Transitions: Critical Junctures Caroline Arnold & Kathy Bartlett Co-Directors, Education Aga Khan Foundation

Background UPE -- leading to increased enrolments Strains on education systems:  teachers- (In place? With needed skills?  quality of learning  students/families demand for more than primary High drop-out at key transition points  Grade 1  End of primary to early secondary  End Secondary

Progress towards EFA completion goal and relevant MDGs Across many countries -- massive increases in initial enrolments, but little change in survival to last grade  Uganda 25% or Primary Completion  Madagascar 27%  Benin 36%  Pakistan 48% Source: EFA GMR 2009 Where are efforts breaking down?

Crisis in Grade One: The Need for Attention to Early Transition Grade 1 DROP-OUT Uganda 32%Pakistan 15% India 14% Madagascar 25% Grade 1 REPETITION Burundi 37% Malawi 26% Uganda 12% Nepal 37% Source: EFA GMR 2009

Rates of Return to Human Development Investment Across all Ages Pre-school Programs School Job Training Return Per $ Invested R Age Pre- School Post School Pedro Carneiro, James Heckman, Human Capital Policy, 2003

World Bank Analysis: ECD and Primary Completion Rates highly correlated in FTI countries ECD increases probability of school completion M.E. Young, April, 2008

Investment ECD tiny % of aid allocated to Primary  Highest % is that of Canada and Netherlands (3%) ECD critical for achieving EFA and MDGs (ECD goes through age 8)

Lack of Learning If not reading fluently by end grade 3 probably never will Insufficient time for actual teaching and learning process  Double shifts  Absenteeism  Over-crowded timetable Language of Instruction Need for inclusive curriculum and reading materials Grade 1-2 teachers:  Low status  Lack of skills and resources to teach young children

Addressing transition issues for marginalised: Non-state Contributions The Data One third of increase in primary enrolment since 1991 in non-state provision (23 of 69 million) % increase in enrolments Non-state58% Public10% Massive under-reporting on non-state provision UIS (136 majority world countries), 2007

Non-state / State Partnerships Simple  vouchers, grants, scholarships, contracting out for technical assistance Complex --  longer-term, likely to evolve over time  Recognises complimentary roles/joint ownership between Government and Non- state partner

Pakistan: - Private provider - especially filling gap for girls - Primary - Secondary: coaching centres, schools - Tertiary - Capacity Building for gov. - Teacher Training and mentoring (AKU-PDCs) - EMIS and new strategy

Transition Programme Research Study Random sampling used to select programme schools and matched non-programme schools (114 total sample) Project Control  Attendance: Pre-primary 86% 34% Class 1 64% 36%  Promotion : Similar positive trends  Classroom Environment: Dramatic differences in pre-school  Learning Achievement data Effects stronger for marginalized children (girls and government schools) Importance of non-state schools in addressing quality issues

Afghanistan Dramatic drop-outs (esp. girls in 1 st 3 years)  From standard school improvement to real attention to early primary Scaffolding approach - reading and maths Early grades materials kits  Girls model high schools in selected districts with optional teacher training year built in at end

When do Children Enter and Leave the System? GRADEGRADE Age 6Age 7Age 8Age 9Age 10Age 11Age 12Age 13Age 14Age 15Age 16 MFMFMFMFMFMFMFMFMFMFMF data

Mozambique – Push and pull factors Pre-schools to improve children’s readiness and timely enrolment Addressing later transitions  Bridges to the Future  Alternative offerings for upper prim. Analyzing data/ Conducting studies  Positive deviance study  Current Opportunities to Learn Study Building accountability – addressing quality of learning

Priorities for AKF More ECD and better links to primary Focus on early primary as critical piece of education reform - Improve lower primary teachers’ knowledge, skills and status - Specific attention to early reading Encouraging families to look at/read books with children (all ages)

Priorities for AKF cont. Better information and data  Grade disaggregated data  Special studies including impact analysis State/Non-State/Community Partnerships - Testing alternative strategies for post-primary - Developing local language storybooks - Involving parents and communities (ECD, monitoring absenteeism, etc)

Children Ready for Schools and Schools Ready for Children