education quality in the oic · education system overview 6-3-3-4 system of education 6 years of...

Education Quality in the OIC Member Countries (Part 2)

Prepared for the 11th Meeting of the COMCEC Poverty Alleviation Group, Ankara, 5 April 2018

by Dr M Niaz Asadullah

Standing Committee

for Economic and Commercial Cooperation

of the Organization of Islamic Cooperation (COMCEC)

1

Outline

Case Country Selection Criteria

Methodology

Case 1: Nigeria

Case 2: Pakistan

Case 3: Jordan

Case 4: Malaysia

Recommendations

2

Case Country Selection Criteria

Selection took into consideration representation in terms of …..

Criteria Malaysia Jordan Pakistan Nigeria

1. Access to education: less than universal or unequal √ √

2. Low level of literacy √ √

3. Conflict / refugee crisis √ √ √

4. Limited access to government data on child-level outcomes √ √ √ √

5. Citizen-led assessment of learning outcomes √

6. Participation in international assessment: TIMSS / PISA √ √

7. Slow progress in improving student learning √ √ √

8. Rising demand for non-state (private) schools √ √ √

9. Income level U middle U middle L middle L middle

10. OIC Region East Asia Arab South Asia Africa

3

MalaysiaPISA 2012

Jordan

PISA 2012

NigeriaEGRA 2014

PakistanASER 2013-2016

4

Methodology

• Document available evidence on the determinants of student achievement and existing policies and programmes

Literature review

• Student level achievement scores

• SCHOOL SURVEY (PISA 2012) for Jordan and Malaysia

• SCHOOL SURVEY (EGRA 2014) for Nigeria [3,803 pupils from 257 primary schools]

• HOUSEHOLD SURVEY (ASER 2013-2016) for Pakistan

• Simple descriptive statistics

• Regression analysis

Microdata analysis

• Interviews to understand the country context and document perception of and barriers to education quality

Stakeholder interviews

5

Case study 1: Nigeria

Education system overview

Trends in access to schooling

Trends in student performance and learning outcomes

Determinants of student achievement

Stakeholder perceptions on quality education

Recommendations and conclusions

6

Education System Overview

6-3-3-4 system of education

6 years of primary, 3 years of junior secondary, 3 years of senior secondary education (4 years of tertiary)

UBE (free and compulsory basic education) comprise primary & junior secondary

Size

Primary schools - 96,901 (34,717 private)

Secondary schools 32,833 (20313 private)

Unknown # of madrasas (Islamic schools)

Education system is decentralized

various types of schools

traditional and integrated Islamiyya schools.

Strong donor-presence

Focus on northern provinces

7

Notable schemes, strategies & reforms

Multiple donor-driven and region-specific programs

Integrated Islamiyya Quranic and Tsangaya Education (IQTE)

To integrate Qur’anic schools children into the Universal Basic Education Scheme, strengthen teaching capacity, mainstream core elements of basic education into the Qur’anic education

Girl-child Education Programme (GEP)

girls ‘education enrolment campaign & targeted CCTs in 5 northern states

School Feeding and Health Programme

at least one meal a day for pupils in schools in 12 states

8

Indicators of access to school 9

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

100%

bottomquintile

2nd quintile 3rd quintile 4th quintile top quintile

Primary NAR and GAR by Household Wealth

NAR

GAR

0%

20%

40%

60%

80%

100%

bottomquintile

2ndquintile

3rdquintile

4thquintile

topquintile

JSS NAR and GAR by Household Wealth

NAR

GAR

0

20

40

60

80

1990 2002 2008 2015

Trends in GER (based on NEDS)

Primary, GER Secondary, GER

0%

10%

20%

30%

40%

School Too

Far

Labor

Needed

Monetary

Cost

Poor

School

Quality

No Interest

Main reasons for never attending school

2004 2010 2015

Level of & trends in learning outcomes 10

0.70

0.75

0.80

0.85

0.90

0.95

1.00

Nigeria -Bauchi

Nigeria -Jigawa

Nigeria -Kaduna

Nigeria -Kano

Nigeria -Katsina

Nigeria -Sokoto

All Boys Girls

Proportion 0 Scores In 5 Hausa Sub-Tasks (EGRA 2014)

