with scholarship is higher than that of boy students with scholarship.

• The flow of students with scholarship is higher compared to the flow of students without scholarship; however the difference is not considerable as anticipated.

Students playing


Student Flow and School Characteristics The characteristics of the school also play a major role in the students flow. Some characteristics of the schools such as location, percentage of trained teachers, availability of library, formation of SMC, formation of PTA, preparation of SIP, STR and per student expenditure were analyzed against the student flow.

Student Flow and Location of School The location of the school is one of the characteristics of the school. In this analysis, VDCs (Village Development Committees) are taken as rural area and Municipalities are taken as urban area.

The flow of students of the cohort 2002 of rural and urban areas is shown in Table 32 and Table 33.

Table 32: Flow of 2002 Cohort of Rural Area Year Grade I Grade II Grade III Grade IV Grade V

2002 1594 (100)

2003 781

(49.0)

2004 466

(28.6)

2005 358

(22.5)

2006 294

(18.4)(Figures in parenthesis are percentage of cohort.)

Table 33: Flow of 2002 Cohort of Urban Area Year Grade I Grade II Grade III Grade IV Grade V

2002 995 (100)

2003 549

(55.2)

2004 354

(35.6)

2005 299

(30.1)

2006 235

(23.6) (Figures in parenthesis are percentage of cohort.)

• The flow of urban students is higher by 5 percent than the rural students.

• The progression rate of urban students is higher in all grades than the rural student ranging from 6 percent in Grade II, to 7 percent in Grade IV and 5 percent in grade V.

FRP Report 37 34

The flow of students’ cohort of rural and urban area of the year 2003 is shown in Table 34 and Table 35.

Table 35: Flow of 2003 Cohort of Urban Area Year Grade I Grade II Grade III Grade IV Grade V

2003 964 (100)

2004 516

(53.5)

2005 369

(38.3)

2006 318

(33.0)

2007 226


• As in the case of 2002 cohort, the urban students flow is higher than that of rural students in 2003 cohort.

The following tables show the flow of students’ of rural and urban area of the cohort 2004.


2003 1293 (100)

2004 602

(46.6)

2005 396

(30.6)

2006 314

(24.3)

2007 226



2004 1582 (100)

2005 810

(51.2)

2006 616

(38.9)

2007 487

(30.8)

2008 359



Table 37: Flow of 2004 Cohort of Urban Area


2004 1117 (100)

2005 678

(60.7)

2006 486

(43.5)

2007 348

(31.2)

2008 237


• The students of rural area enrolled in Grade I as new entrants progressed to Grade V without repeating any grades is about 23 percent, which is slightly higher than that of urban students. This finding is different than that of 2002 and 2003 cohorts. However, the progression rate of urban students is higher in Grades II and III than the rural students.

Student Flow of Cohorts of Rural Area A comparison of student flow of three cohorts is graphically presented below.

Figure 15: Student Flow of Three Cohorts of Rural Area

• The student flow of rural area of cohort of 2004 is distinctly higher compared to

other cohort in all grades.

FRP Report 37 36

Student Flow of Cohorts of Urban Area A comparison of student flow of three cohorts is graphically presented below.

Figure 16: Student Flow of Three Cohorts of Urban Area

• The progress of student flow of urban area of cohort of 2004 could be seen

slightly in Grades II and III, however in upper two grades there is no significant difference among three cohorts.

Comparison of Student Flow of Cohorts of Rural and Urban Area The student flow from Grade I to II and Grade I to V of rural and urban area of three cohorts is presented below.

Figure 17: Student Flow from Grade I to II And Grade I to V Of Three Cohorts by Location

• The above figure indicates that the flow of students of urban area from Grade I

to II is consistently higher than the flow of students of rural area in all the cohorts.

• The similar picture could be seen in case of cohorts of 2002 and 2003 in terms of flow of urban students being higher in Grades I to V with negligible difference in 2004 cohort.


Student Flow and Other School Characteristics The student flow and other school characteristics mentioned above did not show a visible association between them. Therefore, a series of correlation analysis was undertaken to identify the extent and direction of correlation between the student flow and selected school characteristics. There was no significant association found between the overall student flow and such schools characteristics as percent of trained teachers, library facilities, formation of SMC and preparation of SIP and STR. Furthermore, the 2X2 matrix analysis was conducted, which is presented in the sections 6, 7 and 8 of this report. (Please see the correlation matrices in the annex).

Section Summary • The overall student flow of urban schools is consistently higher than that of

rural students in all cohorts and in almost all grade levels.

• Distinct school characteristics such as percentage of trained teachers and student teacher ratio appear to have no visible or significant impact on overall student flow.

Students in a morning prayer

FRP Report 37 38

Student Flow and Family Characteristics The environment where the child grows up has a significant role on the holistic development of the child. In this regard the characteristics of the family are important in the child’s performance in school. In this section the parents’/guardians’ education and occupation are taken as two variables for the analysis of the student cohort flow.

Parents’/guardians’ Education and Student Flow The parents’/guardians’ educational qualification and the student flow of cohorts are presented in this section. The parents’/guardians’ education was categorized in three categories – illiterate, school education, and education above SLC.

The school record showed that there were more than 50 percent of the student’s parents/guardians educational information was available in the year 2002. It increased to almost 59 percent in the year 2003 and it reached almost 75 percent in the year 2004. This showed that there is an appreciable improvement in the data keeping system in these sample schools in these three years.

The student flow rate by parents’ education level is shown in Figure 18 and Figure 19.

Figure 18: Student Flow from Grade I To II by Parent Education

Figure 19: Student Flow from Grade I to V by Parent Education

• The student whose parent/guardian’s education is school education shows the

highest percentage while upgrading from Grade I to II, compared to parents with illiterate and above SLC in all three cohorts.


• Similarly, the students of parents with school education is remarkably higher in upgrading from Grade I to V compared to parents with education above SLC and illiterate parents in the cohorts 2003 and 2004.

Parents’/guardians’ Occupation and Student Flow The parents’/guardians’ occupation and the student flow of cohorts are presented in this section. There are various occupations that parents/guardians are engaged in. However in this analysis the occupations are categorized in two broad categories. These occupations are Agriculture and Other (non agriculture). The comparison of the students’ flow of these three cohorts with parents’ occupation are presented in this section.

The records of almost 62 percent student’s of 2002 and 2003 cohorts parents’/guardians’ occupations is available in the schools. This percentage increased to 76 percent in the year 2004.

Figure 20: Flow of Students of Three Cohorts to Grade I And II By Parent’s Occupation

• The figure shows that there is a small but consistent gap in the flow of student

from Grade I to II in all three cohorts of the parents’ occupation—agriculture and other.

• The students of the parents whose occupation is not agriculture has demonstrated higher student flow than that of agriculture occupation from Grade I to II.

FRP Report 37 40

Figure 21: Flow of Students of Three Cohorts to Grade I and V By Parent’s Occupation

• On the other hand, the gap between students flow from Grade I to V of

agriculture and non-agriculture parental occupation is visible in 2003 cohort.

Student Flow and Ethnicity The flow of students’ cohort of different ethnicity is presented in the following section. The ethnicity of the students is categorized in four categories for the analysis namely Dalit, Janajati, Muslim and others.

Dalit Student Flow The flow of dalit students of the three cohorts is shown in this section.

Table 38: Flow of Dalit Students Cohort 2002 Year Grade I Grade II Grade III Grade IV Grade V

2002 437(100)

2003 219

(50.1)

2004 128

(29.3)

2005 103

(23.6)

2006 72


• Fifty percent of dalit students progressed from Grade I to II in the 2002 cohort, however only 17 percent could make up to Grade V without repeating any grades in five years.


Table 39: Flow of Dalit Student Cohort 2003 Year Grade I Grade II Grade III Grade IV Grade V

2003 414 (100)

2004 175(42.3)

2005 111 (26.8)

2006 90 (21.7)

2007 62


• In the year 2007 almost 15 percent of students who enrolled in Grade I as a new entrant in the year 2003 reached to Grade V in 2007 without repeating any Grade.

Table 40: Flow of Dalit Students Cohort 2004 Year Grade I Grade II Grade III Grade IV Grade V

2004 558 (100)

2005 240 (43.0)

2006 167 (29.9)

2007 126 (22.6)

2008 96


• The flow of Dalit student in 2004 cohort show improvement by 2 percent compared to the 2003 cohort, but still a low percentage point, i.e., 17 percent.

Janajati Student Flow The Janajati student flow of cohorts is shown in following tables.

Table 41: Flow of Janajati Student Cohort 2002 Year Grade I Grade II Grade III Grade IV Grade V

2002 1220(100)

2003 634

(52.0)

2004 407

(33.4)

2005 327

(26.8)

2006 270


FRP Report 37 42

• Fifty two percent of the Janajati students progressed to Grade II of the same cohort and 22 percent reached Grade V.


2003 1045(100)

2004 561(53.7)

2005 374 (35.8)

2006 308 (29.5)

2007 210


• Compared to previous cohorts, the percentage of Janajati students of cohort 2003 reaching Grade V decreased by 2 points.


2004 1261(100)

2005 756 (60.0)

2006 573 (45.4)

2007 427 (33.9)

2008 348(27.6)


• The flow of Janajati students of 2004 cohort shows more than 5 percent higher flow than 2002 cohort and about 7 percent higher than that of 2003 cohort.

Muslim Student Flow The flow of Muslim ethnic group of three cohorts is presented in the tables.

Table 44: Flow of Muslim Student Cohort 2002 Year Grade I Grade II Grade III Grade IV Grade V

2002 119(100)

2003 49

(41.2)

2004 23

(19.3)

2005 17

(14.3)

2006 15



• About 13 percent of Muslim students reached Grade V in five consecutive years.

• The percentage of Muslim students upgraded to Grade II is around 41 percent, which is the lowest of all ethnicity.


2003 103 (100)

2004 45(43.7)

2005 34 (33.0)

2006 30 (29.1)

2007 22


• The percentage of Muslim students reaching Grade V is increased to more than 21, which is about 8 points higher than 2002 cohort.


2004 122 (100)

2005 74 (60.7)

2006 56 (45.9)

2007 48 (39.3)

2008 42


• The Muslim student flow has remarkably gone higher by reaching 34 percent survival rate to Grade V compared to previous two cohorts.

• The Muslim student flow shows significant improvement over three-year period.

Student Flow of Other Caste Group The student flow of the three cohorts of students of other caste group (which is basically Brahmin and Chhetri as categorized by the CENSUS 2001, Central Bureau of Statistics, and Nepal) is depicted in following tables:

FRP Report 37 44

Table 47: Flow of Other Student Cohort 2002 Year Grade I Grade II Grade III Grade IV Grade V

2002 813(100)

2003 428

(52.6)

2004 262

(32.2)

2005 210

(25.8)

2006 172


• The highest percentage among all ethnicity who upgraded from Grade I to II is other caste group which includes Brahmin and Chhertri.

• The percentage of students of this caste group reaching Grade V in five years is around 21.


2003 695 (100)

2004 337(48.5)

2005 246 (35.4)

2006 204 (29.4)

2007 158


• The flow of students of other caste group progressed to Grade V in five years reached to 23 percent in the cohort 2003.


2004 758 (100)

2005 418 (55.1)

2006 306 (40.4)

2007 234 (30.9)

2008 184


• The students from other caste group; more than 24 percent reached Grade V without repeating any grades in five consecutive years.


Comparison of Student Flow Progress of Three Cohorts by Ethnicity Student flow progress from Grade I to V of different ethnic/caste groups over a three period is shown in Table 50.

Table 50: Flow of Student By Ethnic Groups

Ethnic Group 2002 2004 Gain

Dalit 16.5 17.2 0.7

Janajati 22.1 27.6 5.5

Muslim 12.6 34.4 21.8

Others 21.2 24.3 3.1

• Muslim students of 2004 cohort have achieved impressive gain of more than 21 percent in student flow to reach Grade V as compared with the student flow of 2002 cohort.

• Janajati student flow has improved by more than 5 percent in the case of 2004 cohort as against the student flow of 2002 cohort.

Section Summary • Students whose parental educational attainment is SLC demonstrated higher

percentage of student flow, both Grade I to II and Grade I to V, than those of students whose parents are illiterate or above SLC educational status.

