1. Indicators of Education Systems Performance

2. Indicators
Access
Coverage
Internal efficiency
Quality

3. ☺ ☺ ☺ ☺ ☺
Total population ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺ ☺
School Age population ☺
Source data?
Administrative
Region
Province
District
Sex
Male
Female
U/R
Urban
Rural

4. Access indicators 1. Apparent intake rate; 2. Net intake rate
New entrants in, grade 1
AIR = X 100
Popn of official school admission age
Source data needed
Enrolment by grade, sex
Population by single age group
Analytical variables
U/R
Sex
Region, province , district
Enrolment, grade 1 of official school admission age
NIR = X 100
Popn of official school admission age
Useful separation
Underage
Right age
Overage

5. Exercises

6. Coverage indicators Example! Total Enrolment by level
Gross enrolment ratio; Net enrolment ratio
Total Enrolment by level
GER = X 100
Cor. popn of official school age
Source data needed
Enrolment by level, sex
Population by single age group(Add up to level)
Analytical variables
U/R
Sex
Region, province , district
Cor. Enrolment of Age by level
NER = X 100
Cor. popn of official school age
Useful separation
Underage
Right age
Overage
Example!
Enrolment of Age 7-14
NERp = X 100
Level separation
Primary
Secondary
Popn of Age 7-14

7. Age Specific enrolment ratio

8. Transition rate: Example
Transition rates
Transition rate: Example

9. Exercises

10. Disparity Example

11. Internal efficiency/Def.
An efficient system is a system that produces the maximum output with the minimum input
Internal / External
Needs of the society
Performance of the individual in work environment
Internal efficiency

12. Internal efficiency Promotion rate Repetition rate Dropout rate
Not desired
Repetition
Dropout
Data needed
Enrolment by grade/sex for two consecutive years
Repeaters by grade/sex for the latter year
References
Basic indicators of Education Systems performance’ (TNW)
Indicators of Education Systems (Johnstone)

13. Internal efficiency

14. Internal efficiency/Questions
At which grade in the cycle is the repetition or dropout rate the highest?
Is the problem, one of high repetition or high dropout?
What trends are observed in the promotion, repetition and dropout rates over the last few years? Also, can we make some predictions about the future values of these rates? Do they tend to increase or decrease over time
What is the total loss of pupils through dropout for the entire cycle of four grades? Is the problem worse for boys or for girls?
Who tends to dropout and repeat more frequently; boys or girls?
…..
These are some of the questions we are trying to answer ---

15. Internal efficiency/Assumptions
In the student flow model which is the basis for these indicators, there are no new entrants to the primary grades in subsequent years other than the original cohort of 1000 pupils. Also, we have assumed that there are no re-entrants to grades other than grade 1 for the entire period of the cycle. There are no in-migrations nor out-migration. It is also assumed that no pupil skips a grade i.e. no double promotion as long as members of the cohort are moving through the cycle.
2. Promotion, repetition and dropout rates are calculated for the first year of the cycle It is assumed that these rates remain constant throughout the period of the entire cycle.
The same flow rates apply to all pupils enrolled in a given grade, regardless of whether a pupil has reached that grade directly or only after a number of repetitions. This assumption is, sometimes, referred to as the Assumption of homogeneous behavior.
4. Pupils in a given grade are allowed to repeat twice. This is in line with existing policy. But in reality, a pupil may repeat a grade more than twice. In this exercise, we have assumed what is stated in the policy (i.e. the model allows two repetitions and no more). In other words we are assuming that schools apply the rules correctly.

16. Internal efficiency
Formulae

17. Internal efficiency
PR + RR + DR = 1  DR = 1 - PR - RR
Formulae

18. Internal efficiency

19. Practical Example Promotion rate Repetition rate Dropout rate Boys
Grades 1 2 3 4
Enrolment 92
919279
581947
447156
346045
Enrolment 93
943755
628166
509876
399737
Repeaters 93
91011
36375
25588
22817
Promotion rate
0.6438
0.8322
0.8429
0.8442
Repetition rate
0.0990
0.0625
0.0572
0.0659
Dropout rate
0.2572
0.1053
0.0998
0.0899
Promotion rate
Repetition rate
Dropout rate

20. Dropouts by years of study
No. of Y e a r s in the c y c l e
Grades
Dropouts by years of study
Internal efficiency
1000

21. Exercises

22. Indicators of Quality Pupils per Teacher Pupils per class
Teachers by qualification
Teachers motivation
Curriculum
Availability of materials
Relationship …
Monitoring of what happens in the class
Community participation
External efficiency
Research
TQM

23. Pupils per Teacher

24. Pupils per class

25. The four pillars of Education1
Learning to know 2
Learning to do 3
Learning to live together, learning to live with others 4
Learning to be
Learning: The treasure within, Jacques Delors et al.

26. Examples

27. Primary education expenditure as a percentage of total education expenditure

28. Education expenditure as a total government expenditure

29. Unit cost

30. Problems of financial data
Difficult to collect
Not timely
Wide coverage …

32. Coefficient of efficiency

35. What do you want to show? R e s e a r c h Appendix IV Appendix I
Appendix II
R e s e a r c h

36. Result Indicators Reasons Economic reasons Marriage factor
Shortage of teachers
Lack of facilities
Difficult curriculum
What other reasons have you come across in your studies

39. E X A M P L E

44. Indicators Report
Demand
Diagnosis
Structured report
Every year

45. Documentation Users Our reference Next generation Accessible to users
Easily retrievable
Users
Our reference
Next generation

46. Source data General Problems
Accuracy of the result depends on the accuracy of Source data
… Timely
General Problems
Over emphasis on indicators
Low level of awareness /DM
Lack of enough personnel (Qt/Ql)
Lack of retention
Over emphasis of the machine ….

47. Contacts ↓
//Nesis.easynet.fr