Regional support Programme for Quality Management in Basic Education

***Some examples of data utilization to identify priority areas of intervention

« Learn from promising practices to ensure effective use of large-scale learning assessment data for educational policy and practice »

Use of standardized assessment data to identify priority areas for intervention

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Highlighting disparities with SNERS data in Senegal

(i) SNERS assessment in Senegal :

National System for the Evaluation of School Performance (SNERSfrom the French acronym):

To understand the thresholds of students' proficiency in language andcommunication, mathematics and education for science and sociallife in order to remedy or strengthen their skills.

Monitor the learning outcomes of BE and SE students in the core subjectstargeted by previous editions.

SNERS I (1994) à VII (2015)

(ii) The analysis approach

1. Identification of the most vulnerable Academies Inspectorates (IA)from the point of view of learning, in other words, inspections thathave a high proportion of students with learning challenges

2. Highlighting disparities between Education and TrainingInspectorates (IEF) within Academies Inspectorates (IA).

Chart 1 : Distribution of IAs by proportion of students with "learning disabilities" or "lack of mastery of basic

skills" in SE

(iii) Some results (1/4)

21% 23% 24%29% 29%

34% 37% 38% 39%43%

47% 48%52%

61% 62%

72% 72%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

(iii) Some Results (2/4)

Table 1 : IA of DAKAR : Proportion of students with "learning difficulties" or "lack of mastery of basic

skills" in SE

IA DAKAR 29%

IEF Grand Dakar 51%

IEF Dakar Plateau 34%

IEF Parcelles Assainies 23%

IEF Almadies 13%

Although the Dakar IA is one of the least vulnerable IAs in terms of learning…

…. the proportion of pupils with learning difficulties varies greatly depending on whether

we are looking at the IEF of Grand Dakar or Les Almadies

(iii) Some results (3/4)

Table 2 : IA OF KOLDA : Proportion of students with "learning difficulties" or "lack of mastery of basic

skills" in SE by IEF

IA KOLDA 61%

IEF Velingara 84%

IEF Medina Yoro Foulah 58%

IEF Kolda 36%

There are also significant disparities among the most vulnerable IAs…

(iii) Some results (4/4)

Table 2 : IA OF SAINT-LOUIS : Proportion of students with "learning difficulties" or "lack of mastery of

basic skills" in SE by IEF

IA SAINT-LOUIS 43%

IEF Dagana 64%

IEF St Louis Département 48%

IEF Podor 47%

IEF Pété 42%

IEF St Louis Commune 19%

And sometimes very significant differences between the IEFs of the same IA…

=> Importance of highlighting these disparities to provide appropriate

solutions

Support programme for quality management :

Linking EMIS data with National Examination data to identify different school profiles located in particularly challenging educational contexts

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(i) The analytical approach

(ii) The Niger example

(i) The analytical approach (1/2)

1. Identification of regions marked by a high index of failure of the education system

2. Within these regions, identification of inspectorates marked by a lack of material

and pedagogical resources within schools

Use of enrolment indicators available in countries' statistical directories to identify the most vulnerable regions, i.e.

regions with rates systematically lower rates than the national average over a relatively long period. Examples of

indicators used:

- enrollment rate,

- intake rate,

- completion rate,

- retention rate,

- repetition rate,

Use of EMIS databases for the construction of an index (i) of material resources and (ii) of pedagogical resources of

schools to identify inspectorates with a significant proportion of schools with few material and pedagogical resources.

(i) The analytical approach (2/2)

3. Within these inspectorates, identification of "performing" schools

4. Identification of promising quality management practices in these schools

By "successful" schools, we mean schools that have good learning outcomes (success rates in national

examinations or assessments) but are also "inclusive" (stable enrolment, low repetition and/or dropout rates, etc.).

Observation of actors' practices based on classroom observation and semi-directive interviews with management and

teachers in order to identify promising quality management practices implemented in these schools.

(ii) The Niger example (1/4)

Table 1 : Enrollment indicators in primary education by region

1. Identification of regions marked by a high index of failure of the education system

Gross Intake Rate Gross Enrollment Rate Completion Rate

Regions 2015-16 2016-17 Regions 2015-16 2016-17 Regions 2015-16 2016-17

ZINDER 66,3 68,7 DIFFA 62,3 59,1 DIFFA 57,6 46,5

TAHOUA 68,6 71,8 ZINDER 59,1 60,6 ZINDER 54,3 56,7

NIGER 78,1 84,6 TAHOUA 68,1 69,2 TAHOUA 73,2 72,9

MARADI 80,7 87,7 NIGER 76,2 77,8 NIGER 78,4 80,3

TILLABERY 78,8 88,9 TILLABERY 76,7 78,8 TILLABERY 71,1 81

DOSSO 85,5 91,8 MARADI 80 81,7 AGADEZ 91,3 86,1

DIFFA 66,1 94,6 DOSSO 85,1 87,4 MARADI 97 91,7

AGADEZ 91,7 100,9 AGADEZ 99,2 97,4 DOSSO 92,3 99

NIAMEY 144,2 148,5 NIAMEY 139,4 144 ,4 NIAMEY 115,6 127

The regions of Zinder et Tahoua show the highest rates of failure of the education system

(ii) The Niger example (2/3)

2. Within these regions, identification of inspections marked by a lack of material and

pedagogical resources within schools

Index of school infrastructure resources built on the following 6 indicators:

- School has a water point

- School has latrines

- School has a functional handwashing system

- School has a playground

- School has a garbage collection system

- Presence of a fence

Index of school pedagogical resources built on the following 4 indicators:

- School has a pupilt:teacher ratio below 40:1

- At least half of the school’s teachers are qualified

- School with at least 1 reading textbook per student

- School with at least 1 maths textbook per student

(ii) The Niger example (3/4)

2. Within these regions, identification of inspectorates marked by a lack of material and

pedagogical resources within schools

Abalak

Allakaye

BadaguichiriBagaroua

Bambèye

Bangui

Birnin Konni

Bouza

Dogueraoua

IEFA Bouza

IEFA Konni

IEFA TahouaIEFA Tchintabaraden

Ibohamane

Illéla

Keita

Madaoua

Malbaza

Tahoua Commune ITahoua Commune II

Tahoua Département

Tamaské

Tassara

Tchintabaraden

Tillia

Tébaram

TAHOUA

30%

40%

50%

60%

70%

80%

90%

100%

30% 40% 50% 60% 70% 80% 90% 100%

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Proportion of schools not well equipped in terms of material resources

Chart 2 : Region of TAHOUA : Inspections according to the proportion of schools not well equipped in terms of material and

pedagogical resources (2016-2017)

(iii) Following the analysis…

By "successful" schools we mean schools that have good learning outcomes but are also "inclusive“…

Examples of selection criteria :

• Success rate in national exams

• Proportion of repeaters over the entire cycle of education concerned

• Survival rate over the entire targeted academic cycle (approximated by the ratio between the

number of students in the first and last year of the academic cycle)

…. and this in order to identify promising quality management practices implemented withinthese “successful schools” located in “challenging educational contexts”…

3. Within these inspectorates, identification of "performing" schools

Thank you very much for your attention

IIEP-Dakar Pole is the African arm of UNESCO's International Institute for Educational Planning, the

only specialized United Nations institute with a mandate to strengthen the capacity of Member States

to plan and manage their education systems.

www.poledakar.iiep.unesco.org