• Students whose parental occupation is other (non-agricultural) demonstrated higher percentage of student flow than those of students whose parental occupation is agriculture.

• Dalit students’ flow rates to Grade V remain extremely low in all three cohorts, ranging from 14.9 percent in 2003 to 17.2 percent in 2004.

• Janajati student flow rate has demonstrated remarkable improvement from 22 percent in 2002 cohort to 27.6 percent in 2004 cohort.

• Muslim students have achieved impressive gain in student flow rate, from 12.6 percent (2002 cohort) to 34.4 percent (2004 cohort).

Data validation in a sample school

FRP Report 37 46

Promotion The promotion rate of students from Grades I to V by successfully completing each grade is analyzed in this section.

Promotion of Students The percentage of flow of students from one grade to another successive grade is presented in the following table.

Table 51: Percentage of Promotion by Grade

2002 2003 2004

Grade I to II 51.4 49.5 55.1

Grade II to III 61.7 68.4 74.1

Grade III to IV 80.1 82.6 75.8

Grade IV to V 80.5 71.5 80.2

• It shows that the promotion rate of the students from Grade I to II is about 50 percent in 2002 and 2003 cohorts and the percentage increased by 5 points in the 2004 cohort.

• The percentage of students’ promotion from Grade II to III is found to have increased from about 62 percent in 2002 cohort to 74 percent in 2004 cohort.

• From Grade III to IV the percentage of students promotion increased almost three points from 2002 to 2003 cohort, however it decreased by almost 7 points from 2003 to 2004 cohort.

• The percentage of student promotion from Grade IV to V in 2002 and 2004 cohorts is around 80 percent, however it is about 72 percent in case of the 2003 cohort.

Correlation of Promotion of Students with Selected Variables The schools ranking in top 15 in terms of promotion percentage were taken as high and the schools ranking in bottom 15 were taken as low.

Promotion of Students and Number of Trained Teachers The schools with more than 50 percent trained teachers were taken as the high category schools and rest with less than 50 percent trained teachers were taken as low category schools for the analysis.

Table 52: Promotion of Students and Trained Teacher in Three Cohorts

2002 Trained Teacher



Promotion Low (L)

High (H)

Promotion Low (L)

High (H)

Promotion Low (L)

High (H)

High (H) 8 7 High (H) 9 6 High (H) 10 5

Low (L) 8 7 Low (L) 7 8 Low (L) 9 6

Ø = 0.00 Ø = -0.13 Ø = -0.07


• It shows that there is no correlation in the promotion of students and the trained teachers in 2002 cohort.

• In 2003 and 2004 cohorts shows a negative but a weak correlation between promotion of students and the trained teacher.

Promotion of Students and Availability of Library The library facility available in the schools is another factor analyzed for the flow of the students.

Table 53: Promotion of Students and Library Facilities in Three Cohorts

2002 Library 2003 Library 2004 Library

Promotion Low (L)

High (H)

Promotion Low (L)

High (H)

Promotion Low (L)

High (H)


Low (L) 11 4 Low (L) 7 8 Low (L) 8 7

Ø = 0.07 Ø = -0.07 Ø = -0.35

• In 2002 and 2003 cohorts the availability of library facilities has shown a very weak positive and negative correlation with the student promotion flow respectively.

• There is a negative but weak correlation between the availability of library facilities and student promotion flow.

Promotion of Students and STR STR is also considered as one of the factors that affects the teaching-learning in the schools. The schools with STR 30:1 were taken as high category schools for the analysis.

Table 54: Promotion of Students and Student Teacher Ratio in Three Cohorts

2002 STR 2003 STR 2004 STR

Promotion Low (L)

High (H)

Promotion Low (L)

High (H)

Promotion Low (L)

High (H)


Low (L) 13 2 Low (L) 13 2 Low (L) 13 2

Ø = 0.42 Ø = 0.36 Ø = 0.30

• The student teacher ratio has shown a positive but weak correlation with the promotion flow of students.

Section Summary

• The promotion rate of the students from Grade I, II and IV are in an increasing trend.

• The percentage of trained teachers available in the school has lesser role in the promotion of the students.

• The availability of library facilities has shown lesser role in the promotion of students in later cohorts.

FRP Report 37 48


Data verification in a sample school

Data verification during the workshop

Presentation during the workshop

Orientation during the workshop


Repetition The grade repetition of the students each year is analyzed in this section.

Repetition of Student The percentage of the students who repeated the grades is presented in the following table.

Table 55: Percentage of Repeaters by Grade 2002 2003 2004 Grade I to II 42.6 28.1 32.6 Grade II to III 21.4 11.4 16.6 Grade III to IV 13.5 10.3 14.2 Grade IV to V 11.6 12.2 12.2

• It is noticeable that the percentage of the grade repeaters from Grade I to II is high as almost 43 percent in 2002 cohort and it declined by almost 15 percent in 2003 cohort, however the percentage again raised by 5 percent in 2004 cohort.

• Similarly, the percentage of grade repeaters from Grade II to III is around 21 percent in 2002 cohort and it dropped to 11 percent in 2003 cohort and again raised by 6 points in 2004 cohort.

• The percentage of grade repeaters from Grade III to IV is around 14 percent in the cohorts or 2002 and 2004; however the percentage is around 10 percent in 2003 cohort.

• There is about 12 percent grade repeaters from Grade IV to V in all three cohorts

Correlation of Grade Repetition with Selected Variables The effect of the above mentioned factors on the status of student repetition is presented in this section. The schools were ranked in top and bottom 15 schools based on the percentage of repeaters. The schools with low student repetition were taken as top schools and schools with high student repetition were taken as bottom schools. The schools with more than 50 percent trained teachers were taken as high category and rest as low category.

Repetition of Students and Number of Trained Teachers The percentage of trained teachers and repetition of students is analyzed in the following section.

Table 56: Repetition of Students Trained Teachers in Three Cohorts




Repetition Low (L)

High (H)

Repetition Low (L)

High (H)

Repetition Low (L)

High (H)

High (H) 9 6 High (H) 10 5 High (H) 9 6 Low (L) 11 4 Low (L) 10 5 Low (L) 4 11 Ø = 0.14 Ø = 0.00 Ø = - 0.34

FRP Report 37 50

• There is a positive but weak correlation between student grade repetition and trained teachers in 2002 cohort. However there is no correlation in 2003 cohort and negative but weak correlation in 2004 cohort.

Repetition of Students and Availability of Library The availability of library in schools and its relation on the student repetition is presented below.

Table 57: Repetition of Students and Availability of Library Facility in Three Cohorts


Repetition Low (L)

High (H)

Repetition Low (L)

High (H)

Repetition Low (L)

High (H)


Low (L) 11 4 Low (L) 7 8 Low (L) 7 8

Ø = 0.14 Ø = 0.07 Ø = 0.14

• The above analysis of Ø values shows that there is a little or no association between the repetition of students and the availability of library facilities in the library in all three cohorts.

Repetition of Students and Student Teacher Ratio The following analysis shows the correlation between repetition of the students and student teacher ratio.

Table 58: Repetition of Students and Student Teacher Ratio in Three Cohorts

2002 STR 2003 STR 2004 STR

Repetition Low (L)

High (H)

Repetition Low (L)

High (H)

Repetition Low (L)

High (H)


Low (L) 5 10 Low (L) 5 10 Low (L) 12 3

Ø = - 0.27 Ø = - 0.07 Ø = 0.00

• There is no relation between repetition of students and the student teacher ratio in 2004 cohort. However, there is negative and weak correlation between repetition of students and the student teacher ratio in 2002 and 2003 cohorts.

Section Summary • The grade repetition in Grade I is improving and it is constant in other grades

in the three cohorts.

• The schools with more than 50 percent trained teacher have less significant effect in reducing the grade repetition of students.

• There is a little or no association between the repetition of students and the availability of library facilities in the library in all three cohorts.

• There is no significant effect of student teacher ratio in the percentage of student repetition in these sample schools.


School Leavers The students who left the sample schools are termed as school leavers in this analysis. The school leavers of the sample schools may or may not be system dropouts.

School Leaver Students The percentages of the school leaver students in the given three cohorts are presented in the table below.

Table 59: Percentage of School Leavers by Grade 2002 2003 2004 Grade I to II 6.0 22.3 12.3 Grade II to III 17.0 20.2 9.3 Grade III to IV 6.3 7.1 10.1 Grade IV to V 7.9 16.3 7.5

• It shows that the percentage of the school leavers from Grade I to II is highest reaching 22 percent among the three cohorts in 2003 cohort and lowest being 6 percent in 2002 cohort.

• The school leavers’ percentage is maximum up to 20 percent in 2003 cohort in proceeding from Grade II to III, however this has decrease to 9 percent in 2004 cohort.

• The percentage of school leavers from Grade III to IV shows increment from 6 percent to 10 percent from 2002 to 2004 cohort.

• The percentage of school leavers from Grade IV to V is about 8 percent in 2002 and 2004 cohorts, but the percentage doubled in the 2003 cohort.

Correlation of School Leavers with Selected Variables The schools with more than 50 percent trained teachers were categorized as high category schools for this analysis.

School Leavers and Number of Trained Teachers The correlation of the school leavers and the number of trained teachers in presented in the following section.

Table 60: School Leaver Students and Trained Teacher in Three Cohorts




Leavers Low (L)

High (H)

Leavers Low (L)

High (H)

Leavers Low (L)

High (H)


Low (L) 8 7 Low (L) 11 4 Low (L) 10 5

Ø = - 0.21 Ø = - 0.07 Ø = 0.40

• There is weak and negative correlation between school leavers and trained teachers in 2002 and 2003 cohorts. However there is positive but weak correlation in 2004 cohort.

FRP Report 37 52

• In 2004 cohort the number of school leavers is lesser in the schools where there are more trained teachers compared to 2002 and 2003 cohorts.

School Leavers and Availability of Library The availability of library and its effect in the school leavers is analyzed in this section.

Table 61: School Leaver Students and Availability of Library Facilities in Three Cohorts


Leavers Low (L)

High (H)

Leavers Low (L)

High (H)

Leavers Low (L)

High (H)


Low (L) 7 8 Low (L) 5 10 Low (L) 7 8

Ø = - 0.20 Ø = - 0.20 Ø = - 0.13

• There is a weak but negative correlation between the school leavers and the availability of library facilities in the schools.

School Leavers and Student Teacher Ratio The relation between student teacher ratio and the school leavers is analyzed in this section.

Table 62: Promotion of Students and Student Teacher Ratio in Three Cohorts

2002 STR 2003 STR 2004 STR

Leavers Low (L)

High (H)

Leavers Low (L)

High (H)

Leavers Low (L)

High (H)


Low (L) 7 8 Low (L) 7 8 Low (L) 12 3

Ø = - 0.20 Ø = - 0.06 Ø = 0.22

• There is a weak but positive correlation between school leavers and student teacher ratio in 2004 cohort.

Section Summary

• The school leaver from Grade I to II in 2003 cohort is significantly higher compared to other two cohorts.

• The number of trained teachers has gradual effect in reducing the school leavers.

• This shows that library facilities have lesser effect in reducing the school leavers.

• The student teacher ratio has a gradual effect in reducing the number of school leavers in these three cohorts.


Findings, Conclusions and Implications The findings, conclusions and implications of the study are presented in this section.

Findings Major findings of this study are mentioned below under three sub-headings.

Student Flow

• The student flow in primary grades exhibit steep decline from Grade I-II, tapering off in upper grades.

• The net flow rate from Grade I-V is dismally low at 21 percent.

• About 50 percent of Grade I Cohort progress to Grade II.

• The Cohort of 2004 shows a slight improvement from Grade II onward.

• Grade I promotion rate is around 50 percent and it gradually increases to 80 percent in Grade IV.

• The repetition rate is highest in Grade I (about 32 percent in 2004 cohort) and it drastically decreases to 16 percent in Grade II and 12 percent in Grade IV.

• School leaver presents an inconsistent pattern among three cohorts, with 2003 cohort exhibiting higher extent of school leavers (22 percent in Grade I, 20 percent in Grade II and 16 percent in Grade IV) than other cohorts.

Factors Associated with Student Flow

• The net flow of underage students from Grade I-IV is about 12 percent, dampening the flow rate of the whole cohort.