Proportion of 2 Grade Students Who Could Not Read A Single Word of Connected Text, by Region & Gender (EGRA 2014)

30

40

50

60

70

80

90

2013 2014 2015 2016

National Examination Council Final Senior Secondary Schools Examination, 2013-2016 (National Bureau of Statistics)

Male Female Total

0

5

10

15

20

25

30

35

40

45

Mean score (literacy, grade 4)

Mean score(numeracy, grade 4)

Mean score (literacy, grade 6)

Mean score(numeracy, grade 6)

1996

2011

Literacy & Numeracy Scores in %, 1996-2011 (grades 4 And 6) (NALABE)

Trends in wealth-learning profiles 11

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

bottom quintile 2nd quintile 3rd quintile 4th quintile top quintile

2004

2015

Literacy Skills by Household Wealth (Ages 5-16)

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

bottomquintile

2nd quintile 3rd quintile 4th quintile top quintile

2004

2015

Numeracy Skills by Household Wealth (Ages 5-16)

Country specific challenges, barriers to quality

education & stakeholder perceptions

Challenges: conflict, ethnic diversity (Hausa, Yoruba & Igbo), poverty

Barriers to quality education: lack of funding and facilities, the lack of good and

motivated teachers, weak school leadership

Attributes of a good school: school leadership (effectiveness of the principal)

and high learning outcomes of children

Attributes of a good teacher: “well-qualified/trained”, “being good at

communication”, “being supportive of weaker students”

Finance: primary and secondary govt. schools not adequately funded

Overcoming the barriers: teaching/learning materials, scholarship for poor

children , increase teacher salary, ICT for rural schools,

Madrasah education: important only in North; more support for private schools

12


(grades 2 and 3) in Hausa (EGRA 2014), total

& 0-scores

Household-specific factors

Family wealth matters though weak

Child-specific factors

Female disadvantage

Pre-school attendance matters but weak effect

School-specific factors

Significant: library, electricity and toilet availability; teacher presence; Islamic

school

Insignificant: completing an extra year (grade 3) ; STR

13

Conclusion

Serious learning gaps at all levels of the schooling cycle

Despite a diverse set of interventions, education quality is declining

Wealth gap in access and learning outcomes

13.2 millions out-of-school

regional (north-south) disparities in gender and income gaps

Income effect on learning mostly works through school choice

Weak implementation and low quality impact of the UBE

Shortage of inputs

Information on nationwide learning outcomes sparse and lacks reliability

14

Recommendations

Address learning shortfalls in foundational stage

Increase budgetary allocations

Improve governance and implementation capacity

Better M&E and diagnostics

Better poverty and gender targeting

Improve accountability (teacher truancy)

Integrate into the global assessment frameworks (TIMSS, PISA & PIRLS)

Facilitate dissemination of data for diagnostics and M&E

15

Case study 2: Pakistan


Trends in access to schooling





16


Structure

Formal education comprise 1+10-2 system

Primary (5), middle elementary (3), secondary (& vocational) (2) and higher-secondary (2)

compulsory & free for 5 to 16 years

Size

303,000 institutions, 47 million children, 1,723,790 teachers

191,065 public & 112,381 private institutions (PES 2015-2016)

Management

Provincial autonomy in planning, policy, delivery and monitoring of education

ICT, Sindh, Punjab, Balochistan & Khyber Pakhtoonkhwa have passed Compulsory and Free Education Acts.

17


Vision 2025 in 2015 & Provincial Education Sector Plans (ESPs))

Active civil society organizations (CSOs) and development partners

Annual Status of Education Report (ASER) report since 2010

Public Private Partnerships (PPPs)

Provincial PPT acts in 2010 & 2014/5

The Citizens Foundation (TCF)

Pre-service training - Strengthening Teacher Education in Pakistan (STEP)

Teaching cadre - National Testing Service (NTS): independent teacher tests

as pre-requisites for merit-based recruitment

Social protection in Pakistan for conditional and unconditional cash transfers

The Benazir Income Support Program (BISP); Female School Stipend Programmes

18

Indicators of access to school 19

0%

50%

100%

Primary Middle High Higher Sec.

