a view inside schools in sub-saharan africa
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A view inside schools in sub-Saharan AfricaTRANSCRIPT
A view inside schools in Africa
Regional education survey (January 2013)
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Overview
o Context of the initiative
o Key findings
o Presentation of the regional module
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A partnership with the African Union
In the framework of the 2nd Decade of Education for Africa (2006-2015), the AU has committed to monitoring the status of education and progress made in implementing the 8 priority areas of their plan of action.
UIS has committed to providing available data to populate the African Outlook database, managed by the Association for the Development of Education in Africa (ADEA). o A set of indicators covering pre-primary to tertiary education and
including education finance indicators are provided 3 times a year
UIS has offered to use its expertise, infrastructure and technical platforms to collect new data that address AU indicator needs
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The regional questionnaire
o Administered in 46 countries in sub-Saharan Africa since 2011
o Extended to 6 countries in Northern Africa in 2012
o Developed using the UIS questionnaire platform and infrastructure
The regional questionnaire
Contains 6 tables with items chosen in agreement with regional partners according to well defined criteria:
o Relevance to regional monitoring and policy discussion
o Identified as high priorities by partners
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6 items in the regional module
Questionnaire table
Item designation Link to AU areas of priority
Table 10.1 Class size Quality management
Table 10.2 Access to textbooks (reading and mathematics)
Quality management
Table 10.3 Graduates from pre-service teacher training programmes
Teacher development
Table 10.4 Newly recruited teachers
Teacher development
Table 10.5 Access to basic services A key priority identified by regional organizations
Table 10.6 School census response rates
Education Management Information Systems
Class size
Class size and multi-grade teaching
o The deployment of teachers in classrooms is a key factor affecting learning outcomes especially where class sizes are very large or cover several grades
Indicators calculated:
o Average class sizes in primary o Sizes of single- and multi-grade
classes o Percentage of students in multi-
grade classes o Average number of grades in
multi-grade classes 7
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Access to textbooks (reading and mathematics)
o Textbooks are one of the educational inputs that have the greatest influence on learning achievement
Indicators calculated:
o Average number of pupils per textbook
o for reading and mathematics
o for all grades or by grade.
Graduates from pre-service teacher training programmes
o The teacher is the corner stone of the quality of teachingThis item measures the capacity of countries to produce trained teachers
o It is important to assess the need of teachers to be trained to achieve Universal Primary Education (UPE) and to ensure quality of education
Indicator calculated : o Ratio of graduates from pre-
service teacher training to teachers in service
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Newly recruited teachers
o Countries need to estimate the demand for teachers and to plan their recruitment on an annual basis
This item can be used to measure:
o the level of recruitment in a country
o teacher turnover (or attrition)
Indicators calculated :
o Teacher attrition rates
o Percentage of teachers who are newly recruited
o Percentage of newly recruited teachers who are female
o Percentage of newly recruited teachers who are trained
Access to basic services (toilets, potable water and electricity)
o Availability of sanitation facilities improves the learning environment, improves pupils’ health, boosts attendance and achievement and promotes gender equality
o Girls are more likely to attend school where single-sex toilets are available
Indicators calculated : o Percentage of schools with or without toilets.
o Percentage of schools with mixed or single-sex toilets
o Percentage of schools with or without potable water
o Percentage of schools with or without electricity
School census response rates
o Enable the monitoring of data coverage and the efficiency of the data collection system
o Results show that the coverage is satisfactory
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Responding countries
Source: UNESCO Institute for Statistics database (October 2012)
1. Algeria 2. Angola 3. Benin 4. Botswana 5. Burkina Faso 6. Burundi 7. Cameroon 8. Cape Verde 9. C. African Rep. 10.Chad 11.Comoros 12.Congo 13.Côte d’Ivoire 14.DR Congo 15.Djibouti 16.Equatorial Guinea 17.Eritrea 18.Ethiopia 19.Gabon 20.Gambia 21.Ghana 22.Guinea
As of January 2013, 87% of countries had responded
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23.Guinea-Bissau 24.Lesotho 25.Liberia 26.Madagascar 27.Malawi 28.Mali 29.Mauritius 30.Mauritania 31.Morocco 32.Mozambique 33.Namibia 34.Niger 35.Nigeria 36.Rwanda 37.Sao Tome/Principe 38.Senegal 39.Seychelles 40.South Sudan 41.Swaziland 42.Togo 43.Uganda 44.UR Tanzania 45. Zambia
Key findings
o Class types: Multi-grade classes
are more common in early grades
where the learning outcomes are
the most important.