• The flow of underage student from Grade I-II is lower than that of correct age and over age students in all three cohorts.

• The flow rate of over age students from Grade I-II and I-V is higher than that of correct age and underage students for all three cohorts.

• The flow rate of girls’ students is higher than that of boys for all the three cohorts.

• Students with ECD experience demonstrate higher percent of student flow than those without ECD experience.

• Girl students with scholarship demonstrate higher percent of student flow than boys with scholarship.

• The student flow of urban schools is higher than that of students in rural schools.

• The Students whose parental educational background is school level education has demonstrated higher percentage of student flow from Grade I-II and I-V than those of with illiterate and above SLC parents.

• The students whose parental occupation is other (non-agricultural) exhibit slightly higher student flow than those of with agriculture as their parental occupation.

FRP Report 37 54

• The flow of Dalit students has remained consistently low at about 15 percent to 17 percent for three cohorts.

• Janajati and Muslim students have achieved impressive gains of 6 percent and 22 percent respectively, in student flow rate.

Correlation with Selected Variables

• The percentage of trained teachers available in the school has lesser role in the promotion of the students.

• The availability of library facilities has shown lesser role in the promotion of students in later cohorts.


• The schools with more than 50 percent trained teacher have less significant effect in reducing the grade repetition of students.

• There is a little of no association between the repetition of students and the availability of library facilities in the library in all three cohorts.

• There is no significant effect of student teacher ratio in the percentage of student repetition in these sample schools.

• The number of trained teachers has gradual effect in reducing the school leavers.

• This shows that library facilities have lesser effect in reducing the school leavers.

• The student teacher ratio has a gradual effect in reducing the number of school leavers in these three cohorts.

Conclusions Based on the findings of this study, major conclusions are presented below.

• The net student flow rates from Grade I to V have remained conspicuously low at about 20 percent for all three cohorts.

• With the lowest promotion rate, Grade I appear to be the most difficult hurdle for all three cohorts.

• Age appear to be a significant factor affecting student flow in primary grades. The student flow rate has remained proportional to the age of students, higher flow rate corresponding to overage children.

• The flow rate of girls is found lightly higher than that of boys in all grades.

• ECD experience leads to significant increment in student flow rate in primary grades.

• In general, scholarship for students leads to better student flow rate. The provision of scholarship for girls results in greater impact on student flow rate than that for boys.

• The lower the STR, the higher is the progression of students through primary grades.


• Dalit students require special care, support and incentive to raise their student flow rate to upper grades.

• STR has a positive impact on promotion, repetition, and school leaver rate.

Implications The findings of the study presented in previous sections and major conclusions of this study have several implications for policy formation and strengthening appropriate practices at the school level. The implications of this study are presented in two categories.

• Policy implications

• Strengthening local level practices

Policy Implications Lack of adherence to age-specific enrolment policy has led to a huge accumulation of off-age students Grade I. About two-third of children in Grade I are either underage or overage. This situation is unlikely to be rectified unless a clear policy direction and strict monitoring of policy implementation is in place.

Three factors related to the consolidation of age-specific enrolment policy are:

• Who is responsible for ensuring correct age participation in primary grades?

• Who is responsible for ensuring continued participation through primary grades? and

• Who is responsible for tracking student progress in each of primary grades and through the primary cycle?

Obviously, SMC is responsible for ensuring correct age participation in primary grades. However, for various reasons, school management is unable to put this seemingly simple system into practices. On one hand, lack of ECD provision for under age children push them to primary schools along with their older siblings. On the other, the school depends on the number of students, irrespective of their age and ability for its financial resources, since the provision of teacher and financial grant are tied to the actual count of the children in school. Hence, appropriate strategies to improve correct age participation include rapid expansion of community/school based ECD programs and strict adherence to providing financial grants and other incentives as per actual count of correct age children in primary grades.

Teachers and parents are primarily responsible for ensuring continual participation of children through primary grades. Unfortunately, the subject teaching system rather than grade teacher system, in primary school and indifferent parental attitude towards children’s regularity and continuity in school learning have an adverse impact on continual participation of children in one grade or through primary grades. As there is no single panacea to this problem, teachers and parents in each school should collaborate on identify casual factors and remedial measures to improve this grave situation in primary schools. Here is a worthy challenge for the PTA to address. The SMC should adopt a gradual transition from subject to grade teaching.

The School Management Committee (SMC) is responsible for monitoring student progression each of primary grades and through the primary cycle. The monitoring

FRP Report 37 56

of student participation and their learning levels is not a common practice in Nepal. As an integral part of quality control mechanism, the SMC should make the monitoring of student participation and progress a regular activity in the school calendar. As a starting point, the SMC can require every class make a monthly display of students’ regular participation in classroom activities. Similarly, the quarterly achievement test results along with student’s regularity index should be displayed in the classroom. On a monthly and quarterly basis, the PTA should review both participation rate and learning achievement level, and identify necessary actions to optimize continual participation and achievement levels.

Strengthening Local Level Practices Local level awareness raising and capacity building activities undertaken during the course of longitudinal study on system indicators reveal that the school and community are receptive toward establishing local data base on participation and completion level. However, they are in need of a regular and continued assistance to put the data base system in place and use the system in a participatory manner with the parents. In this connection, the following strategy and activities need to be adopted.

At the very beginning, it is important that a functional and effective partnership between the district/sub-district education officers and school personnel be established to design a simple system of tracking and monitoring student participation and progress through primary grades. The education officials and school management should be equally held responsible and accountable for the successful implementation of the student tracking and monitoring system.

A participatory process of designing classroom level regular attendance and progress tracking system should be developed with the participation of students as well as parents. Simple thing like students’ monthly attendance chart could be displayed in the classroom.

In order to track irregular students outside the school, parental assistance should be solicited. Students’ club and PTA could play a very constructive role in tracking irregular students and bringing them into mainstream.


Trend Analysis Report

FRP Report 37 58

Executive Summary

Longitudinal Study on System Indicators is one of the many activities of Formative Research Project for Education for All 2004-09. The collection, analysis and interpretation of statistical information on periodic progress of specific indicators of EFA programs are the major focus of the longitudinal study.

The main objective of the study is to provide research-based information on the indicators on a periodic basis to the MoE.

This study basically seeks information that focuses on the “WHAT” aspects of program activities by using the selected indicators.

The MoE has set the targets on eighteen indicators pertaining to EFA 2004-09 for the monitoring purpose. Based on these eighteen indicators, 43 indicators have been derived for the study.

Major Findings There is a uniform increment in the enrolment of students in primary grades during the study period. However, the classroom space per student in the primary grades is generally less than the national norm of 1 sq. m. in primary level. The classroom space available in the schools is not adequate for the students enrolled.

The STR is found to be in an increasing trend and the expenditure per student is in a decreasing trend.

The percentage of new entrants with ECD/Pre-primary education is very steady below 20 percent during the period of the study. About half of the students in Grade I are over-aged. Majority of the students’ date of birth is available in the school records.

The GPI of the students in the primary schools is in an increasing trend. This shows that the percentage of girls is higher than boys in the school in the primary grades.

The promotion rate of Grade V is the highest among all the primary grades. The rate gradually down fall in the lower grades making the Grade I promotion rate the lowest among the primary grades. However the promotion rates of all the primary grades are in an increasing trend including Grade I.

The trend line shows that the internal efficiency of the primary education shows a steep rise during the study period. The students’ survival rates to Grade V have also steeped up in the sample schools during this study period.

The GPI of the primary teachers in the sampled schools show an increasing trend. There is stability in the composition of the teachers by their ethnicity over the period of the study time in the sample schools. The majority of the teachers are Brahmin/Chhetri and the Janajati and Dalit and a very few teachers are from the Muslim community.

The percentages of the teachers with the qualification of Intermediate and Bachelor level are found to be in an increasing trend in the schools. The percentage of teachers with teacher training certificate shows an increasing trend. The percentage of teachers with teaching licence steeped up from base year to the consecutive years.


Recommendations The school level data keeping, analysis reporting and use in the planning need to be consistent all the school by strengthening the system and cerate feel of ownership among the stakeholders.

The percentage of new entrants with ECD/Pre-primary education is very stagnantly low during the period of the study. This indicates the policy and the programs to increase the percentage of ECD graduates prior to enrolment in Grade I needs to be reviewed to meet the target. This will also help to reduce the number of over-aged students who occupy the major part in Grade I.

The concerned stakeholders need to give emphasis to increase the classroom space, besides the quality education. The increase in students’ enrolment and decrease in per student class room space have adverse effect in the teaching learning. The increase in student enrolment has also a negative effect in the STR.

The internal efficiency and the survival rates to Grade V of the primary education show a steep rise during the study period. The PRD rates in upper primary grades are comparatively satisfactory than the lower primary grades. In order to improve this situation the lower primary grades, in particular Grade I need to be given more attention.

The teachers from so called “lower cast” and Muslim community need to be encouraged to participate in the education sector.

The increase in the percentages of the teachers with the qualification above SLC indicates that the teachers should be encouraged to pursue higher education.

The schools should be encouraged and given resources to establish and run the libraries with the resources accessible to the students.

The average score of the students in is highest in Nepali subject and lowest in Mathematics in Grade V. However the average scores are below fifty in all the subjects, therefore, initiatives should be taken to increase the average scores in all the subjects and in particular the Mathematics subject.

FRP Report 37 60

Introduction One of the key activities of the FRP for Education for All 2004-09 is Longitudinal Study on System Indicators (LongSIS). The longitudinal study has been designed to supplement the project with statistical information on periodic progress of specific indicators of EFA programs. It is an important component of FRP which aims to bring forth information required for the MoE on planning, implementation, monitoring and management of EFA 2004-09.

The information generated through the overall project activities of FRP has provided reference for regular monitoring of the planning and policy implementation. It is important for FRP to provide MoE with two distinct kinds of research-based information—(i) key issues and questions pertaining to planning, implementation and management of EFA 2004-09 and (ii) regular periodic information on system indicators.

The LongSIS basically seeks information that focuses on the “WHAT” aspects of program activities by using the selected indicators, where as the in-depth studies basically focus on the “WHY”. In this sense, the former, by and large, generates key research questions for the latter.

As in the first phase of FRP for BPEP II, the LongSIS has been continuously providing periodic information on attainment of targets pertaining to EFA 2004-09. The in-depth studies, on the other hand, have continued providing qualitative information to support the findings of the LongSIS. The system indicator information also serves the purpose of monitoring progress of EFA programs.

The government has set the targets on eighteen indicators pertaining to EFA 2004-09 for the monitoring purpose. The periodic attainments and the targets of the EFA indicators published by MoE are presented in Table 1.

Table 63: Periodic Attainment of Targets Pertaining to 18 Indicators of EFA 2004-09 SN Indicators 2002 2003 2004 2005 2006 2008 2009 2015

1 Gross enrolment rate of Early Childhood Development/Pre-primary

19.8 19.9 39.4 69.9 41.4 63.4 51 80

2* Percentage of new entrants at grade 1 with ECD

9.6 7.7 10.9 11.1 18.3 36.2 60 80

3 Gross intake rate at grade 1 (GIR) 101.3 117.1 126 148.1 148.1 147.7 110 102

4 Net intake rate at grade 1 (NIR) 74 76.1 95 98

5 Gross enrolment rate (GER) 118.4 126.7 130.7 145.4 138.8 142.2 104 105

6 Net enrolment rate (NER) 82.4 83.5 84.2 86.8 87.4 91.1 96 100

7 Percentage of gross national product channeled to primary education sub-sector

2 1.9 2.24 2.3 2.5


SN Indicators 2002 2003 2004 2005 2006 2008 2009 2015

8 Percentage of total education budget channeled to primary education sub-sector

60 61 60 65

9* Percentage of teachers with required qualification and training

17.4 30.5 45 60.0 67.1 99 100

10* Percentage of teachers with required certification

99 100

11* Pupil teacher ratio 35.7 35.8 39.7 49.1 45.2 43.8 37 30

12 Repetition rate

12.1* Grade 1 36.8 34 30.4 28.3 10 10

12.2* Grade 5 11 13.5 11.5 7.3 3 8

13* Survival rate to Grade 5 67.6 60 76.2 79.1 80.3 73.4 85 90

14* Coefficient of Efficiency 57.2 83 80

15 Percentage of learning achievement at Grade 5

15.1* Nepali 55.8 60 80

15.2* Mathematics 33.3 60 80

15.3* Social Studies 61.1 60 80

15.4* English 44.8 60 80

15.5* Environmental Sc. and Health Education

67.3 60 80

16 Literacy rate (Based on 2001 for 2002)

16.1 Age group 15-24 70 70 82 95

16.2 Age group 6+ years 54 54 63 76 90

17 Adult literacy rate (15+ years) 48 48 52 66 75

18 Literacy gender parity index (15+

years) 0.6 0.6 - 0.9

Source: MoE, Nepal (Note: Year 2009 and 2015 are targets)

Note: The indicators with * sign with SN are also the indicators of the study

Objectives The specific objectives of this study are as follows:

1. To review and determine basic system indicators related to EFA 2004-09.

FRP Report 37 62

2. To collect data on the basic system indicators as well as related information periodically.

3. To make progress analysis on six major components and related indicators of EFA 2004-09.

4. To provide research-based information on Basic Indicators of EFA 2004-09 to MoE for attainment of targets pertaining to EFA 2004 -09.

