Regional module for Africa: Review and updates Githaiga Monica Wendy Weng Addis Ababa, Ethiopia 7 November, 2012

Overview Review of the module Regional module updates Context of initiatives Questionnaire review Launch and release Regional module updates Response rate Key indicators and common data reporting issues Key findings in 2012 data collection

Review of Africa regional module

A partnership with Africa Union Framework of the 2nd Decade of Education for Africa (2006-2015), the AU has committed to monitoring the status of education and the progress made in implementing the 8 priority areas of their plan of action. (http://www.au.int/) UIS has committed to providing data to the AU Observatory database, managed by the Association for the Development of Education in Africa (ADEA). http://www.adeanet.org/adeaPortal/ UIS has offered its expertise, infrastructure and technical platforms to collect new data that address AU indicator needs.

Regional module questionnaire and policy relevance Contains 6 tables with items chosen in agreement with regional partners according to well defined criteria: Relevance to regional monitoring and policy discussion Identified as high priorities by partners

Six items in the regional module Link to AU areas of priority Questionnaire table Item designation Link to AU areas of priority Table 10.1 Classes and pupils Quality management Table 10.2 Availability of manuals and textbooks (reading and mathematics) Table 10.3 Graduates from pre-service teacher training programmes Teacher development Table 10.4 Newly recruited teachers Table 10.5 Availability of basic services A key priority identified by regional organizations  Table 10.6 School census response rates Education Management Information Systems

Item 1: Classes and pupils Class size and multi-grade teaching The deployment of teachers in classrooms is a key factor affecting learning outcomes especially where class sizes are very large or cover several grades

Item 2: Availability of manuals and textbooks (reading and mathematics) Textbooks are one of the educational inputs that have the greatest influence on learning achievement in African countries

Item 3: Graduates from pre-service teacher training programmes The teacher is the corner stone of the quality of teaching in Africa. This item measures the capacity of countries to produce trained teachers It is important to assess the need of teachers to be trained to achieve UPE and to ensure quality of education

Item 4: Newly recruited teachers Countries need to estimate the demand for teachers and to plan their recruitment on an annual basis This item can be used to measure: the level of recruitment in a country teacher turnover (or attrition) quality of recruited teachers

Item 5: Schools with basic service (toilets, water and electricity) 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

Item 6: School census response rate Enable the monitoring of data coverage and the efficiency of the data collection system Early country results show that the coverage is satisfactory

Launch and release First launched in early 2011, administrated in 45 sub-Saharan Africa countries Results from 2011 data collection are first released in May 2012 Annual data collection, updated in UIS Data Centre and to AU outlook database three times a year

Heat on release In May 2012, the first data collection results were release in UIS and UNESCO web page.

An update on 2012 Africa regional data collection

How many countries have responded? Seychelles 18 out of 23 countries in Anglophone Africa region have reported data All 23 countries in Francophone Africa region and 4 countries in Arab States have reported data Non response countries

Africa Regional Module updates Classes and pupils Table 10.1 Classes and pupils in primary education by grade Primary education (ISCED 1) Classes of which: multigrade classes Pupils of which pupils enrolled in: multigrade classes Grade 1   Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Not specified Total 10.1.1 Total number of multigrade classes: Grade 1 2 1 12 6 1 1 6 6 Grade 2 Grade 1 3 2 18 12 1 Key indicators: Average class size in primary: Size of single grade classes: Size of multi-grade classes: Percentage of students in multi-grade classes: Average number of grades in multi-grade classes: Average single grade class size by grade: 18/(3-2+1)=9 (18-12)/(3-2)=6 12/1=12 12/18*100=67% 2/1=2 Grade 1:(12-6)/(2-1)=12 ; Grade 2: n/a Although 14 countries reported data in this table, only 8 of them have publishable indicators on class as information in two columns for multigrade classes are missing.

Africa Regional Module updates How crowded are the classes in Africa primary schools? OECD countries The average class size ranges from 26 pupils in Cape Verde to 94 in Malawi. In half of countries reporting data there are more than 50 pupils per class. In Chad, over 68 pupils per class where nearly 48% of pupils are taught in multi-grade classes. Central Africa Rep. has substantially large single-grade classes with 99 pupils per class on average. Eight countries (Botswana, Burundi, Malawi, Mauritius, Rwanda, Swaziland, Tanzania and Uganda) report having no multi-grade classes.

Africa Regional Module updates Which grades are the most crowded? Malawi 130 In nearly all countries reporting data, most critical early grades are most crowded. Grade 1 classes in 2/3 countries exceed 50 pupils. 86 Chad Uganda 63 64 Togo 56 55 In Malawi, Chad, Uganda and Togo, more than 20 additional pupils than in the final grade of primary. In Mauritius and Namibia, classes at all grades have about 30 pupils. Mauritius Namibia 30 33 32 Large difference in class sizes over first and last grade tend to be associated with low survival rate to the last grade: Uganda Malawi Togo Mauritius Chad 98 28 32 53 59

Textbooks owned by schools National norms for textbooks Reading and mathematics textbooks Table 10.2 Textbooks, pupils and national norms in primary education by grade Primary education (ISCED 1) Textbooks owned by schools Pupils covered National norms for textbooks Reading Mathematics Grade 1   Grade 2 Grade 3 Grade 4 Grade 5 Grade 6 Grade 7 Not specified Total Key indicator: Pupil/textbook ratio in reading Pupil/textbook ratio in mathematics The data reported should only include textbooks owned or kept in schools for instruction use in classroom. The reading textbooks should include all languages of instruction, e.g. English, French and another local language. The count of textbooks can include books in stock but not currently in use by pupils. The count of pupils should not include pupils where information on textbooks is missing.

