UNIVERSAL PRIMARY EDUCATION National Targets 100% access 100% completion of Primary Education 100% attainment of Mastery Level in ELC at transition from primary

Primary Education Policies Compulsory education policy (5-14) age group Separate financial vote for primary education Competency based curriculum. (National wide) revised every 8 years Access within mandatory distance (2 km) 3 Key Stages in Primary Level

Primary Education Policies Same teacher for each Key Stage. Identification of Entry Competencies. Continuous assessment system. Identification of ELC for each key stage Capacity building. Text books, Teachers’ guides, Mid-Day meals, School uniforms, Quality inputs Co-ordination Network

Indicators EFA core indicators and other possible additional indicators are being used.

Studies related to primary education NEREC Study Primary School Survey (UNESCO) Studies done by NIE and other agencies.

KEY ISSUES Access Net Enrolment ratio - 97.2% 2.8% of school going age children are out of school.

KEY ISSUES Dropping out of primary education. Absenteeism of primary pupil. Mechanism for deployment of primary teachers ignored.

KEY ISSUES Inadequacy of qualified primary teachers. Infrastructure facilities inadequate for primary grades. Low achievement of mastery level in ELC in each key stage.

KEY ISSUES Inadequate facilities for implementation of inclusive education in primary grades No mechanism for catering to the gifted pupils.

Gaps and Disparities Non availability of relevant data on: children with special needs (Physical disabilities) Children in families moving from one place to another for employment purposes. Children of migrant parents Sharing of information between the school and other relevant agencies inadequate. Lack of proper mechanism to identify domestic violence against children.

Gaps 2 Inability to collect data from conflict affected areas 3. Mismatch between the teacher recruitment and needs 4. Primary classes are serviced by non-primary teachers 5. Lack of different approaches in teacher training programmes to cater for socio-economic differences in the school environment.

Gaps 6. Teachers and parents do not have the know how to identify and use the learning opportunities available in the home environment to make parents partners in the education of their children. 7. Facility based disparities between urban and rural schools. 8. Continuation of assessment reports from one key stage to another is inefficient.

Universal Primary Education Analysis production work plan (for each analysis product) Universal Primary Education Issue : 2.8% of school going age children are out of school Gap : Lack of relevant data to a identify the actual percentage Assessment Tasks Expected Outputs Activities Start-End dates Required resource and expertise inputs/technical support or assistance, cost Responsible Unit/ persons 1 Analysis team organization Creation of the school attendance committees  Formation of the team May  ZEO / DEO / DS & MOH  EFA Co: P/Z principal 2. Define assessment scope and coverage Catchment area of each school   Mapping ZEO / DEO  Principal 3. Design of data collection instruments Data collection format  Preparing data collection format, Define the required data June  Members of National Technical Team  National sub Technical Team 4. Design of analysis and reports Draft report outline Indicators,  preparing draft report July 5. Capacity Building Awareness about the instruments. Conducting awareness programme. August.  Zonal level technical committee ZEO 6. Data Collection Completed formats Survey to collect data Sept School attendance committee 7. Data Processing Data base  Work session Oct  Computer programmer  Provincial Technical Team 8. Report production provincial level Analytical report Preparing report Nov Provincial Technical Team  Provincial EFA coordinator 9. Report production National level National report Compilation of provincial level reports. Nov /Dec National level Technical Team National EFA coordinator

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