5. To help evolve improved data keeping system in schools and local level by building capacity for the improvement of EMIS at school/local level.

6. To suggest on reviewing program implementation strategies.

Focus on EFA Indicators in Study Design The original set of 40 system indicators developed through the rigorous consultation process required re-adjustment to suit the EFA national framework of action and targets. Accordingly the indicators have been revised in consultation with the MoE/DoE and other relevant stakeholders. It was also felt necessary to include indicators that sought community level information (e.g. number of school-aged children in the school catchments or related VDC). The revised set of 43 indicators is listed in the Annexes.

Methodology The methodology applied for the Trend analysis study was the same as that of Cohort analysis. Refer to the methodology for cohort analysis from page 2 to 7.


Trend Analysis of Selected Indicators’ Progress towards Meeting the Target

Trend analysis is one of the major tools used in the longitudinal studies for the data analysis. The trend analysis of the pertinent indicators over a period of time (2002-2008) is done in this section.

Access In this section the indicators related to the access to education are analyzed.

Student Enrolment in Primary Grades The enrolment of the students in primary grades is analyzed in this section. The number of students enrolled in primary grades in the year 2002 is taken as base year for the trend analysis. By taking the total number of students enrolled in primary grades as 100 percent in the year 2002, the trend of student enrolment in the consecutive years is analyzed.

Figure 22: Enrolment Growth Pattern (2002 as base year)

50.060.070.080.090.0

100.0110.0120.0130.0140.0150.0

2002 2003 2004 2005 2006 2007 2008

Student enrolment pattern

Student enrolment pattern Linear (Student enrolment pattern)

The enrolment of students in all primary grades has a steep down fall in the year 2005. Though the enrolment growth pattern dropped by about 11 percent in 2005 and again jumped to 114 and 119 percent in the years 2006 and 2007 respectively. The enrolment again dropped to about 112 percent in the year 2008.

The enrolment trend shows that the enrolment growth pattern is uniformly increasing from the base year for all other years.

Per Student Classroom Space The classroom space available for a student in a classroom may also affect the teaching and learning activities in the schools. The government has a national norm of 10.8 sq. ft (1 sq. m) classroom space per student at primary level.

FRP Report 37 64

Figure 23: Per Student Classroom Space in Square Feet

0.0

2.0

4.0

6.0

8.0

10.0

2002 2003 2004 2005 2006 2007 2008

Per student classroom space in Primary grades (sq.ft.)

Primary Linear (Primary)

The per student classroom space in the year 2004 seem comparatively high in all primary grades, however this is also less than the national norm. The classroom space available in the schools is not adequate for the enrolled students.

The trend line shows that per student classroom space in primary grades is in decreasing trend.

Student Teacher Ratio Students’ teacher ratio is the core EFA indicators for identifying the needs of number of teachers’ input in the education system.

The STR of the sample school for the year 2008 is 36:1, however the DoE data show STR in Nepal is 44:1 in the same year (see Table 1). STR in mountain is 24:1, hill is 28:1, tarai is 47:1 and Kathmandu valley is 33:1 in the year 2008.

Figure 24: Student Teacher Ratio

0.010.020.030.040.050.060.070.080.090.0

100.0

2002 2003 2004 2005 2006 2007 2008

STR by geological regions

Mountain Hill Tarai Valley Total Linear (Total)

Figure 3 revealed that student teacher ratio do not have any consistent pattern in sample school over the period of time. The ratio increased from the year 2004


onwards with highest of 40:1 in the year 2005. The trend line shows that the STR is in an increasing trend.

School Visit by RP, SS and DEO The regular visits by stakeholders create an environment of interaction with school personnel, sharing of new ideas and perception for overall development of the school. Also schools are timely informed about the government policy and programmes. The average visits by different personnel in the schools are presented in Figure 4.

Figure 25: Average Number of Visits by Stakeholders

012345678

2002 2003 2004 2005 2006 2007 2008

School visits by different personnel

RP SS DEO SMC Others Total Linear (Total)

In this regard, average visits in total is consistent about 2 times per year throughout the study period, however it has decreased in the years 2007 and 2008.

The average visits by the stakeholders to the schools are highest in the year 2004 and then 2006.

The visits by SMC are consistently higher compared to all other stakeholders. It reached to its peak to about 7 times per year in the year 2004. Since, the SMC members are from the same community their monitoring visits in schools is very much critical one. The visits are not consistent through out the study period. The RP’s visits was in an average more than twice a year till 2004, however it decreased since then except in the year 2006. Similarly, DEOs have made very low monitoring in the school through out the period.

The trend line shows that the average visits by overall stakeholders in the sample schools are in a decreasing trend.

Per Student Expenditure The expenditure on individual child in the schools has not changed significantly since 2002. The expenditure dropped by 5 percent in the year 2004 compared to the base year 2002. However the percentage rise up by 11 percent in the year 2005 and dropped by around 12 percent in the year 2007.

FRP Report 37 66

Figure 266: Trend of Per Student Expenditure

0.0

20.0

40.0

60.0

80.0

100.0

120.0

2002 2003 2004 2005 2006 2007

Per Student Expenditure

Participation There are various indicators to measure the participation of children in the education. In this section some pertinent indicators of participation is discussed.

Grade I entrants with ECD The percentage of student who enrolled in Grade I with prior pre-primary/ECD experience is analyzed in this section.

Figure 27: Percentage of New Entrants with ECD in Grade I

0.010.020.030.040.050.060.070.080.090.0

100.0

2002 2003 2004 2005 2006 2007 2008

Enrolment in Grade I with ECD experience

Boys Girls Total Linear (Total)

The percentage of new entrants with ECD/Pre-primary education in Grade I is below 20 percent during the period of the study. There is no major difference in the percentages of girls and boys in this regard.

The percentage of new entrants with ECD/Pre-primary education in Grade I is almost consistent over the period of time.

The second indicators of 18 EFA indicators is the percentage of new entrants at grade I with ECD (see Table 1). It shows that in 2008 the percentage is 36 and the target for


2009 and 2015 are 60 and 80 percent respectively, however the study data shows in the year 2008 there is only around 13 percent new entrants in Grade I with ECD.

Age Distribution in Grade I Intake The date of birth is mandatory for the students at the time of enrolment in the schools, however a very few percentages of student’s date of birth are still missing. This is because of the lack of awareness among the parents. The schools also are not being able to make the parents to register the date of birth of their children.

Figure 28: Composition of students in Grade I by age

0.0%20.0%40.0%60.0%80.0%

100.0%

2002 2003 2004 2005 2006 2007 2008

Age wise composition of students in Grade I

Under Age Correct Age Over Age NA

The pattern of the composition of the students in Grade I shows that only about 27 percent students are of correct age, whereas more than half of the students are over aged. There are about 17 percent under aged students and about 4 percent students’ date of birth is not available in the school records. The consistency followed the same pattern over the years; however the percentage of student with no date of birth reported has increased by about 8 to 11 percent in the later two years.

GPI of Students The gender parity index (GPI) of students shows the composition of students by gender. In this section the GPI of the students in primary grades of the 62 sample schools of 16 districts is presented over time.

Figure 29: Gender Parity Index of Students of Primary Grade

0.500.600.700.800.901.001.101.201.301.401.50

2002 2003 2004 2005 2006 2007 2008

GPI of Students

GPI of Students Linear (GPI of Students)

FRP Report 37 68

GPI of students is more than one from the years 2004 and 2005 onwards and it increased and reached to 1.06 in the year 2008. This implies that enrolment of girls in primary schools has out numbered the enrolment of boys after 2004. However the enrolment of boys was higher than enrolment of girls before the year 2004.

Special Education Type and Number of Students The government has conducted special education for the students with special needs. There is a provision of education for deaf, blind, mentally retarded, physically handicapped and multiple disabilities.

There are no deaf and blind students in the sample schools. There was one mentally retarded student studying in the year 2003. This number increased to three in the year 2004 and also one physically handicapped student got enrolled in the same year. There were all together six students with special needs, two mentally retarded and three physically handicapped boys and one physically handicapped girl in the year 2008.

Internal Efficiency The internal efficiency of the primary education is taken as one of the indicators to measure the effectiveness of the implemented programs. The efficiency is derived from the promotion, repetition and dropout rates. In this section dropout rate is rephrased as school leavers, since the student who left the sample school may not be system dropouts but may be they have transferred to other schools.

Promotion Rate The promotion rate is the proportion of pupils who have successfully completed a grade and proceeded to the next grade the following year.

Figure 30: Promotion Rates by Grades

0102030405060708090

100

2002 2003 2004 2005 2006 2007 2008

Promotion Rates by Grade

Grade I Grade II Grade III Grade IV Grade V

The figure shows the promotion rates of all the primary grades is highest in the year 2006 and lowest in the year 2005. The promotion rate of Grade V is highest at around


80 percent and Grade I is the lowest at around 60 percent among all the primary grades. The rate is in increasing trends from lower to higher grades.

The promotion rates of the Grade I students is in a continuously increasing trend except for the year 2005. The rate reached more than 60 percent in the year 2006 but it declined a bit in the consecutive years.

Repetition Rates The repetition rate is the proportion of pupils who repeat a grade once or twice. The repetition rate of grade g, year y is obtained by dividing repeaters of grade g, year y+1, by enrolment in grade g, year y.

Figure 31: Repetition Rates by Grades

0102030405060708090

100

2002 2003 2004 2005 2006 2007 2008

Repetition Rates by Grade


The repetition rates of all the primary grades are below 30 percent in all primary grades except in Grade I from the year 2006 onwards. The repetition rates of Grade I increased drastically from the year 2006. The repetition rate of Grade V is lowest at around 10 percent and Grade I is the highest at around 25 percent among all the primary grades. The rate of all grades is lowest in the year 2005.

The repetition rate at Grade I and V are two indicators of the 18 indicators of the EFA 2004-09. The periodic attainments and targets presented in Table 1 shows the repetition rate at Grade I is 28 and Grade V is 7 in the year 2008. The targeted repetition rate for the year 2009 is 10 and 3 percent respectively for the same grades.

The study data shows the repetition rate at Grade I and V in the year 2008 is around 40 and 16 percent respectively.

School Leaver Rates Instead of the term Drop out rates, the term Schools leaver rates is used in this study. The students who left the sample schools may not be actual drop outs. These students might be studying in some other schools and the answer to this question is beyond the scope of the study.

FRP Report 37 70

By definition the drop out rate is the proportion of pupils who leave the system without completing a given grade in a given school year.

Figure 32: School Leaver Rates by Grades

0102030405060708090

100

2002 2003 2004 2005 2006 2007 2008

School Leavers Rates by Grade


The figure shows the school leaver rates is in a decreasing trend for all primary grades less than five percent in the year 2008. In the year 2005 the school leaver rates of lower grades—Grade I, II and III is highest during the study period.

Internal Efficiency6 Internal Efficiency is one of the indicators of 18 EFA Indicators. In this context the study has analysed the seven years trend of the internal efficiency of the 62 sample schools.