Pe

rce

nta

ge

% of Institutions by type across levels of education

Public Private

5970

7885

6776

8287

46

6273

83

0

20

40

60

80

100

Poorest Poorer Richer Richest

% C

hil

dre

n

Enrollment by Gender

Overall Male Female

7769

63

46

1927

35

53

0

20

40

60

80

100

Poorest Poorer Richer Richest

% C

hil

dre

n

Enrollment by School Type

Government Schools Private Schools

0

20

40

60

80

100

National Balochistan Punjab Sindh KP

Literacy: 10 years & older (PSLM)

Urban Rural Overall

Trends in inputs & learning outcomes 20

0.

20.

40.

60.

80.

100.

2012 2013 2014 2015 2016

Learning Level (Arithmetic-Do Division)

-Class 5 (ASER)National

Balochistan

FATA

GB

ISB

KPK

Punjab

Sindh

AJK

0.

20.

40.

60.

80.

100.

2012 2013 2014 2015 2016

Learning Level (Urdu/Sindhi/Pashto-Read

Story)-Class 5 (ASER)NationalBalochistanFATAGBISBKPKPunjabSindhAJK

0

10

20

30

40

STR in rural Pakistan (ASER survey)

2014 2016

0

20

40

60

80

100

primary middle high higher secondary

Toilet availability (in %) (PES 2014)

Country specific challenges, barriers to

quality education & stakeholder perceptions

Challenges: ethno-linguistic & regional diversity; poverty; conflict

Barriers to quality education: a lack of school leadership, lack of teacher

motivation, medium of instruction, lack of facilities and a dearth of qualified

teachers

Attributes of a good school: effective school head-teacher and motivated

teachers

Finance: primary and secondary schools not adequately funded

Inequality in quality: Widening performance gap (rural-urban; boy-girl; rich-

poor households)

Madrasah education: Recognition as a pro-poor model of education but

also strong support for reform

21

Determinants of Numeracy & Reading Skills in rural Pakistan, 5-16 years in school (ASER)


Family wealth effect is strong


Female disadvantage

Bigger amongst poorest quartiles

School factors

Negative association w.r.to government school & madrasa attendance

Location factor

Sindh most backward

Gaps widening over time (2013-2016)

gender

22

Conclusion

Off target on access mainly on account of quality challenges

Serious regional disparities in access, facilities and learning outcomes

Confirmed by both citizen led and government high stakes assessments

Significant inequalities in access to education and learning outcomes

Gender and poverty

Declining regional performance

Some promising policies and programmes to ensure ‘progressive universalism’

Close state-NGOs collaboration

23

Recommendations

Address early shortfalls in learning

Prioritize gender equality and equity in access to education

Better poverty & regional targeting

Improve pre and in-service training programs

child centered pedagogies

Continue reforms of madrasahs to address ‘mimetic-pedagogy’ and rote

learning

Promote evidence based reforms

24

Case study 3: Jordan


Access to Schooling





25


Structure

Formal education comprise 10-2 system

Ten years of compulsory (aged 5-15 years) & two years of secondary education (aged 16-18 years)

Size

2787 government schools & 1493 private schools

UNRWA schools for Syrian refugees

Management

centrally planned, delivered and monitored

management of personnel, production of textbooks and the development of the curriculum

Some decentralized at the governorate and school-level

26

Indicators of access & quality 27

32.8

97.3482.45

0

20

40

60

80

100

Schoolenrollment,

preprimary (%gross)

Schoolenrollment,primary (%

gross)

Schoolenrollment,

secondary (%gross)

17.73 16.9114.6

0

5

10

15

20

Pupil-teacherratio,

preprimary

Pupil-teacherratio, primary

Pupil-teacherratio,

secondary

100 100 100

0

10

20

30

40

50

60

70

80

90

100

Trainedteachers inpreprimary

education (% oftotal teachers)

Trainedteachers in

primaryeducation (% oftotal teachers)

Trainedteachers insecondary

education (% oftotal teachers)

97.89

99.11

97.2

97.4

97.6

97.8

98

98.2

98.4

98.6

98.8

99

99.2

99.4

Literacy rate, adult total (% ofpeople ages 15 and above)

Literacy rate, youth total (% ofpeople ages 15-24)

0 50 100

Nigeria (Hausa)

Yemen (Arabic)

Iraq (Arabic)