o Textbooks: Availability of
textbooks ranges from 13 pupils
per textbook in Cameroon to 0.3 in
Mauritius (i.e. three textbooks per
pupil).
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Key findings
o Teacher attrition: The
percentage of teachers leaving public primary schools each year ranges from 2% in Mauritius to 17% in Angola.
o Newly recruited teachers: In half of countries reporting data, all newly recruited teachers are trained.
o Graduates from teacher training programmes: New graduates
represent on average less than 10% of total teachers already in service. 15
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All classes
Singlegradeclasses
Multigradeclasses
o The average class size ranges from 26 pupils per class in Cape Verde to 84 in the Central African Republic and 94 in Malawi, single grade classes are approaching 100 pupils per class in the two later countries.
o Single grade class size tend to be larger than multi-grade classes except in Benin, Guinea, Mali and Niger.
Note : Botswana, Burundi, Malawi, Mauritius and Rwanda, Uganda have no multi-grade classes.
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Source: UNESCO Institute for Statistics database (October 2012)
Class size: the majority of countries have more than 50 pupils per class
o In most countries, less than 20% of pupils are enrolled in multi-grade classes. o In Chad, more than 2 out of 5 pupils are in multi-grade classes.
Source: UNESCO Institute for Statistics database (October 2012)
Multi-grade classes are more common in early grades where the learning outcomes are the most important
0
5
10
15
20
25
30
35
40
45
50Sa
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Nam
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Ben
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Nig
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Co
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Ch
adPer
cen
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of
pu
pils
in m
ult
i-gr
ade
clas
ses
All grades
First grade
Last grade
17
0
10
20
30
40
50
60
70
80
90
100
110
120
130
140M
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Chad
Mad
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Uga
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Burk
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Togo
Beni
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Cape
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Gha
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Nam
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Mau
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Pupi
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First grade (primary single grade class)
Last grade (primary single grade class)
o First grade classes are typically far larger than last grade classes. o There are on average more than 30 additional pupils in the first grade than in the last
grade in Chad and Uganda and almost 70 more pupils in Malawi.
Early grade - most critical and most crowded
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Source: UNESCO Institute for Statistics database (October 2012)
Cameroon
South Sudan
Equatorial Guinea
Chad
Angola
Uganda
Gambia
Togo
UR Tanzania
Côte d'Ivoire
DR Congo
Congo
Ghana
Mozambique
Ethiopia
Senegal
Djibouti
C. African Rep.
Sao Tome/Principe
Namibia
Malawi
Rwanda
Niger
Cape Verde
Eritrea
Mali
Benin
Guinea
Madagascar
Burkina Faso
Mauritius
13.1
5.1
4.0
4.9
4.1
2.9
2.9 3.1
3.8
3.0
11.2
2.0
Pupils per
reading
textbook
1.8 1.9
Pupils per
mathemathics
textbook
2.3 2.1
3.3
2.0
1.8
1.7 1.8
1.6
3.9
2.2
1.5
1.6
2.8
2.0
1.1 1.1
1.1
1.1
1.4
2.0
1.3
1.1
1.0 1.5
1.0 1.0
1.0 1.0
0.8
0.8 1.3
1.4
1.0 1.0
0.9 1.0
0.9 0.9
0.3 1.0
2.1
4.0
1.4
1.5
1.4
1.5
0.9 0.9
In most countries primary pupils have to share textbooks
o 13 pupils on average have to share the same mathematics textbook in Cameroon, and 5 in South Sudan.