Figure 33: Internal Efficiency of Primary Grades

0102030405060708090

100

2002 2003 2004 2005 2006 2007 2008

Internal Efficiency

6 The ideal (optimal) number of pupil-years required (i.e. in the absence of repetition and dropout) to produce a number of graduates from a given school-cohort for a cycle or level of education expressed as a percentage of the actual number of pupil-years spent to produce the same number of graduates. Input-output ratio, which is the reciprocal of the coefficient of efficiency, is often used as an alternative. N.B. One school year spent in a grade by a pupil is counted as one pupil-year.

http://www.uis.unesco.org/i_pages/indspec/efficiency.htm


The trend analysis of the internal efficiency of the primary grades of the sample schools shows an increasing trend during the study period. The efficiency rate was around 45 percent in the year 2002 and reached up to 66 percent in the year 2008. However, there are some declines in the year 2003 and 2005 in the internal efficiency rates.

The targeted internal efficiency coefficient for the year 2009 and 2015 are 83 and 80 respectively (see Table 1). The study data shows the internal efficiency of the year 2008 is 66 percent.

Survival Rate to Grade V The survival rate to Grade V is termed as the percentage of a cohort of students enrolled in Grade I of the primary level of education in a given school year who is expected to reach Grade V. This rate is one of the indicators of 18 EFA indicators.

Figure 34: Survival Rates to Grade V

0%10%20%30%40%50%60%70%80%90%

100%

2002 2003 2004 2005 2006 2007 2008

Survival rate to Grade V

The survival rate to Grade V shows an increasing trend in the given figure. The rate increased from 39 percent in the year 2002 to 84 percent in the year 2008. The rate is tipped down to around 30 percent in the year 2005.

The government target of the survival rate to Grade V for the year 2009 and 2015 are 85 and 90 percent respectively (see Table 1). The study shows that the rate is 84 percent in the year 2008. This reveals that the government has been able to attain the target.

FRP Report 37 72

Teachers and Teaching Learning Materials The qualifications of the teachers, trainings that the teachers get, composition of teachers in the schools and availability of the teaching materials are some of the factors analyzed in this section.

Teachers The factors related to teacher such as GPI of teachers in school, composition of teachers by caste, trainings, appointment type is analysed in this section.

GPI of Teachers The Gender Parity Index (GPI) of the teachers in the schools shows the composition of the teachers by gender.

Figure 35: Gender Parity Index of Teachers

0.500.600.700.800.901.001.101.201.301.401.50

2002 2003 2004 2005 2006 2007 2008

GPI of Primary Teachers

GPI of Primary Teachers Linear (GPI of Primary Teachers)

GPI of teachers is more than 1.0 is the best index assumed for gender parity. It implies that there is continual improvement on GPI of teachers. However there is a sudden decline in the GPI of teachers in the year 2008.

Figure 36: Percentage of Schools and Gender Parity Index of Teachers

020406080

1002002

2003

2004

20052006

2007

2008

Percentage of schools and GPI of primary teachers

Less than 0.5 0.5 to 1.0 More than 1.0 All female

The above figure shows that the schools with GPI more than 1 has increased from 40 percent in the year 2002 to 55 percent in the year 2008. The percentage of schools


with all female teachers has however decreased to 2 percent in the year 2008 from 7 percent in the year 2002.

Teachers and Ethnicity The composition of teachers by ethnicity in the 62 sampled schools of 16 districts is presented in this section.

Figure 37: Composition of teacher by ethnicity

0

20

40

60

80

100

2002 2003 2004 2005 2006 2007 2008

Composition of techers by ethnicity

Dalit Janjati Others Muslim

There is no major difference in the composition of the teachers by ethnicity throughout the study period in the 62 sample schools of 16 districts. The percentage of teachers of other ethnic group that is basically Brahmin and Chhetri is highest and percentage of Muslim and Dalit teachers is lowest among the ethnic groups. The composition of teachers of Janajati ethnic group is in an increasing trend ranging from 20 to 30 percent during the study period.

Teachers and Their Qualification The quality and status of schools’ learning and teaching environment is affected by the teachers’ qualification and trainings. In this section an analysis of teacher qualification and training is presented. The qualification of the teachers is also one of the 18 EFA indicators.

Figure 38: Percentage of Teachers with Qualification

0

20

40

60

80

100

2002 2003 2004 2005 2006 2007 2008

Teacher with qualification

Under SLC SLC Intermediate Bachelor+

FRP Report 37 74

SLC level is the minimum requirement for primary teaching grades so that most the teachers’ have acquired SLC level qualification. The percentage of SLC graduate is above 50 percent cut off points up to the year 2005. Then the percentage started falling in the following years reaching about 37 percent in the year 2008. Nevertheless, the percentages of teachers with Intermediate and Bachelor plus degree have increased the year 2003 upwards. The percentages of teachers with qualification under SLC has become almost zero by the year 2008. The teachers with qualification Intermediate, Bachelor and above are in an increasing trend where as the percentage of teachers with qualification up to SLC is in a decreasing trend.

Besides other education degrees, teachers with specialized education degree are also key factor for improvement of learning and teaching environment of schools. A picture of the percentages of teachers with qualification in specialized education is given in Figure 17.

Figure 39: Percentage of Teachers with Qualification in Education

0

2

4

6

8

10

12

2002 2003 2004 2005 2006 2007 2008

Percentage of teacher with qualification in education

I. Ed. B. Ed. M. Ed.

The percentage of teachers with education degree has increased from 7 percent in the year 2002 to around 21 percent in the year 2008. The percentage of teacher with I. Ed. is around 9, B. Ed. around 11 and M. Ed. around one percent in the same year. The percentage of the teachers in education degree is found to be in an increasing trend since the year 2005.

Teachers with Training Certificate The government has provided in-service teacher trainings for the teachers. The training certificate is provided to the teachers after completing the training, however in the initial years of this study, there were teachers who were trained but did not have the training certificates. The percentage of teachers with required certificate is also one of the core EFA indicators.


Figure 40: Percentage of Teachers with Teacher Training Certificate

0.0

20.0

40.0

60.0

80.0

100.0

2002 2003 2004 2005 2006 2007 2008

Percentage of teachers with teacher training certificate

Total Linear (Total)

The figure shows the trend of the percentage of teachers with teacher training certificate is in an increasing trend. However there is a sudden decline in the years 2007 and 2008. The percentage of teachers with teacher training certificate has gradually increased up until the year 2006. The rate has increased from 43 percent in the year 2002 to 91 percent in the year 2005 to down again to around 72 percent in the year 2008. The increment ratio on teacher training certificate for both male and female is high and maintained uniformity during the study period.

Teachers with Teaching License The education policy has made the teaching license a mandatory for the teachers to be eligible for teaching.

The percentage of teachers with teaching licence is presented in Figure 19.

Figure 41: Percentage of Teachers with License

0.0

20.0

40.0

60.0

80.0

100.0

2002 2003 2004 2005 2006 2007 2008

Percentage of Teachers with License

Total Linear (Total)

The teacher license policy and program became very popular since 2002. The above figure reveals that the percentage of teachers reached to 86 in the year 2006 from 2 percent in the year 2002. There is almost 85 percent increment in such license holder teaching force during the five years period in sample schools. It is quite interesting figure that both male and female has equally participated in receiving the permanent license program. It indicates that the governments’ policy to implement the permanent licence to primary teachers is successful.

FRP Report 37 76

Teaching learning Materials The teaching learning materials are essential for quality education. The students and the schools should have adequate number of teaching learning materials to improve the teaching learning environment. Availability of Text Books It was found that the textbooks were available to the students within the two weeks of the school session. Availability of Teaching Resources All the sample schools have the teaching resources such as curriculum, textbooks and other teaching resource materials for the teachers.

Availability of Library Availability of libraries is a key factor for improvement of students’ learning environment in the schools.

Figure 42: Availability of Library (Including Reading Space)

0.010.020.030.040.050.060.070.080.090.0

100.0

2002 2003 2004 2005 2006 2007 2008

Percentage of schools with library

Libraries Separate Library Rooms Reading Space Linear (Libraries)

The availability of libraries in 2002 was 22 out of 62 sample schools, which is almost 36 percent. Later on it increased up to 47 out of 62 schools, which is almost 76 percent in 2008. However, the numbers of schools with a library in a separate room are very low about 13 percent in initial year and improved up to 24 percent in the year 2006 and again reducing to about 16 percent in the year 2008. In the same vein, the reading space (such as library in a separate room, adequate space for bookshelves and other materials, enough space for students to do group works) in the school is also serious matter as it is about 13 percent in initial year and improved up to 21 percent in the year 2006 and reducing to about 19 percent in the year 2008.


Books in Library The books available in the school libraries were categorized as text books, reference books, and other books. Other books are basically story books, comics, donated books etc.

Figure 43: Availability of Books in the Library

0%

20%

40%

60%

80%

100%

2002 2003 2004 2005 2006 2007 2008

Availibility of books in the library

Textbooks Reference Books Others

There is no consistent trend found in the percentages of the books available in the libraries. The percentage of reference books in the libraries decreased noticeably from the beginning; however it again started increasing from 2007 onwards.

FRP Report 37 78

Learning Achievement The learning achievement score of the students is one of the major indicators of the quality education. The trend analysis is done for Grade V students’ achievement scores in five major subjects for three years is presented here. Analysis of the achievement scores of students in five major subjects—Nepali, Mathematics, Social Studies, English and Environment Science and Health Education—is presented below. This is also one of the indicators among the 18 EFA indicators.

Subject Achievement at Grade V In this section the student achievement scores in five major subjects – Nepali, English, Mathematics, Social Studies and Environment-- of Grade five is analysed.

0102030405060708090

100

Boy Girls Total Boy Girls Total Boy Girls Total Boy Girls Total Boy Girls Total

Nepali English Maths Social Environment

Average Scores of Grade V

2006 2007 2008

The average scores in the five major subjects of Grade V students in the year 2006 to 2008 are almost in the same pattern.

It was found that the average score of Nepali is highest (44) among the five subjects; however there was not much variation in the other subject except in Mathematics. In Mathematics the average score was around 37.

The average scores of girls were found higher than the scores of boys in all the three years in all the four subjects except in Mathematics.

The targeted achievement scores on the above mentioned five subjects in the year 2009 and 2015 are 60 and 80 respectively for all the subjects. The study data shows that the average scores in 2008 are: Nepali 44, Mathematics 37, Social Studies 41, English 41 and Environmental Science and Health Education 42. It reveals that the achievement scores of the students in Primary Grades are much lower than the targeted scores.


Major Findings The synthesis of the major findings is presented in this section.

The enrolment trend shows that the enrolment growth pattern is uniformly increasing from the base year to the consecutive years.

Per-student-classroom-space in the primary grades is generally less than the national norm. The classroom space available in the schools is not adequate for the students enrolled. The trend line shows that per-student-classroom-space in primary grades is in decreasing trend.

Per student expenditure is also found to be in a gradual decreasing trend compared to the base year.

The student teacher ratio is found to have irregular pattern however, the trend line shows that the STR is in an increasing trend.

The average visit of the SMC members in the schools is higher compared to visits made by other stakeholders. The trend line shows that the average visits by overall stakeholders in the sample schools are in a decreasing trend.

The percentage of new entrants in Grade I with ECD/Pre-primary education remained below 20 percent during the period of the study. The percentages of girls and boys in enrolled in Grade I with ECD experience is about the same.

The age-wise composition of the Grade I new enrolees showed that about half of the students in this grade is over-aged. For about 4 percent of students it was not possible to calculate their age due to the unavailability of their date of birth in the school records.

The GPI of the students in the primary schools is in an increasing trend. This shows that the percentage of girl students is higher than boy students in the school enrolment and retention in the primary grades.

There are a very nominal number of differently able students in the sampled schools during the study period.

The promotion rate of Grade V is the highest among all the primary grades. The rate gradually down fall in the lower grades making the Grade I promotion rate the lowest among the primary grades. However the promotion rates of all the primary grades are in an increasing trend including Grade I.

The repetition rate is in an increasing trend in all primary grades. Similarly the repetition rate of Grade I is the highest and Grade V is lowest among all the primary grades.

The dropout rates of the students in all grades have drastically dropped down in the last three years.

The trend line shows that the internal efficiency of the primary education shows a steep rise during the study period. This shows that the promotion rate of the primary grades has increased, repetition and dropout rates have decreased in the sample schools.

