Changing the way we work to improve Quality Primary Education for Disadvantaged Children Presented by Dang Tu An Department Director - PEDC Project Manager

Quality PE for Disadvantaged Children Why? What? definition of educationally disadvantaged concept of FSQL How? Targeting (minimize the gap) Implementation (decentralization approach) Financing (outputs based rather than inputs) Monitoring and Evaluation (process, performance indicator) Challenges

Why quality PE for disadvantaged Children? Region 1 (Developed) Region 2 (Less develop) Region 3 (Under-develop) Percent 6-14 cohort never enrolled in school (census 99) 4.65% 7.26% > 10.0% Net Enrolment Rate 98% 95% < 75% Survival or Retention 98%97%90% Rate(G5/ G1 survival proxy) 95%93%64%

Why quality PE for disadvantaged Children? (cont.) FunctionalityReadMath %SE% Independent Reached the level of reading and mathematics to enable independent learning in Grade Functional Reached the level for functional participation in Vietnamese society Pre- functional Not reached the level considered to be a minimum for functional purposes in Vietnamese society

Definition(s) Who are educationally disadvantaged children and why are they disadvantaged ? not attend primary school not “ready to learn” drop-out or non-attended Non achievers Quality PE - the concept of FSQL - 5 elements: School organization and management Teacher development (competency-based standards) Physical infrastructure, learning material and facilities Community participation, and Educational outcomes

What is quality PE for Disadvantaged Children? provide necessary both pedagogical and non- pedagogical interventions to: get children into school, ensure all pupils complete primary education, ensure all children have the opportunity to reach their full potential and meet a defined standard of learning performance. strengthen policy environment,management system; and improve funding mechanism => focusing on education outputs rather than inputs

Why FSQL?(minimum)

Why FSQL?

Program Framework Using National EFA Action Plan as a coherent sub-sector development plan Identify the targeted districts, schools Applying minimum service standards (Fundamental School Quality Levels) Monitoring progress and outcomes

Identify the targeted districts and schools Districts ranked according to “FSQL- gap” needs, using educational index:  Enrolment rate  Drop-out and repeating rate  Completion proxy  Student performance outcomes

Targeted districts and correlation to ethnicity and poverty

Program implementation Framework District and school level as focus of operation District and school output targets agreed upon through a “contract” as condition for receiving finance – school and district development plan

Program Financing Framework Calculating the financing gap to raise schools in disadvantaged districts to FSQL Flow of financing through contractual arrangements to provinces, district and school in accordance with pro-poor, FSQL-deficiency- related criteria, Monitoring and accountability over implementation process and education outputs. Family contributions are significant and need to be phased out as they are a barrier to access

Monitoring and Evaluation Performance indicators –database from district and school audits  Educational indicators  Management process  policy indicators

Change the way we work Student participation & achiev. National Sch/Com. Local Policy change Planning & Manag’t funding M&E

Challenges New initiatives => Policy vs. Practice  Decentralization => greater autonomy to school  Professional development => aim to competency based evaluation  community participation =>other than financial contribution  Funding mechanism => FSQL deficiency and education outputs.  Student assessment=> to achieve min standards Institutional changes, coordination among GOV agencies => role of MPI, MOF, and MOET M&E => ensure that support to the most needy schools and children

It’s long way to get there….. but Together ….we make the difference Thank you!