Morocco (Arabic)

Jordan (Arabic)

Senegal (French)

% students with 0 score in EGRA

0.00

0.05

0.10

0.15

0.20

0.25

0.30

All Boys Girls

2012 2014 (EGRA)

00.10.20.30.40.50.60.70.80.9

1999 2003 2007 2011

Science scores in TIMSS by competency levels

slevel1_m slevel2_m

slevel3_m slevel4_m

00.10.20.30.40.50.60.70.80.9

1999 2003 2007 2011

Math scores in TIMSS by competency levels

mlevel1_m mlevel2_m

mlevel3_m mlevel4_m

00.10.20.30.40.50.60.70.80.9

2006 2009 2012

Math scores in PISA by competency levels

mlevel1_m mlevel2_m

mlevel3_m mlevel4_m

00.10.20.30.40.50.60.70.80.9

2006 2009 2012

Science scores in PISA by competency levels

slevel1_m slevel2_m

slevel3_m slevel4_m

Trends in learning outcomes 28

200

300

400

500

600

2006 2009 2012 2015

PISA scores

Mathematics Science Reading

200

250

300

350

400

450

500

550

600

1999 2003 2007 2011 2015

TIMSS scores

Mathematics Science

Trends in wealth-learning profiles

0

.02

.04

.06

.08

1 2 3 4 5 1 2 3 4 5

Country Wealth Index Quintiles, 1999 Country Wealth Index Quintiles, 2011

Maths Science

% o

f ch

ild

ren

pas

sin

g le

vel-

3 t

hre

sho

ld

Graphs by category and year

0.2

.4.6

.8

1 2 3 4 5 1 2 3 4 5


Maths Science

% o

f ch

ild

ren

pas

sin

g le

vel-

1 t

hre

sho

ld


0.2

.4.6

.81

1 2 3 4 5 1 2 3 4 5


Maths Reading

Science

% o

f ch

ild

ren

pas

sin

g le

vel-

1 t

hre

sho

ld


0

.02

.04

.06

.08

.1

1 2 3 4 5 1 2 3 4 5


Maths Reading

Science

% o

f ch

ild

ren

pas

sin

g le

vel-

4 t

hre

sho

ld


Sizable wealth gap

A slight fall over time because of declining performance across wealth groups in higher order skills

TIMSS

PISA

29

TIMSS - basic TIMSS - advanced

PISA - basic PISA - advanced

Country specific challenges, barriers to quality

education & stakeholder perceptions

Country specific challenge

Nearly half fail in public secondary school exit exam (Tawjihi)

Unclear how Jordan’s advantage in TIMSS was lost

PISA and TIMSS perceived as low-stake assessments

Barriers to quality education: effective school leadership, lack of teacher

motivation, lack of good/qualified teachers, pressure of external evaluation

Attribute of a good teacher: motivation

Finance: perceived government schools thought to be inadequately funded

Overcoming the barriers: : leadership training program, increase teacher

salary, ICT

Consistent with NHRD report 2016 & QRF survey of teachers

30

Determinants of student achievement (PISA

2012)


Family wealth effect is modest


Pre-school attendance matters

Also true for poor households

Female advantage in science and language and the absence of gender gap in mathematics.


Significant: private school advantage (nearly 30 points gain in PISA); Average disciplinary climate effect is positive; STR (negative and though small in size)

Insignificant: School size, teacher shortage and proportion of certified teachers; Parental engagement not significant

31


Education Reform for the Knowledge Economy Program (ErfKE I & II), 2001-2015

improve learning environment in schools as well as promote early childhood education.

NHRD 2016

Recommended 22 projects and specific bold time-bound policy targets

promote research and data driven policy

disseminate data to show progress on student performance, teacher quality and other indicators

achieve regional/global targets in assessments such as TIMSS, PISA, EGRA & EGMA

Make teaching an employment of choice

quality of pre- and in-service training for teachers

community engagement to improve school performance

parental involvement to support student learning in and out-of-school hours

Queen Rania Foundation (QRF) and Queen Rania Teachers Academy (QRTA)

Jordan Education Initiative (JEI) for ICT & PPP models

Early Grade Reading and Math Project (RAMP)

32

Conclusion

Impressive progress in equitable access to schooling

Growing inequalities in learning outcomes

Wealth

Gender (male disadvantage)

Some progress in foundational cognitive skills

Some improvement in secondary school learning outcomes though not sustained over time

Low pass rate in national examination (Tawjihi)

Strong political support for “equitable quality education”

Government-NGOs partnership

Active participation in international assessments (PISA, TIMSS, TALIS & EGRA)

33

Recommendations

Address early shortfalls in learning

Increasing access to quality ECDC/pre-primary schooling

Arrest high failure rate in Tawjihi

Reduce associated social and psychological pressure.