FRP Report 37 80

The students’ survival rates to Grade V have also steeped up in the sample schools during this study period.

The GPI of the primary teachers in the sampled schools show an increasing trend from 2002 to 2007, however in the GPI decreased in 2008. This shows the number of female teacher were low in the base year and the number started increasing in the consecutive years and in the final year the number suddenly dropped.

There is stability in the composition of the teachers by their ethnicity over the period of the study time in the sample schools. The majority of the teachers are Brahmin/Chhetri and the Janajati and dalits and a very few teachers are from the Muslim community.

The percentages of the teachers with the qualification of Intermediate and Bachelor level are found to be in an increasing trend. This has decreased the percentage of teachers with only SLC qualification. There are very few percentage teachers with qualification of Masters Degree. The teachers with qualification in Education degree are also found to be in an increasing trend.

The trend analysis shows that the percentage of teachers with teacher training certificate is in increasing trend. The percentage of teachers with teacher training certificate increased from 2002 and 2003 and remained stable for three years. But it dropped down again in the year 2006 and onwards.

The percentage of teachers with teaching licence steeped up from base year to the consecutive years.

The textbooks were available within the two week of the schools sessions to almost all primary grade students of the sample schools during the study period. Similarly the teaching resources were also available in the schools.

The percentage of schools with library is in an increasing trend. However the percentage of libraries setup in a separate room and availability of adequate space for reading is comparative low.

There is no definite pattern in the types of books available in the library. In the initial years of the study, the percentage of reference books was high and gradually the percentage decreased and again it increased in the later years.

The average scores of the students in the five major subjects are below 50. The student average achievement score in Grade V in five major subjects shows that the average score is highest in Nepali subject and lowest in Mathematics. Interestingly the average scores of girls are higher than the average scores of boys in four among five subjects. In Mathematics subject the average scores of boys is higher than girls.


Recommendations The recommendations derived based on the major findings is presented in this section.

The school level data keeping and the data analysis need to be consistent in all the school. The trainings provided by the concerned unit need to be reviewed to strengthen the school level data keeping, analysing, reporting and use. This can be done by making the stakeholders feel the ownership of the data and use it for planning.

In the beginning, the ECD centres established by private institutes are also counted to meet the target which has raised an issue of the quality of ECD inputs in the private and community based ECD centres. The input in private pre-primary education and community based ECD centres is very different. Also, there is an issue of continuation of community based ECD classes.

The percentage of new entrants with ECD/Pre-primary education is very stagnantly low during the period of the study. There is some gap in the central level policy and programs and implementation in the grassroots level. This indicates the policy and the programs to increase the percentage of ECD graduates prior to enrolment in Grade I needs to be reviewed to meet the target.

The majority of the students in Grade I are over-aged, this problem could only be resolved by increasing the number of students with ECD/pre-primary experience prior to enrol in Grade I.

The parents/guardians should be made aware about the importance of the date of birth of their children.

This indicates that the concerned stakeholders need to give emphasis on to increase the classroom space by infrastructure development, where the student enrolment is high. Similarly, the student enrolment has affected in the number of teachers in the schools as well as the expenditure per student. The number of teachers and per student expenditure should be increased to provide quality education. While determining the STR, the focus should be in the school than the national average.

In order to improve this situation the lower primary grades, in particular Grade I need to be given more focus. The emphasis should be given on the age, classroom management, teaching learning, evaluation, etc for Grade I students. However, the internal efficiency and the survival rates to Grade V of the primary education show a steep rise during the study period, the attention is needed in the overall primary grades.

The composition of the teachers in the schools by ethnicity and gender has shown consistency over the study period. The teachers from so called “lower cast” and Muslim community need to be encouraged to participate in the education sector.

The increase in the percentages of the teachers with the qualification above SLC indicates that the teachers should be encouraged to pursue higher education.

The schools should be encouraged and given resources to establish and run the libraries with the resources accessible to the students.

Initiatives should be taken to increase the average scores in all the subjects and in particular the Mathematics subject.

FRP Report 37 82

References CERID. (2003), Longitudinal Study on System Indicators. Kathmandu, Nepal: Author

CERID. (2004), Longitudinal Study on System Indicators. Kathmandu, Nepal: Author

CERID. (2005), Longitudinal Study on System Indicators. Kathmandu, Nepal: Author

CERID. (2007), Longitudinal Study on System Indicators, Cohort Analysis. Kathmandu, Nepal: Author

Department of Education. (2002). School Level Educational Statistics of Nepal. Sanothimi, Nepal: Author


Department of Education. (2004). Flash Report II. Sanothimi, Nepal: Author


Department of Education. (2005). Flash Report I and II. Sanothimi, Nepal: Author








Garrett, H. E. & Woodworth, R.S. (1981). Statistics in Education and Psychology. Bombay: Vakils, Feffer and Simons Ltd.

Ministry of Education and Sports. (1997). Basic and Primary Education Master Plan (1997-2002).Kaiser Mahal, Kathmandu, Nepal: Author

Ministry of Education. (2003). EFA Core Document. Kaiser Mahal, Kathmandu, Nepal: Author

Use of cohort analysis models for assessing educational internal efficiency, http://www.uis.unesco.org/i_pages/indspec/cohorte.htm


Annexes Correlations

P= Promotion of students R= Repetition of students

S= School leavers TT= Trained teacher

LB= Library SMC= School Management Committee formed

SIP= School Improvement Plan prepared PSE= Per Student Expenditure

STR=Student Teacher Ratio PTA= Parent Teacher Association formed

Promotion of Students and School Characteristics of 2002 Cohort P_02 TT_02 LB_02 SMC_02 SIP_02 PSE_02 STR_02 P_02 Pearson

Correlation 1 -.134 -.014 .116 -.110 .046 .161

Sig. (2-tailed) .301 .913 .371 .394 .725 .211 N 62 62 62 62 62 61 62TT_02 Pearson

Correlation -.134 1 .124 .046 -.044 .003 .033

Sig. (2-tailed) .301 .337 .724 .732 .979 .797 N 62 62 62 62 62 61 62LB_02 Pearson

Correlation -.014 .124 1 .095 .103 .031 .128

Sig. (2-tailed) .913 .337 .463 .424 .812 .322 N 62 62 62 62 62 61 62SMC_02

Pearson Correlation .116 .046 .095 1 -.092 .006 .094

Sig. (2-tailed) .371 .724 .463 .479 .961 .466 N 62 62 62 62 62 61 62SIP_02 Pearson

Correlation -.110 -.044 .103 -.092 1 .216 -.339(**)

Sig. (2-tailed) .394 .732 .424 .479 .095 .007 N 62 62 62 62 62 61 62PSE_02

Pearson Correlation .046 .003 .031 .006 .216 1 -.502(**)

Sig. (2-tailed) .725 .979 .812 .961 .095 .000 N 61 61 61 61 61 61 61STR_02

Pearson Correlation .161 .033 .128 .094 -.339(**) -

.502(**) 1

Sig. (2-tailed) .211 .797 .322 .466 .007 .000 N 62 62 62 62 62 61 62

** Correlation is significant at the 0.01 level (2-tailed).

FRP Report 37 84

Promotion of Students and School Characteristics of 2003cohort P_03 TT_03 LB_03 SMC_03 SIP_03 PSE_03 STR_03P_03 Pearson

Correlation 1 -.158 .021 .117 -.075 -.188 .103


Correlation -.158 1 .108 -.031 .141 .019 .166


Correlation .021 .108 1 -.124 .048 .037 .033

Sig. (2-tailed) .874 .403 .337 .716 .777 .797 N 62 62 62 62 61 62 62SMC_03

Pearson Correlation .117 -.031 -.124 1 -.115 .047 .040


Correlation -.075 .141 .048 -.115 1 -.157 .022

Sig. (2-tailed) .564 .277 .716 .377 .226 .869 N 61 61 61 61 61 61 61PSE_03

Pearson Correlation -.188 .019 .037 .047 -.157 1 -

.482(**) Sig. (2-tailed) .144 .884 .777 .717 .226 .000 N 62 62 62 62 61 62 62STR_03

Pearson Correlation .103 .166 .033 .040 .022 -.482(**) 1

Sig. (2-tailed) .425 .196 .797 .760 .869 .000 N 62 62 62 62 61 62 62



Promotion of Students and School Characteristics of 2004cohort P_04 TT_04 LB_04 SMC_04 SIP_04 PSE_04 STR_04 PTA_04P_04 Pearson

Correlation 1 -.086 .220 -.120 .074 -.023 .212 -.061

Sig. (2-tailed) .504 .086 .355 .573 .862 .098 .639 N 62 62 62 61 60 62 62 61TT_04 Pearson

Correlation -.086 1 -.285(*) -.040 .128 .046 .076 .197

Sig. (2-tailed) .504 .025 .759 .331 .725 .558 .129 N 62 62 62 61 60 62 62 61LB_04 Pearson

Correlation .220 -.285(*) 1 -.115 .181 .140 -.122 .140

Sig. (2-tailed) .086 .025 .377 .167 .278 .345 .281 N 62 62 62 61 60 62 62 61SMC_04

Pearson Correlation -.120 -.040 -.115 1 -.035 .042 -.071 .292(*)

Sig. (2-tailed) .355 .759 .377 .790 .749 .584 .023 N 61 61 61 61 59 61 61 61SIP_04 Pearson

Correlation .074 .128 .181 -.035 1 -.457(**) .032 .238

Sig. (2-tailed) .573 .331 .167 .790 .000 .810 .070 N 60 60 60 59 60 60 60 59PSE_04

Pearson Correlation -.023 .046 .140 .042

-.457(**

)1 -.136 .033

Sig. (2-tailed) .862 .725 .278 .749 .000 .291 .798 N 62 62 62 61 60 62 62 61STR_04

Pearson Correlation .212 .076 -.122 -.071 .032 -.136 1 .061

Sig. (2-tailed) .098 .558 .345 .584 .810 .291 .641 N 62 62 62 61 60 62 62 61PTA_04

Pearson Correlation -.061 .197 .140 .292(*) .238 .033 .061 1

Sig. (2-tailed) .639 .129 .281 .023 .070 .798 .641 N 61 61 61 61 59 61 61 61

* Correlation is significant at the 0.05 level (2-tailed).


FRP Report 37 86

Repetition of Students and School Characteristics of 2002 Cohort R_02 TT_02 LB_02 SMC_02 SIP_02 PSE_02 STR_02 R_02 Pearson

Correlation 1 .093 -.100 -.075 -.055 -.057 -.076


Correlation .093 1 .124 .046 -.044 .003 .033


Correlation -.100 .124 1 .095 .103 .031 .128

Sig. (2-tailed) .438 .337 .463 .424 .812 .322 N 62 62 62 62 62 61 62SMC_02

Pearson Correlation -.075 .046 .095 1 -.092 .006 .094


Correlation -.055 -.044 .103 -.092 1 .216 -.339(**)

Sig. (2-tailed) .669 .732 .424 .479 .095 .007 N 62 62 62 62 62 61 62PSE_02

Pearson Correlation -.057 .003 .031 .006 .216 1 -.502(**)

Sig. (2-tailed) .662 .979 .812 .961 .095 .000 N 61 61 61 61 61 61 61STR_02

Pearson Correlation -.076 .033 .128 .094 -.339(**) -.502(**) 1

Sig. (2-tailed) .555 .797 .322 .466 .007 .000 N 62 62 62 62 62 61 62



Repetition of Students and School Characteristics of 2003 Cohort R_03 TT_03 LB_03 SMC_03 SIP_03 PSE_03 STR_03 R_03 Pearson

Correlation 1 .076 -.083 -.033 -.001 .072 -.164


Correlation .076 1 .108 -.031 .141 .019 .166


Correlation -.083 .108 1 -.124 .048 .037 .033

Sig. (2-tailed) .522 .403 .337 .716 .777 .797 N 62 62 62 62 61 62 62SMC_03

Pearson Correlation -.033 -.031 -.124 1 -.115 .047 .040


Correlation -.001 .141 .048 -.115 1 -.157 .022

Sig. (2-tailed) .995 .277 .716 .377 .226 .869 N 61 61 61 61 61 61 61PSE_03

Pearson Correlation .072 .019 .037 .047 -.157 1 -.482(**)