Most pupils have to share textbooks About 32% of countries reporting data, there are two or more pupils per reading book. While the availability of mathematics textbooks is even worse in most of these countries. In Cameroon, only 1 reading book for 11 pupils and only 1 mathematics textbook for 13 pupils. In Cape Verde and Mauritius however, government give new textbooks for free to all grades in primary every year. In Namibia, only 30% of pupils have textbooks in lower primary grades. In rural village schools, only teachers have textbooks for teaching. Pupil per reading textbook Pupil per mathematics textbook As we can see from the reporting data, the supply of textbooks in public primary schools in Africa is not sufficient. One out of three countries reporting data, there are two or more pupils per reading book. While the availability of mathematics textbooks is even worse in most of these countries. In Cameroon, only 1 reading book for 11 pupils and only 1 mathematics textbook for 13 pupils. In Cape Verde and Mauritius on the other hand, government give new textbooks for free to all grades in primary every year. We also need to keep in mind the national level data may hid sub-national disparities. In Namibia, only 30% of pupils have textbooks in lower primary grades. In rural village schools, only teachers have textbooks for teaching. Moreover, as mentioned before, the survey do not assess the quality of the textbooks available that may sometimes be very old or used.

Newly recruited teachers and new teacher graduates Key indicators: Ratio of new graduates from pre-service teacher training programmes: Gt÷Tt*100 Percentage of newly recruited teachers: Nt÷Tt*100 Percentage of newly recruited teachers that are trained: NTt÷Nt*100 Recruitment rate: Nt÷Tt-1*100 Attrition rate: (Tt-1+ Nt- Tt) ÷ Tt-1*100 Attrition is defined as the number of teachers leaving the system or the level due to retirement, transfer to private schools or other levels of education, mortality, migration or other reasons. Table 10.3 Graduates of teacher training programmes by gender and teaching level Teaching level of education Graduate from accredited pre-service teacher training programmes Both sexes Female Primary (ISCED 1)   Lower secondary (ISCED 2) Upper secondary (ISCED 3) Not specified Total Gt Table 10.4 Newly recruited teachers by gender and level of education taught Level of education taught Newly recruited teachers of which: trained Both sexes Female Primary (ISCED 1)   Lower secondary (ISCED 2) Upper secondary (ISCED 3) Not specified Total Nt NTt Table 2.1 Pupils, teachers and institutions by level of education, public institutions Tt

Africa Regional Module updates Do we produce enough or do we hire enough? 8 14 15 21 10 2 5 12 21 Less graduates than newly recruited More graduates than newly recruited 3 8 4 16 10 6 11 17 2 Ratio of new graduates from teacher training programmes Percentage of newly recruited teachers In Lesotho, newly graduates represent only 2% of teachers currently in service; while in Burundi nearly one graduate for every five active teachers In Mali, Burkina Faso, Niger, Namibia and Angola, new teacher graduates is far below new teachers recruited. However, in Cape Verde, Mauritius and Madagascar, newly recruited teachers represents less than half of new graduates. In Burundi, there are only 4 newly recruited teachers from every 7 graduates.

How much does the teacher force grow? Recruitment rate compensating for leaving teachers Recruitment rate 2 4 7 8 10 5 9 11 12 13 14 15 16 18 22 Recruitment rate contributing to expansion of teacher force Recruitment rate still needed to compensate for attrition 3 1 4 7 5 10 9 8 6 1.4 1 3 4 2 7 5 3 6 10 17

How many newly recruited teachers are trained? Percentage of recruited teachers that are trained Recruitment rate In Angola, Malawi and Mali, less than one-half of newly recruited teachers are trained. Angola and Malawi are also among the countries with highest level of teacher attrition. Niger and Tanzania have relatively moderate levels of attrition, but have succeeded in hiring relatively large proportions of qualified teachers (80% to 90%). 2 4 7 8 10 5 9 11 12 13 14 15 16 18 22 82% 100% 86% 95% 80% 89% 46% 45%

Lower secondary (ISCED 2) Basic services in schools Basic services Schools Primary (ISCED 1) Lower secondary (ISCED 2) without toilets   with toilets of which with single-sex toilets with no information on toilets without potable water with potable water of which pipe-borne with no information on potable water without electricity with electricity with no information on electricity Toilets can include a pit latrine, an improved pit latrine, a flush toilet, a pour-flush toilet or a composting toilet. Some countries reporting number of toilets rather than number of schools Percentage of schools with no information should be minimum.

Africa Regional Module updates Critical shortage of toilets in Africa primary schools Niger Chad 75% 74% Guinea-Bissau 80% 60% Cameroon 60% Ethiopia 54% 58% Côte d'Ivoire 66% 51% Togo Equatorial Guinea Congo

Africa Regional Module updates Percentage of primary schools with no potable water Percentage of primary schools with no electricity 56 63 65 67 70 73 77 78 85 86 64 65 66 67 68 70 71 73 74 75 80 83 85 87 90 91 92 94 95 97 100 5 9 12 13 18 28 29 38 43 44 49 50 2 3 4 17 20 33 41 47 51

School census response rate No available data 79% 100%

UIS regional data collection web page: More resources: UIS fact sheets: “School and teaching resources in sub-Saharan Africa” http://www.uis.unesco.org/FactSheets/Documents/ib9-regional-education-africa-2012-en-v5.pdf “The global demand for primary teachers” http://www.uis.unesco.org/FactSheets/Documents/ib10-2012-teacher-projections.pdf UIS regional data collection web page: http://www.uis.unesco.org/Education/Pages/regional-data-collections.aspx The smallest deed done are better than great deeds planned. -- Peter marshall