Review examination criteria

routine procedures and memorization vs problem solving, critical thinking and communication abilities.

Improve training and governance

better support through in-classroom coaching; regular supervisor visits; in-service training

Formulate a data dissemination policy to facilitate research

…also create feedback loops between research and practice

34

Case study 4: Malaysia


Access to Schooling





35


Formal education based on a 6-3-2-2-4 organization

six years of compulsory primary (Standard 1-6), three years of lower secondaryschool (Form 1-3), and two years of secondary (Form 4-5), two years of uppersecondary (Form 6 Lower and 6 Upper) and 4 years of university education

eleven years of free education (6-3-2)

Diverse types of providers

Primary: government (national, Chinese & Tamil) and others (Islamic)

Secondary: government (daily & residential) and private

Centralized management - MoE is the main government body

schools enjoy some autonomy

36

Indicators of access to school

11

11.5

12

12.5

13

13.5

14

2010 2011 2012 2013 2014 2015 2016P

up

il Te

ac

he

r R

atio

(%

)Primary Secondary

40

50

60

70

80

90

100

1984 1985 1986 1987 1988 2013 2014 2015 2016

En

rollm

en

t (%

)

Preschool Primary

36 32 29 30 26 25 22 21 17

64 68 71 70 74 75 78 79 83

2008 2009 2010 2011 2012 2013 2014 2015 2016

Participation

rate to Form 1

Dropout rate

after Year 6

10

20

30

40

50

60

70

80

90

100

2010 2011 2012 2013 2014 2015 2016

Tra

nsi

tion

Rate

(%

)

Standard 6 - Form 1 Form 3 -Form 4 Form 5 -Form 6

37

indigenous children’s school participation

Trends in learning outcomes

Impressive start in TIMSS (1999)

Average score declined but showing

clear signs of improvement in both

TIMSS and PISA

Consistent with student performance

in national assessments

75

80

85

90

95

100

2013 2014 2015

Student pass rate in national exams

(government schools)

SPM (secondary school completion exam)

STPM (higher secondary school completion exam)

38

200

250

300

350

400

450

500

550

600

1999 2003 2007 2011 2015

TIMSS scores

Math Science

200

250

300

350

400

450

500

550

600

2009 2012 2015

PISA scores

Mathematics Science Reading

Trends in wealth-learning profiles

However a

widening of wealth

gap because of

declining

performance of

the poorer wealth

group

Mixed trend in

higher order skills

TIMSS

PISA

0.2

.4.6

.81

1 2 3 4 5 1 2 3 4 5


Maths Science

% o

f ch

ild

ren

pa

ssin

g l

eve

l-1

th

resh

old


0

.05

.1.1

5.2

.25

1 2 3 4 5 1 2 3 4 5


Maths Science

% o

f ch

ild

ren

pa

ssin

g l

eve

l-3

th

resh

old


0.2

.4.6

.81

1 2 3 4 5 1 2 3 4 5


Maths Reading

Science

% o

f ch

ild

ren

pa

ssin

g l

eve

l-1

th

resh

old


0

.05

.1.1

5.2

1 2 3 4 5 1 2 3 4 5


Maths Reading

Science

% o

f ch

ild

ren

pa

ssin

g l

eve

l-4

th

resh

old


39

Determinants of student achievement (PISA

2012)


Family wealth effect


Pre-school attendance matters

Also true for poor households

Female advantage in science and language (no gender gap in mathematics)


Significant: private school advantage (nearly 30 points gain in PISA); STR (negative and though small in size); Average disciplinary climate in the school is positively and significantly correlated with student achievement.