Sig. (2-tailed) .579 .884 .777 .717 .226 .000 N 62 62 62 62 61 62 62STR_03

Pearson Correlation -.164 .166 .033 .040 .022 -.482(**) 1

Sig. (2-tailed) .202 .196 .797 .760 .869 .000 N 62 62 62 62 61 62 62


FRP Report 37 88

Repetition of Students and School Characteristics of 2004 Cohort R_04 TT_04 LB_04 SMC_04 SIP_04 PSE_04 STR_04 PTA_04R_04 Pearson

Correlation 1 .359(**) -.092 -.087 -.160 .047 .154 .153


Correlation .359(**) 1 -.285(*) -.040 .128 .046 .076 .197


Correlation -.092 -.285(*) 1 -.115 .181 .140 -.122 .140

Sig. (2-tailed) .477 .025 .377 .167 .278 .345 .281 N 62 62 62 61 60 62 62 61SMC_04

Pearson Correlation -.087 -.040 -.115 1 -.035 .042 -.071 .292(*)


Correlation -.160 .128 .181 -.035 1 -.457(**) .032 .238

Sig. (2-tailed) .221 .331 .167 .790 .000 .810 .070 N 60 60 60 59 60 60 60 59PSE_04

Pearson Correlation .047 .046 .140 .042 -.457(**) 1 -.136 .033

Sig. (2-tailed) .718 .725 .278 .749 .000 .291 .798 N 62 62 62 61 60 62 62 61STR_04

Pearson Correlation .154 .076 -.122 -.071 .032 -.136 1 .061

Sig. (2-tailed) .232 .558 .345 .584 .810 .291 .641 N 62 62 62 61 60 62 62 61PTA_04

Pearson Correlation .153 .197 .140 .292(*) .238 .033 .061 1

Sig. (2-tailed) .240 .129 .281 .023 .070 .798 .641 N 61 61 61 61 59 61 61 61

** Correlation is significant at the 0.01 level (2-tailed). * Correlation is significant at the 0.05 level (2-tailed).


School Leaver Students and School Characteristics of 2002 Cohort SL_02 TT_02 LB_02 SMC_02 SIP_02 PSE_02 STR_02 SL_02 Pearson

Correlation 1 -.010 .136 .003 .156 .034 -.032


Correlation -.010 1 .124 .046 -.044 .003 .033


Correlation .136 .124 1 .095 .103 .031 .128

Sig. (2-tailed) .290 .337 .463 .424 .812 .322 N 62 62 62 62 62 61 62SMC_02

Pearson Correlation .003 .046 .095 1 -.092 .006 .094


Correlation .156 -.044 .103 -.092 1 .216 -.339(**)

Sig. (2-tailed) .225 .732 .424 .479 .095 .007 N 62 62 62 62 62 61 62PSE_02

Pearson Correlation .034 .003 .031 .006 .216 1 -.502(**)

Sig. (2-tailed) .793 .979 .812 .961 .095 .000 N 61 61 61 61 61 61 61STR_02

Pearson Correlation -.032 .033 .128 .094 -.339(**) -.502(**) 1

Sig. (2-tailed) .804 .797 .322 .466 .007 .000 N 62 62 62 62 62 61 62


FRP Report 37 90

School Leaver Students and School Characteristics of 2003 Cohort

SL_03 TT_03 LB_03 SMC_03 SIP_03 PSE_03 STR_03

SL_03 Pearson Correlation 1 .051 .079 -.065 .069 .082 .102


Correlation .051 1 .108 -.031 .141 .019 .166


Correlation .079 .108 1 -.124 .048 .037 .033

Sig. (2-tailed) .541 .403 .337 .716 .777 .797 N 62 62 62 62 61 62 62SMC_03 Pearson

Correlation -.065 -.031 -.124 1 -.115 .047 .040


Correlation .069 .141 .048 -.115 1 -.157 .022

Sig. (2-tailed) .598 .277 .716 .377 .226 .869 N 61 61 61 61 61 61 61PSE_03 Pearson

Correlation .082 .019 .037 .047 -.157 1 -.482(**)

Sig. (2-tailed) .526 .884 .777 .717 .226 .000 N 62 62 62 62 61 62 62STR_03 Pearson

Correlation .102 .166 .033 .040 .022 -.482(**) 1

Sig. (2-tailed) .430 .196 .797 .760 .869 .000 N 62 62 62 62 61 62 62



School Leaver Students and School Characteristics of 2003 Cohort SL_04 TT_04 LB_04 SMC_04 SIP_04 PSE_04 STR_04 PTA_04 SL_04 Pearson

Correlation 1 -.311(*) -.057 .174 .117 -.033 -.306(*) -.116


Correlation -.311(*) 1 -.285(*) -.040 .128 .046 .076 .197


Correlation -.057 -.285(*) 1 -.115 .181 .140 -.122 .140

Sig. (2-tailed) .657 .025 .377 .167 .278 .345 .281 N 62 62 62 61 60 62 62 61SMC_04

Pearson Correlation .174 -.040 -.115 1 -.035 .042 -.071 .292(*)


Correlation .117 .128 .181 -.035 1 -.457(**) .032 .238

Sig. (2-tailed) .373 .331 .167 .790 .000 .810 .070 N 60 60 60 59 60 60 60 59PSE_04

Pearson Correlation -.033 .046 .140 .042 -.457(**) 1 -.136 .033

Sig. (2-tailed) .801 .725 .278 .749 .000 .291 .798 N 62 62 62 61 60 62 62 61STR_04

Pearson Correlation -.306(*) .076 -.122 -.071 .032 -.136 1 .061

Sig. (2-tailed) .015 .558 .345 .584 .810 .291 .641 N 62 62 62 61 60 62 62 61PTA_04

Pearson Correlation -.116 .197 .140 .292(*) .238 .033 .061 1

Sig. (2-tailed) .375 .129 .281 .023 .070 .798 .641 N 61 61 61 61 59 61 61 61

* Correlation is significant at the 0.05 level (2-tailed). ** Correlation is significant at the 0.01 level (2-tailed).

FRP Report 37 92

List of Indicators 1. Number of 3-5 years aged children per ECD Centre 2. Number of classrooms rehabilitated 3. Number of new classrooms constructed 4. Primary school completion rate (school data) 5. Transition rate (from Primary to Lower Secondary) 6. Percentage of new entrants with ECD in Grade 1 and their performance in

school examinations. 7. Student-teacher Ratio (STR) 8. Promotion, Repetition and Dropout Rates (including ECD experienced) 9. Number (or %) of students by Incentive Programmes2 10. No. of teachers trained for special education (STR) 11. Enrolment of disabled and special focus group children in primary schools 12. Enrolment pattern (by topography, gender, ethnicity, caste) 13. Details of Cohort-student tracking throughout the study period (including

achievement) 14. Learning achievement--based on school exams 15. Percentage of teachers with qualification 16. Percentage of teachers with full training 17. Number of teachers who have attended recurrent teacher training program(s) 18. Percentage of teachers with permanent tenure 19. Per student expenditure (non-salary recurrent cost) 20. Proportion of expenditure on major headings (salary, capital and non-salary

recurrent costs) and also by source 21. Proportion of income by source 22. Timing of textbooks availability for students (ideally they should reach

within one week of start of the school year) 23. Availability of Curriculum, textbooks, TGs, supplementary books and other

curricular materials 24. Availability of library (including reading space). 25. Number of school days 26. Daily attendance (ADA) of teachers 27. Average daily attendance (ADA) of students.

28. Teacher deployment-employment status of teachers; teachers' ethnicity; gender; turnover,

29. Qualification, training, and retention of head teacher

30. SMC/PTA formed/trained and number of times SMC/PTA meet in one academic year

31. Number of school visit by RPs/SSs and DEOs during the last 6 months.


32. Number of schools that have implemented at least 50% mentioned in SIP

33. Percentage of literate 6+

34. Percentage of literate 15+

35. Gender parity in literacy (15+ years)

36. GER of ECD

37. NER of ECD

38. GER - primary

39. NER - primary

40. Gross Intake rate -GIR

41. Net Intake rate NIR

42. Percentage of schools that are providing primary education in mother tongue (where half of the students mother tongue in not Nepali)

43. Percentage of schools that are providing textbooks in mother tongue (where half of the students mother tongue in not Nepali)

FRP Report 37 94

Tables

Student Enrolment Pattern (2002 base year)

Enrolment Percentage

2002 13146 100.0

2003 13177 100.2

2004 13464 102.4

2005 12189 92.7

2006 14944 113.7

2007 15690 119.4

2008 14671 111.6

Per Student Classroom Space (sq.ft.)

Grade 1 Grade 2 Grade 3 Grade 4 Grade 5 Primary

2002 5.8 6.4 6.8 6.8 8.1 6.7

2003 5.9 7.0 6.7 6.3 7.1 6.5

2004 5.4 6.9 7.6 7.8 7.2 7.8

2005 8.0 8.2 9.4 9.2 8.9 8.6

2006 6.8 7.7 7.5 7.7 8.1 7.5

2007 5.5 5.6 5.1 6.2 6.6 5.8

2008 5.9 6.7 6.1 5.7 6.6 6.2

STR

2002 2003 2004 2005 2006 2007 2008

Mountain 19.1 18.4 20.5 19.7 18.7 22.2 24.0

Hill 29.4 28.2 35.2 37.7 35.4 31.5 28.3

Tarai 42.5 42.9 53.2 53.0 48.8 52.1 47.3

Valley 24.7 22.8 31.4 26.6 21.6 35.0 33.1

Total 31.7 31.0 38.4 40.3 37.2 38.7 35.7


Average Number of Visits by Stakeholders

RP SS DEO SMC Others

No. 139 65 18 262 19

2002 Mean 2.2 1.1 0.3 4.2 0.3

No. 123 53 20 179 28

2003 Mean 2 1 0.3 3 0.5

No. 61 116 30 135 43

2004 Mean 2.7 2.9 1.7 7.1 2.3

No. 83 40 19 113 131 2005

Mean 1.3 0.6 0.3 1.8 2.1

No. 82 49 17 108 29 2006

Mean 2.3 2.3 1.4 4.2 3.3

No. 93 40 18 142 33 2007

Mean 1.5 0.6 0.3 2.3 0.5

No. 48 29 9 75 37 2008

Mean 0.8 0.5 0.1 1.2 0.6

Enrolment in Grade I with ECD Experience

Boys Girls Total

2002 11.0 11.0 11.0

2003 14.0 15.8 14.9

2004 14.1 16.9 15.5

2005 14.6 15.2 14.9

2006 15.3 14.8 15.1

2007 15.5 17.4 16.5

2008 13.2 13.0 13.1

FRP Report 37 96

Age Wise Distribution of Grade I Enrolees

Under Age Correct Age Over Age NA

2002 19.5 29.6 47.5 3.5

2003 17.0 25.6 52.4 5.0

2004 18.0 27.5 50.2 4.4

2005 17.3 25.5 54.1 3.1

2006 14.3 27.8 52.1 5.7

2007 14.7 25.4 47.0 12.8

2008 13.8 23.5 47.1 15.6

GPI of Primary Students

GPI Students

2002 0.95

2003 0.95

2004 1.03

2005 1.03

2006 1.04

2007 1.05

2008 1.06

GPI of Primary Teachers

Year Male Female Total GPI of Primary Teachers

2002 211 195 406 0.924171

2003 211 204 415 0.966825

2004 210 216 426 1.028571

2005 209 219 428 1.047847

2006 233 250 483 1.072961

2007 243 264 507 1.086420

2008 305 291 596 0.954098


Percentage of Schools by GPI of Primary Teachers

Year Less than 0.5 0.5 to 1.0 More than 1.0 All female Total

N 21 12 25 4 622002

% 33.9 19.4 40.3 6.5 100

N 21 12 25 4 622003

% 33.9 19.4 40.3 6.5 100

N 22 15 21 4 622004

% 35.5 24.2 33.9 6.5 100

N 16 16 25 5 622005

% 25.8 25.8 40.3 8.1 100

N 17 16 26 3 622006

% 27.4 25.8 41.9 4.8 100

N 14 14 32 2 622007

% 22.6 22.6 51.6 3.2 100

N 16 11 34 1 622008

% 25.8 17.7 54.8 1.6 100

Ethnic/caste Representation in Teaching Profession (%)

