1. Using PAL Network data to identify children who are being left behind
Goretti Nakabugo
Hannah-May Wilson
Ranajit Bhattacharyya

2. The global learning crisis
“The crisis in quality learning is evident. Despite increased enrolments, an estimated 250 million children cannot read, write or count well, whether they have been to school or not. Across the world, 200 million young people leave school without the skills they need to thrive plus an estimated 775 million adults – 64 percent of whom are women – still lack the most basic reading and writing skills” (The Global Learning Crisis UNESCO 2013)

3. Education data not helping
The global education analyses made the mistake of looking at the average learning gains for all children, which meant that progress for the most disadvantaged children was often hidden
While education systems are established to serve people, the daily demands of managing them usually push the focus of attention toward students
The number of countries reporting data on disadvantaged children has not improved over the past decade
Stats around equity, exclusion, late entrance, and drop-out are often missing from several demographic, cultural and socio-economic estimates

4. PAL Network and CLAs
People’s Action for Learning (PAL) Network brings together thirteen countries working across three continents to assess the basic reading and numeracy competencies of all children, in their homes, through annual citizen-led assessments.
The ‘citizen-led assessment’ (CLA) approach uses rigorous sampling methodologies to generate representative samples of children at national and sub-national levels. The tools are designed to be simple so that ordinary people can conduct the assessment themselves, and understand the findings.
The assessments are conducted in the household because it it the only place where all children – regardless of their schooling status – can be found.

5. Objectives of CLA CLAs have three primary objectives:
To engage ordinary citizens in their children’s learning progress in homes and local communities
To put children’s learning at the centre of education policy and practice
To promote actions to improve children’s learning

6. What needs to happen
Recognising the commitment that no target will be met unless met for all, particular focus is needed on children who face disadvantage due to poverty, gender, where they live, ethnic and linguistic minorities and disability. It is vital that the commitment to leaving no child behind translates into tracking progress for the most disadvantaged groups. Such tracking needs to include interim targets to provide an early warning signal before the more distant target of Better global monitoring of learning can push governments to ensure that not only are all children attending school, but that they are also learning the basics.
This panel wishes to present and explore in-depth analysis of disaggregated data collected from household-based, citizen-led assessments countries across the PAL Network to focus specifically on those children with inherited and multiple disadvantages that are most likely to be left behind.

8. Exploring the learning trajectories of out-of-school children across the PAL Network
Paper 1

9. Introduction
This paper compares data and details about access of school-aged children across the PAL Network, focusing on those who have either never entered school; and those who have dropped out before completing primary school.
This data further disaggregates into key factors contributing to exclusion, including gender, and children from the poorest and wealthiest households.
Secondly, this paper presents the associated learning outcomes of these groups, focused on the acquisition of basic reading and arithmetic competencies.

10. Scope of the Paper
5 Variables used are: 1- Enrollment, 2- Gender, 3- Learning levels Local Languages, 4- Learning Levels Official Languages and 5 -Socio Economic

11. Definition of education status for this paper
‘Never Enrolled’:
Children who are at or above the expected age of Primary School completion but have never been enrolled.
‘Dropout children’ Children who dropped out before completion of Primary School
‘Currently Enrolled’ Children who have completed Primary School and who are currently enrolled in Secondary School

12. Sample Size for the Paper

13. Aims and Objectives
mention Aims and objectives of this paper (I wasn’t sure what to put here) 

14. Variables used for wealth index
Most of the CLA countries construct the wealth index by using socio economic variables included but not limited to the following:
Household Type
Availability of Electricity
Availability of Toilet
Availability of TV
Availability of Cable TV
Availability of Motor Vehicles
Availability of Mobile / Smart Phones

15. Descriptive Stats India Pakistan Kenya Tanzania Uganda Mali Mexico
Never enrolled
4098
(2%)
14079 (18%)
16503 (12%)
18210 (16%)
8536
(9%)
11721 (26%) 17
(1%)
Dropped out
6375
(3%)
8981
(11%)
1337
5227
(5%)
3639
(4%)
2088
117
(6%)
Currently enrolled
(95%)
55287 (71%)
(87%)
89018 (79%)
87442 (87%)
31051 (69%)
1901
(93%)
Total Children
208,895
78,347
132,796
112,455
99,617
44,860
2,035

16. Findings

17. Schooling status Vs. learning – Whose learning is to be prioritized?
*Insufficient/Unavailable data

18. Schooling status Vs. learning – Whose learning is to be prioritized?

19. Schooling status Vs. learning – Whose learning is to be prioritized?

20. Persistence of gender gaps
I think this is TOO Much: Can we not have ‘Currently enrolled’ children here? I can do the rest graphs in the morning when you give go ahead!
*Insufficient/Unavailable data

21. Persistence of gender gaps

22. Persistence of gender gaps

23. Richest children continue to perform better
I think this is TOO Much: Can we not have ‘Currently enrolled’ children here? I can do the rest graphs in the morning when you give go ahead!
*Insufficient/Unavailable data

24. Richest children continue to perform better
I think this is TOO Much: Can we not have ‘Currently enrolled’ children here? I can do the rest graphs in the morning when you give go ahead!
*Insufficient/Unavailable data

25. Richest children continue to perform better
I think this is TOO Much: Can we not have ‘Currently enrolled’ children here? I can do the rest graphs in the morning when you give go ahead!
*Insufficient/Unavailable data