A view inside schools in Sub-Saharan Africa Regional education survey (January 2013)
Overview o
Context of the initiative
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Presentation of the regional module
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Key findings
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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 3
The regional questionnaire o
o
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Administered in 46 countries in subSaharan Africa since 2011 Extended to 6 African countries in Northern Africa in 2012 Developed using the UIS questionnaire platform and infrastructure 4
The regional questionnaire Contains 6 tables with items chosen in agreement with regional partners according to well defined criteria: o Relevance to regional monitoring and policy discussion o Identified as high priorities by partners 5
6 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 preservice 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
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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 multigrade classes o Average number of grades in multi-grade classes 7
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.
8
Graduates from pre-service teacher training programmes o
o
The teacher is the corner stone of the quality of teachingThis item measures the capacity of countries to produce trained teachers 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
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Ratio of graduates from preservice teacher training to teachers in service
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 o
the level of recruitment in a country teacher turnover (or attrition)
Indicators calculated : o o
o
o
Teacher attrition rates Percentage of teachers who are newly recruited Percentage of newly recruited teachers who are female Percentage of newly recruited teachers who are trained
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Access to basic services (toilets, potable water and electricity) o
o
Availability of sanitation facilities improves the learning environment, improves pupils’ health, boosts attendance and achievement and promotes gender equality Girls are more likely to attend school where single-sex toilets are available Indicators calculated : o o
o
o
Percentage Percentage sex toilets Percentage water Percentage electricity
of schools with or without toilets. of schools with mixed or singleof schools with or without potable of schools with or without
School census response rates o
o
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Enable the monitoring of data coverage and the efficiency of the data collection system Results show that the coverage is satisfactory
Responding countries As of January 2013, 87% of countries had responded 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 Source: UNESCO Institute for Statistics database (October 2012)
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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
o
Teacher attrition:
The percentage of teachers leaving public primary schools each year ranges from 2% in Mauritius to 17% in Angola.
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.
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Class size: the majority of countries have more than 50 pupils per class 100
All classes
90
Pupils per class
80 70
Single grade classes
60 50
Multigrade classes
40 30 20 10
Source: UNESCO Institute for Statistics database (October 2012)
Cape Verde
Botswana
Mauritius
Namibia
Niger
Eritrea
Togo
Sao Tome/Principe
Guinea
Benin
Uganda
Mozambique
Mali
Rwanda
Burundi
Burkina Faso
Madagascar
Congo
Chad
C. African Rep.
Malawi
0
Note : Botswana, Burundi, Malawi, Mauritius and Rwanda, Uganda have no multi-grade classes.
o
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. Single grade class size tend to be larger than multi-grade classes except in Benin, Guinea, Mali and Niger.
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50 45
All grades
40 35
First grade
30 25
Last grade
20 15 10 5
Chad
Congo
Madagascar
C. African Rep.
Mali
Niger
Togo
Senegal
Burkina Faso
Guinea
Cape Verde
Benin
Djibouti
Namibia
0
Sao Tome/Principe
Percentage of pupils in multi‐grade classes
Multi‐grade classes are more common in early grades where the learning outcomes are the most important
Source: UNESCO Institute for Statistics database (October 2012)
o o
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In most countries, less than 20% of pupils are enrolled in multi-grade classes. In Chad, more than 2 out of 5 pupils are in multi-grade classes.
140 130 120 110 100 90 80 70 60 50 40 30 20 10 0
o o
Mauritius
Namibia
Ghana
Cape Verde
Niger
Senegal
Mali
Guinea
Benin
Togo
Burkina Faso
Source: UNESCO Institute for Statistics database (October 2012)
Uganda
Rwanda
Burundi
Madagascar
Chad
First grade (primary single grade class) Last grade (primary single grade class)
Malawi
Pupils per class
Early grade ‐ most critical and most crowded
First grade classes are typically far larger than last grade classes. 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. 18
In most countries primary pupils have to share textbooks 11.2 5.1 4.1 4.0 2.9 2.9 2.3 2.1 2.0 2.0 1.8 1.8 1.7
Pupils per reading textbook
1.6 1.5 1.4 1.4 1.3 1.1 1.1 1.1 1.0 1.0 1.0 1.0 0.9 0.9 0.9
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0.8 0.8 0.3
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 4.9 4.0 3.8
o
3.0 3.1 2.1 3.3 3.9 2.0
o
1.9 2.2 1.8
Pupils per mathemathics textbook
1.5 1.5 1.6
13 pupils on average have to share the same mathematics textbook in Cameroon, and 5 in South Sudan. There are at least 1 reading and mathematics textbooks per pupil in Benin, Cape Verde, Eritrea, Guinea, Mali, Mauritius and Niger.1
2.8 1.4 1.1 1.1 2.0 1.5 1.0 1.0 1.0 1.0 0.9 0.9 1.4 1.3 1.0
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.