o There are at least 1 reading and mathematics textbooks per pupil in Benin, Cape Verde, Eritrea, Guinea, Mali, Mauritius and Niger.1
Source: UNESCO Institute for Statistics database (October 2012)
1. The regional survey does not collect data on the quality nor the condition of the textbooks. If the schools have benefited from a distribution of textbooks in the previous years, the institutions will report the global number of reading and mathematics textbooks available.
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0
5
10
15
20
25
Zam
bia
Gu
inea
-Bis
sau
Nam
ibia
Togo
Mal
i
Cap
e V
erd
e
Sen
egal
Erit
rea
Cam
ero
on
Bu
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Nig
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Ben
in
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Ch
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and
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Tan
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An
gola
Mal
awi
Mad
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Bu
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Sao
To
me/
Pri
nci
pe
%
o In about half of the countries, the new graduates from teacher training programmes represent less than 10% of primary teachers in service.
o In Zambia, Guinea Bissau and Namibia, new graduates represent less than 3% of primary teachers in service while in Sao Tome this proportion reaches 23%.
Ratio of new graduates to existing teaching workforce
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Source: UNESCO Institute for Statistics database (October 2012)
0
5
10
15
20
25
Cap
e V
erd
e
Uga
nd
a
Bo
tsw
ana
Mau
riti
us
Cam
ero
on
Togo
Erit
rea
Nam
ibia
Sen
egal
Mad
agas
car
Gu
inea
Ben
in
Gh
ana
UR
Tan
zan
ia
Bu
run
di
Ch
ad
Bu
rkin
a Fa
so
Nig
er
Mal
i
Co
ngo
Mal
awi
An
gola
%
Percentage of newly recruited teachers and share that are trained
Percentage of newlyrecruited teachers thatare untrained
Percentage of newlyrecruited teachers thatare trained
Percentage of newlyrecruited teachers(without information on% trained)
Most newly recruited teachers are trained
o Newly recruited teachers represent 2% of primary teachers in service in Cape Verde while one in five teachers is newly recruited in Angola.
o Most newly recruited teachers are trained except in Angola, Malawi, Mali and Togo.
Source: UNESCO Institute for Statistics database (October 2012)
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30
70
Senegal
28
72
Eritrea
Females represent the majority of newly recruited teachers in more than half of countries
o Females represent more than 7 in 10 newly recruited teachers in Cape Verde and Mauritius. This proportion is below 40% in Eritrea, Senegal, Mali and Malawi.
: Male : Female
Source: UNESCO Institute for Statistics database (October 2012)
22
31
69
Mali
38
62
Malawi
43
57
Burundi
45
55
Niger
5248
Madagascar
5545
Congo
57
43
Angola
60
40
Ghana
65
35
Namibia
70
30
Cape Verde
81
19
Mauritius
7.4%
Burkina Faso
7.4%
Mali
In most countries more than 5% of teachers are leaving the public primary sector every year
o In Mauritius, 2% of teachers are leaving the public primary sector. In Angola this proportion reaches 17%.
Source: UNESCO Institute for Statistics database (October 2012)
1.6%
Mauritius2.8%
Burundi3.4%
Cape Verde3.5%
Benin3.6%
Botswana3.6%
Chad
4.6%
Senegal
5.7%
Niger
7.2%
Namibia
8.2%
Cameroon
9.0%
Madagascar
10.1%
Malawi
10.3%
Eritrea
10.5%
Guinea
13.4%
Ghana
16.7%
Angola
7.2%
UR Tanzania
23
0 10 20 30 40 50 60 70 80 90 100
UR Tanzania
Rwanda
Mauritius
Cape Verde
Malawi
Burundi
Comoros
DR Congo
Namibia
Burkina Faso
Eritrea
Guinea
Benin
Gabon
Madagascar
Equatorial Guinea
Angola
Senegal
Mali
C. African Rep.
Ghana
Congo
Togo
Cameroon
Côte d'Ivoire
Ethiopia
Chad
Niger
Guinea-Bissau
School without toilets (%)
o In about 1 in 3 countries
reporting data, half of primary schools have no toilets.