Insignificant: School size, teacher shortage and proportion of certified teachers; Parental engagement not significant

40

Country specific challenges, barriers to

quality education & stakeholder perceptions

Challenges: ethnic & linguistic diversity; indigenous population

Barriers to quality education: lack of effective school leadership & motivated

teachers; lack of qualified teachers

Attributes of a good school: effective school head-teacher; high learning outcomes;

supportive learning environment

Attributes of a good teacher: motivated; focused on improving teaching and

learning practices; good at communication; supportive of weaker students

Finance: primary and secondary govt. schools not adequately funded

Overcoming the barriers: scholarship targeting children from poor families, ICT

facilities for rural schools, additional funding for under-performing rural schools

41


Education Blueprint 2013-2025 & Eleventh Malaysia Plan 2016-2020

The District Transformation Programme (DTP) to narrow the gap R-U achievement gap.

Dual language proficiency (DLP) scheme

Pro-ELT: Targeted 14,000 teachers across all the 13 states and 3 federal territories

HOTS: Innovative programs include "Higher Order Thinking Skills" introduced across the curriculum

LINUS: the "literacy and numeracy" programme focusing on mastering literacy (vernacular and English) and numeracy skills in early phase of primary education

PADU: “Performance & delivery unit” – a laboratory model

42

65

70

75

80

85

90

95

100

2014 2015 2016

Per

form

an

ce (

%)

Year

Bahasa Melayu English Language Numeracy

0

20

40

60

80

100

mathematics TIMSS items science TIMSS items

% items covered in the current Standard

Curriculum for Primary School (KSSR)

Conclusion

A case of positive deviance

Equitable access to schooling

High literacy rate

Good physical infrastructure

National examination performance data show improvement over the years

Still faces some challenges relating to the level of student learning

Significant inequality in access to “quality education”

Gender, income & location

But performance in international assessments is improving

Reforms seem to be paying off

An important model for the OIC

43

Recommendations

Equalize access to quality preschool education

Close the (reverse) gender gap

Reduce influence of household wealth

Needs-based targeting of funds

Target location, underperforming schools and students (particularly B40)

Extra homework support, remedial classes

Improve training and governance

leadership training for senior management team and school teachers

teacher motivation

Formulate a data dissemination policy to facilitate research & diagnostics

RCTs evaluation of competing schemes

44

OVERALL CONCLUSION

Increasing OIC participation in international assessments

Performance improving in some

Enormous diversity within the OIC

The barriers to delivering quality education vary across member states - no magic bullet

Low level of learning in both low & high-income OIC countries

High spending & poverty reduction per se not sufficient

But important to keep children in school

Equity-quality trade-off in low-income member states

Weak influence of schooling and better physical provisions suggests the presence of structural barriers to education quality

There is also a great deal of variation in political will and fiscal capacity.

Each country faces a unique combination of problems which need to be diagnosed and solved in the local context.

At the same time, a number of shared challenges have been highlighted alongside the some country-specific good practices

45

OVERALL RECOMMENDATIONS

Deficit in early-life foundational cognitive skills

Access to pre-primary education

Equity in learning outcomes

Allocate public resources to achieve ‘progressive universalism’

Develop pro-poor education models (madrasah reforms; affordable private schools; non-formal schools)

Poverty, gender & regional targeting

School meals and remedial education

Quality of government schools

Ensure accountability

Re-orient curricula and teacher training programs

Focus on core competencies and higher-order skills

Improve quality and credibility of high-stake national examinations

Measuring learning, access to data & evidence-driven policy making

Measure “learning for all”, at all stages & over time (SDGs 4 by 2030)

Participation in international assessments -- PISA for Development (PISA-D)

Independent assessments and carefully designed pilot & RCTs & the culture of ‘deliverology’ for results

46

THANK YOU

Contact details:

Professor Dr M Niaz Asadullah

University of Malaya, Kuala Lumpur, Malaysia

Homepage: www.niazasadullah.com

Webpage: https://umexpert.um.edu.my/m-niaz.html

Email: nasadullah[at]gmail.com

Twitter: Niaz_Asadullah

Facebook: “Niaz Asadullah”

47

http://www.niazasadullah.com/

https://umexpert.um.edu.my/m-niaz.html

education quality in the oic · education system overview 6-3-3-4 system of education 6 years of...

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