Ratio of new graduates to existing teaching workforce 25 20 15 % 10 5
Zambia Guinea‐Bissau Namibia Togo Mali Cape Verde Senegal Eritrea Cameroon Burkina Faso Niger Benin Mozambique Chad Ethiopia Mauritius Rwanda UR Tanzania Angola Malawi Madagascar Burundi Sao Tome/Principe
0
Source: UNESCO Institute for Statistics database (October 2012)
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%.
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Most newly recruited teachers are trained Percentage of newly recruited teachers and share that are trained 25 Percentage of newly recruited teachers that are untrained
20 15
Percentage of newly recruited teachers that are trained
%
10
Percentage of newly recruited teachers (without information on % trained)
5
o o 21
Angola
Malawi
Congo
Mali
Niger
Burkina Faso
Chad
Burundi
Ghana
Benin
Guinea
Madagascar
UR Tanzania
Source: UNESCO Institute for Statistics database (October 2012)
Senegal
Namibia
Eritrea
Togo
Cameroon
Mauritius
Botswana
Uganda
Cape Verde
0
Newly recruited teachers represent 2% of primary teachers in service in Cape Verde while one in five teachers is newly recruited in Angola. Most newly recruited teachers are trained except in Angola, Malawi, Mali and Togo.
Females represent the majority of newly recruited teachers in more than half of countries Senegal
Eritrea 28
Mali 30
Congo
Madagascar
31
38
Ghana
Angola
Niger 43
45 55
57
62
69
70
72
Burundi
Malawi
Cape Verde Mauritius
Namibia
19 48
52
45
43 55
35
40 57
: Male
30
60
65
70
81
: Female
Source: UNESCO Institute for Statistics database (October 2012)
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. 22
In most countries more than 5% of teachers are leaving the public primary sector every year Mauritius 1.6%
Senegal 4.6%
UR Tanzania
Cameroon
Malawi 10.1%
Mali
Namibia 7.2%
Eritrea 10.3%
3.6%
Burkina Faso
Ghana
10.5%
Madagascar
7.4%
7.4%
Guinea
Chad
3.6%
3.5%
7.2%
5.7%
8.2%
3.4%
2.8%
Niger
Botswana
Cape Verde Benin
Burundi
13.4%
9.0%
Angola 16.7%
Source: UNESCO Institute for Statistics database (October 2012)
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In Mauritius, 2% of teachers are leaving the public primary sector. In Angola this proportion reaches 17%.
Lack of basic services: toilets School without toilets (%) 0
10
20
30
40
50
Guinea‐Bissau Niger Chad Ethiopia Côte d'Ivoire Cameroon Togo Congo Ghana C. African Rep. Mali Senegal Angola Equatorial Guinea Madagascar Gabon Benin Guinea Eritrea Burkina Faso Namibia DR Congo Comoros Burundi Malawi Cape Verde Mauritius Rwanda UR Tanzania Source: UNESCO Institute for Statistics database (October 2012)
60
70
80
90
100
o More than half of schools have no toilets
o
More than one third of schools have no toilets
In about 1 in 3 countries reporting data, half of primary schools have no toilets. 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.
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Availability of toilets in primary schools Countries with better access to toilets
Source: UNESCO Institute for Statistics database (October 2012)
o
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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.
Availability of toilets in primary schools Countries with least access to toilets
Source: UNESCO Institute for Statistics database (October 2012)
o
When toilets are available, girls have to share most of the time with boys in Benin and Ghana. 26
Potable water: a critical shortage in most schools Schools without potable water (%) 0
10
20
30
40
Chad Niger Guinea‐Bissau Madagascar Guinea C. African Rep. Comoros Mali Cameroon Togo Burundi Ethiopia DR Congo Benin UR Tanzania Burkina Faso Côte d'Ivoire Angola Equatorial Guinea Senegal Eritrea Nigeria Namibia Gambia Cape Verde Ghana Algeria Malawi Mauritius Rwanda
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Source: UNESCO Institute for Statistics database (October 2012)
50
60
70
80
90
100
o More than half of schools have no potable water
o
More than one third of schools have no potable water
In the majority of the countries with data, half or more of primary schools report no access to potable water. In Chad, Niger and GuineaBissau, 4 in 5 schools have no potable water.
The vast majority of schools have no access to electricity Schools without electricity (%) 0
10
20
30
40
50
C. African Rep. Guinea Burundi Madagascar Niger Chad Mali UR Tanzania DR Congo Togo Cameroon Malawi Burkina Faso Ethiopia Gambia Guinea‐Bissau Côte d'Ivoire Benin Ghana Comoros Equatorial Guinea Senegal Eritrea Nigeria Rwanda Gabon Cape Verde Namibia Algeria Mauritius Source: UNESCO Institute for Statistics database (October 2012)
60
70
80
90
100
More than half of schools have no electricity
o
o
Most primary schools have no electricity in nearly all countries reporting data. 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.
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School census response rates
Source: UNESCO Institute for Statistics database (October 2012)
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Most countries are reporting a response rate above 95%.
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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