Year/Caste Dalit Janjati Other MuslimM 6.6 24.1 67.5 1.8F 2.8 25.3 71.9 02002 T 4.7 24.7 69.8 0.9

M 7.3 25 67.1 0.6F 3.2 23.8 72.5 0.52003 T 5.1 24.4 70 0.6

M 2.4 26.8 67.7 3F 2 21 76.5 0.52004 T 2.2 23.6 72.5 1.6

M 2.4 27.8 67 2.9F 0 24.7 74 1.42005 T 1.2 26.2 70.6 2.1

M 3.0 26.9 67.9 2.1F 1.6 26.0 72.4 0.02006 T 2.3 26.5 70.2 1.0

M 2.9 26.3 69.5 1.22007 F 1.6 25.1 72.9 0.4

FRP Report 37 98

T 2.2 25.7 71.2 0.8M 2.6 27.7 67.3 2.3F 1.1 25.8 72.7 0.42008 T 1.9 26.8 69.9 1.4

Table 64: Percentage of Teachers with Qualification

Under SLC SLC Intermediate Bachelor+ Year M F T M F T M F T M F T

2002 1.9 6.7 4.2 52.1 54.9 53.6 31.8 26.2 29.1 9.5 2.6 6.22003 1.0 8.0 4.5 54.6 51.8 53.2 30.2 23.6 27.0 8.8 3.0 5.92004 1.9 4.6 3.3 52.4 53.2 52.8 32.9 34.7 33.8 12.9 7.4 10.12005 1.9 3.2 2.6 49.8 51.6 50.7 34.4 36.1 35.3 13.9 9.1 11.42006 1.7 2.8 2.3 45.9 47.6 46.8 35.2 39.6 37.5 17.2 10.0 13.52007 0.4 1.9 1.2 39.9 44.7 42.4 39.1 42.8 41.0 20.6 10.6 15.42008 0.7 1.7 1.2 31.1 43.0 36.9 42.3 41.9 42.1 25.9 13.4 19.8

Table 65: Percentage of Teachers with Qualification in Education

I. Ed. B. Ed. M. Ed. Year M F T M F T M F T

2002 1.0 5.6 3.2 3.8 3.6 3.7 0.0 0.5 0.2 2003 1.5 7.5 4.5 3.9 5.5 4.7 0.0 0.5 0.2 2004 1.5 9.1 5.3 6.3 3.8 5.1 0.0 0.5 0.2 2005 2.4 8.5 5.5 5.8 4.7 5.3 0.5 0.5 0.5 2006 3.4 10.7 7.2 8.6 6.2 7.4 0.9 0.4 0.6 2007 3.3 11.9 7.6 10.4 5.7 8.1 0.8 0.0 0.4 2008 7.3 11.6 9.3 12.9 7.9 10.5 1.7 0.0 0.9

Table 66: Percentage of Teachers with Permanent License

Male Female Total N % N % N % 2002 1 0.5 5 2.6 6 1.5 2003 54 25.7 54 26.3 108 26.0 2004 139 66.2 144 66.7 283 66.4 2005 169 84.9 167 83.1 336 84.0 2006 134 87.0 129 86.0 263 86.5 2007 201 83.8 185 75.8 386 79.8 2008 256 84.8 205 76.8 461 81.0

Table 67: Types of Books Available in the Library

2002 2003 2004 2005 2006 2007 2008 Textbooks 23.3 34.2 29.7 32.9 32.8 15.1 17.6Reference Books 55.3 31.5 22.5 21.3 21.1 40.0 52.9Others 13.0 28.4 47.8 45.8 46.1 44.9 29.6Total 100.0 100.0 100.0 100.0 100.0 100.0 100.0


Table 68: Promotion Rates by Grade, Year and Gender

Year Sex Grade 1 Grade 2 Grade 3 Grade 4 Grade 5

Boys 47.4 64.3 73.4 69.8 80.2

Girls 48.1 68.1 76.3 70.2 77.1 2002

Total 47.8 66.1 74.8 70 78.7

Boys 48.6 70.2 73.3 64.2 77.9

Girls 50.5 63.8 69.7 64.1 74.8 2003

Total 49.6 66.9 71.6 64.2 76.4

Boys 52.2 69.1 71.2 68.4 79.5

Girls 58.7 70 77.8 72.1 81.4 2004

Total 55.6 69.6 74.5 70.2 80.4

Boys 41.9 61.5 67.2 75.6 81.8

Girls 49.1 63.6 75.2 75.6 80.6 2005

Total 45.5 62.6 71.2 75.6 81.2

Boys 58.8 71.5 77.5 77.4 80.9

Girls 61.5 72.9 80.0 81.9 85.9 2006

Total 60.1 72.3 78.8 79.7 83.5

Boys 58.2 69.8 76.2 77.7 80.8

Girls 61.2 71.7 77.9 82.2 82.6 2007

Total 59.8 70.8 77.1 80.1 81.7

Boys 54.7 70.5 73.0 74.4 78.5

Girls 60.0 72.1 74.4 77.4 84.2 2008

Total 57.4 71.3 73.7 75.9 81.5

Table 69: Repetition Rates by Grade, Year and Gender


Boys 29.3 19.0 14.1 14.1 10.6

Girls 26.5 19.6 14.2 17.1 10.2 2002

Total 27.9 19.3 14.1 15.5 10.4

2003 Boys 27.3 20.7 14.1 12.9 10.3

FRP Report 37 100

Girls 27.9 18.4 12.9 15.6 9.9

Total 27.6 19.5 13.5 14.2 10.1

Boys 24.5 17.0 13.0 16.6 14.5

Girls 23.3 16.5 14.9 15.9 11.3 2004

Total 23.9 16.8 13.9 16.3 12.9

Boys 18.7 14.7 11.4 17.4 13.2

Girls 18.9 14.1 13.1 15.4 11.1 2005

Total 18.8 14.4 12.3 16.4 12.2

Boys 33.4 23.0 17.6 17.3 14.7

Girls 30.7 22.1 14.4 13.2 12.5 2006

Total 32.1 22.5 15.9 15.3 12.5

Boys 37.3 25.1 20.7 18.4 16.2

Girls 33.5 23.0 17.5 14.9 14.1 2007

Total 35.3 24.0 19.0 16.6 15.1

Boys 41.3 25.8 24.3 24.0 19.5

Girls 38.0 23.2 22.1 20.9 13.5 2008

Total 39.7 24.5 23.1 22.4 16.3

Table 70: School Leavers Rates by Grade, Year and Sex


Boys 23.3 16.7 12.5 16.1 9.2

Girls 25.4 12.3 9.5 12.7 12.7 2002

Total 24.4 14.6 11.1 14.5 10.9

Boys 24.1 9.1 12.6 22.8 13.4

Girls 21.6 17.8 17.3 20.3 15.3 2003

Total 22.8 13.6 14.9 21.6 14.3

Boys 23.3 13.9 15.9 15 6

Girls 18 13.5 7.3 12 7.3 2004

Total 20.6 13.7 11.5 13.6 6.7

2005 Boys 39.4 23.8 21.3 7.0 5


Girls 32.0 22.3 11.7 9.0 8.3

Total 35.7 23.1 16.5 8.0 6.6

Boys 7.8 5.5 4.9 5.3 4.4

Girls 7.8 5.0 5.6 4.8 4.8 2006

Total 7.8 7.8 7.8 7.8 7.8

Boys 4.4 5.1 3.1 3.9 3.0

Girls 5.4 5.3 4.6 2.9 3.3 2007

Total 4.9 5.2 3.9 3.4 3.2

Boys 3.9 3.7 2.8 1.7 2.0

Girls 2.0 4.7 3.5 1.7 2.4 2008

Total 3.0 4.2 3.2 1.7 2.2

Table 71: Percentage of Teachers with Teacher Training Certificate

Year Male Female Total2002 41.6 44.4 43.02003 60.0 56.1 58.12004 90.6 91.0 91.02005 88.5 95.1 91.42006 90.6 91.0 90.82007 65.8 72.5 69.22008 69.5 73.8 71.5

Table 72: Availability of Library (Including Reading Space)

2002 2003 2004 2005 2006 2007 2008 N % N % N % N % N % N % N % Schools with Libraries 22 35.5 32 51.6 35 56.5 34 54.8 34 54.8 26 41.9 11 17.7Library Rooms 8 12.9 11 17.7 13 21.0 13 21.0 15 24.2 10 16.1 7 11.3Reading Space 8 12.9 11 17.7 10 16.1 11 17.7 13 21.0 11 17.7 7 11.3Total Number of Schools 62 100.0 62 100.0 62 100.0 62 100.0 62 100.0 62 100.0 62 100.0

FRP Report 37 102

Internal Efficiency As originally developed and refined by economists, the concept of 'efficiency' refers to the relationship between the inputs into a system (be it agricultural, industrial or educational), and the outputs from that system (be they wheat, vehicles or educated individuals). An education system is said to be efficient if maximum output is obtained from a given input, or if a given output is obtained with minimum possible input. Inputs and outputs have somehow to be valued so that they may be aggregated; and usually prices are used to perform this valuation function. The problems of measuring efficiency in education, however, are considerable. They stem mainly from difficulties in measuring educational output, as well as from quantifying the relationship between inputs and outputs. How educational output is measured depends, of course, on the nature of the objectives of the educational system. Depending on the philosophical, political or analytical viewpoint adopted, the objectives may differ considerably.

Educational statisticians and planners, whilst recognising the diversity of the objectives of education, often need to measure the output of the school system in a simple way. One such approach consists of considering the output of a given cycle of education as the number of pupils who complete this cycle (the graduates). This, naturally, is a rather restricted definition since the drop-outs no doubt have acquired some of the skills which the system set out to teach them. In a more complete definition of output, the educational attainment of the pupils dropping out, as well as the level of educational achievement of the graduates should therefore be taken into account. Nevertheless, this way of measuring output still gives us some useful insights into the functioning of an educational system.

Educational inputs comprise the buildings, teachers, books, teaching-materials, etc. which may be aggregated financially in terms of expenditures per pupil-year. However, the number of pupil-years used by a cohort of pupils to graduate constitutes an input indicator appropriate for the measure of efficiency in education. One pupil who spends one year at school is said to have spent one pupil-year. In this way, we can relate efficiency to the amount of inputs expressed in monetary terms through the number of pupil-years used.

The terms 'educational output' and 'educational input' having now been defined, crudely perhaps, in such a way as to be easily quantifiable, the notion of 'internal efficiency' can be derived, considering the relationship between inputs and ouputs when pupils flow through the grade structure of an educational cycle. For example, in a school cycle of, say, six years, a successful completer would require at least six pupil-years to go through the education process; it would take at least 12 pupil-years to produce 2 successful completers, 18 to produce 3, etc. In other words, if all goes well and no pupil drops out or has to repeat, the ideal average number of pupil-years per successful completer should be equal to the duration of the school cycle. The most common indicator used to assess the educational efficiency is the coefficient of efficiency (or its reciprocal referred to as the input-output ratio). The coefficient of efficiency is calculated by dividing the optimal (ideal) number of pupil-years (i.e. in absence of repetition and drop-out) by the number of pupil-years actually spent by a cohort of pupils. In a 'perfectly efficient' system, this coefficient would equal 100%, and inefficiency arises when it is lesser than 100% (If the input-output ratio is used instead, the perfect state would be 1, and inefficiency arises from any point which is greater than 1).


Since it is often costly and difficult to generalize the school-record system based on reliable individualized pupil information, educational internal efficiency is assessed using the reconstructed cohort method. The indicators derived naturally are subject to the limitations and/or assumptions related to this cohort analysis method.

The concept of internal efficiency has two main advantages (measurability and analytical clarity) as a tool of educational diagnosis. However, it can easily lend itself to over-interpretation. The limitations of the educational internal efficiency must therefore be recognized and respected. These limitations are related to the weaknesses of some of the key-concepts used to define efficiency in education.

Documents

Longitudinal Study on System Indicators - cerid · Longitudinal Study on System Indicators since the year 2002. Kusum did not appear in the final exam of 2002 and repeated Grade 1