o Three primary schools in four have no toilets in Guinea-Bissau, Niger and Chad, whereas toilets are available in all primary schools in Mauritius, Rwanda and the United Republic of Tanzania.
Lack of basic services: toilets
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toilets have no schools half of More than
toilets
schools one third of More than
Source: UNESCO Institute for Statistics database (October 2012)
have no
Availability of toilets in primary schools Countries with better access to toilets
o In Burundi, 88% of schools have toilets but only 18% have single sex toilets. In Rwanda, all schools that have toilets (94%) have single sex toilets. All schools in Mauritius and UR Tanzania have toilets – and all of them are single sex.
75
14
11
NigerWithout toilets With mixed-sex toilets With single-sex toilets
Source: UNESCO Institute for Statistics database (October 2012)
100
UR Tanzania
100
Mauritius6
94
Rwanda12
70
18
Burundi
27
34
39
Comoros
30
70
Namibia
30
34
36
Burkina Faso
31
762
Guinea
25
Availability of toilets in primary schools Countries with least access to toilets
o When toilets are available, girls have to share most of the time with boys in Benin and Ghana.
75
14
11
NigerWithout toilets With mixed-sex toilets With single-sex toilets
Source: UNESCO Institute for Statistics database (October 2012)
26
35
61
4
Benin
40
28
32
Madagascar
44
11
45
Senegal
44
41
15
Mali
45
14
41
C. African Rep.
45
55
Ghana
5816
26
Cameroon
74
16
10
Chad
75
14
11
Niger
Potable water: a critical shortage in most schools
o In the majority of the countries with data, half or more of primary schools report no access to potable water.
o In Chad, Niger and Guinea-Bissau, 4 in 5 schools have no potable water.
0 10 20 30 40 50 60 70 80 90 100
RwandaMauritius
MalawiAlgeriaGhana
Cape VerdeGambia
NamibiaNigeriaEritrea
SenegalEquatorial Guinea
AngolaCôte d'IvoireBurkina FasoUR Tanzania
BeninDR Congo
EthiopiaBurundi
TogoCameroon
MaliComoros
C. African Rep.Guinea
MadagascarGuinea-Bissau
NigerChad
Schools without potable water (%)
Source: UNESCO Institute for Statistics database (October 2012)
potable water have no schools half of More than
potable water
schools one third of More than
have no
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0 10 20 30 40 50 60 70 80 90 100
Mauritius
Algeria
Namibia
Cape Verde
Gabon
Rwanda
Nigeria
Eritrea
Senegal
Equatorial Guinea
Comoros
Ghana
Benin
Côte d'Ivoire
Guinea-Bissau
Gambia
Ethiopia
Burkina Faso
Malawi
Cameroon
Togo
DR Congo
UR Tanzania
Mali
Chad
Niger
Madagascar
Burundi
Guinea
C. African Rep.
Schools without electricity (%)
o Most primary schools have no electricity in nearly all countries reporting data.
o In more than half of the countries, 4 in 5 primary schools have no electricity. In Algeria and Mauritius however, almost all schools have access to electricity.
The vast majority of schools have no access to electricity
28 Source: UNESCO Institute for Statistics database (October 2012)
electricity have no schools half of More than
o Most countries are reporting a response rate above 95%.
School census response rates
Source: UNESCO Institute for Statistics database (October 2012)
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More data from the regional education survey are available on UIS website:
www.stats.uis.unesco.org
© UNESCO Institute for Statistics, 2013
All photos courtesy of UNESCO.
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