Reaching EFA:Tools for Analyzing School Placement and

Teacher Supply in Underserved Areas

EQUIP2: USAID Seminar

June 15, 2004

Introduction

• Objective– Present analytical tools that can be used to influence the policy

context for meeting EFA goals in specific countries

• Outline– Context for and Challenge of EFA– Creating a Policy and Institutional Environment for Getting to EFA– Two Tools that Contribute to Creating the Policy Environment

• What Tools Are We Focusing On– Analysis of Access and Implications for School Organization– Analysis of Teacher Supply and Implications for Teacher

Recruitment, Training, and Support

Context for and Challenge of EFA

• 85 countries, including much of Sub-Saharan Africa, risk not meeting the EFA goal.

• Discourse about reaching EFA has touched on:– Finance – Completion– Access – Accountability– Efficiency – Management– Quality – Relevance– Equity – School Location and Organization– Learning – Teacher Supply and Support

• Discourse has tended to focus on national policy (one size fits all)

• Discourse and policy need to recognize the sub-national realities of “underserved areas”

CHARACTERISTICS OF UNDERSERVED AREAS

National

Average %

Northern

Region %

74 16

75 34

44 ?

52 33

52 5

52 6

Girls’

Attendance

Boys

Attendance

Access to

Piped water

Access to

MassMedia

Women w/ healthcare

Female

literacy

Underserved Areas: Those regions that rank in the lowest one third on an index of key social development indicators

Ghana Northern Region - Rural

0.0

5.0

10.0

15.0

20.0

25.0

30.0

35.0Girls primary school attendance

Boy primary school attendance

% Piped water

Access to mass media

Women w/ healthcare

Female literacy rate

Policy and Institutional Environment

• Are there known interventions that can be effective in these underserved areas?

Yes

• Are they implementable in the current institutional and policy environment?

Have tended to be implemented as outside interventions (through NGOs, etc)

• What would be policy implications for bringing them more into the main stream?

• Tools are designed to explore two aspects of doing that:

School Location and Organization

Teacher Supply & Support

Reaching EFA: School Location and Organization

• One key to reaching the EFA goals is identifying how the organization and placement of schools impacts access in underserved areas

• Presented here is a tool for identifying and analyzing access to schooling in underserved areas developed by Bob Prouty and Doug Lehman for the World Bank (referred to as the Rural Access Initiative)

Current Policy: School Organization

In many countries, schools in rural zones are defined as:

• Either 6 or 3 classrooms

• One teacher per classroom

• Full primary cycle (e.g. of 6 years)

• At least 120 school age children available for enrollment (three classes of 40)

Is there a school?

What proportion of the population lives outside of areas served by the

education system?

How much does it matter where the school is?

How effective is the coverage provided by official school

catchment areas?

School and catchment

area

Villages not served

Most effective coverage

Least effective coverage

Access: Two Basic Questions

Is there a school: Central Guinea?

Schools

Villages

Data are from the World Bank Rural Access Initiative

Western Sahelian Chad:

Total number of villages: 4,079

Villages with school: 337

Villages within 3km of a school: 925

Villages further than 3km to a school: 2,817

Is there a school:Western Chad?

Data are from the World Bank Rural Access Initiative

N = 179

Most effective coverage

Least effective coverage

How much does it matter where the school is?

GER and Distance,

Chad, Western Sahelian Region, 2002 - 2003

0%

10%

20%

30%

40%

50%

60%

School in Village

Up to 1KM

1 to 2KM

2 to 3KM

Distance from Village to School

GER

Boys

Girls

Data are from the World Bank Rural Access Initiative

All schoolsFull Cycle

Schools Only

Do students have access to a full cycle of primary education?

Example: Mondo Sub-Prefecture, Chad

Data are from the World Bank Rural Access Initiative

25

56

38

26

23

Total school-age population in

this area: 168 children

1 km

2 km

3 km

29

6

2

1

0

Total Enrollment of 38GER of 22%

38

Using the existing rates of enrollment based on

distance, how many children would go to school?

Scenario A:Central school with standard catchment

Data are from the World Bank Rural Access Initiative

Villages

School-Age Population

25

56

38

26

23

1 km

2 km

3 km

29

13

20

14

12

Total Enrollment of 88GER of 52%

Total school-age population in

this area: 168 childrenUsing the existing rates of enrollment based on

distance, how many children would go to school?

Scenario B:Village-based

alternative schools

Data are from the World Bank Rural Access Initiative

Villages

School-Age Population

What would be required for village-based schools?

Schools would need to be organized differently:

• Smaller

• Multi-grade

• More flexible operation

• Teachers willing and able to work and live in small villages

• Pedagogy adapted to the small, multi-grade setting

• Capacity for local decision-making

• Another central constraint to providing education in underserved areas is the provision and support of capable, motivated and effective teachers.

• Strategies for expanding basic education need to be based on an analysis of teacher supply and demand in underserved areas. This presentation illustrates one approach to that analysis.

Reaching EFA: Teacher Supply and Support

• Standard education sector policy and strategy calls for a teacher pupil ratio of 40:1, and 100% trained teachers

• The term ‘trained teacher’ is typically meant one who has had both secondary level education and pre-service teacher training

• Teachers are centrally recruited, trained and deployed

• Trained teachers can be assigned and will serve anywhere in the country

Prevailing Policies Effecting Teacher Supply

Primary EnrolmentsPrimary Enrolments

Secondary SchoolSecondary School

To primary schoolTo primary schoolteaching forceteaching force

Entry to Secondary SchoolEntry to Secondary School

Completed Completed Secondary &Secondary &

Teacher TrainingTeacher Training4 years secondary2 years teacher training

The Standard Teacher Supply Chain

To higher education To higher education & workforce& workforce

The Case of Northern Ghana

Settlements tend to be small, sparsely populated and widely scattered.

Teachers face problems of adequate accommodation, unsafe drinking water, lack of electricity, poor health conditions, limited transport to neighboring towns to collect salaries, visit family, shop, etc, lack of personal development opportunities, and unfamiliarity with the customs and the language of the locality.

(Action Aid REV program survey report, 2000).

GER 1990

Boys 67% Girls 35%Total 51%

Northern Ghana – 1990 to 2000

0

100

200

300

400

1990 2000

'000s

Girls out of School

Boys out of School

Girls in School

Boys in School

GER 2000

Boys 59% Girls 40%Total 50%

21.1

14.1

05.0

10.0

15.0

20.0

25.0

QualifiedTeachersPer 1,000Students

Source of recruitment for primary teachers

Completed Secondary EdWomen 2,956Men 13,466

Teachers for Underserved Areas

Northern Region - Ed Profile - 15-44 yrs

0

150

300

450

0 - 6 yrs 7 to 11 yrs 12 +

Th

ou

sa

nd

s

Schooling Completed

Female

Male

Policy Options

• Increase the pupil/teacher ratio – currently 35:1

• Increase the percentage of secondary leavers entering teaching - currently est. at 17%

• Change the population pool from which teachers are drawn

Issues

• Constraint is the small size of rural schools

• This would require increasing salaries, and benefits, e.g. housing

• Can teachers with less than secondary education provide quality classroom instruction? What is needed to make this work?

Teachers for Underserved Areas

Primary EnrolmentsPrimary Enrolments

Secondary SchoolSecondary School

To primary schoolTo primary schoolteaching forceteaching force

Entry to Secondary SchoolEntry to Secondary School

Completed Completed Secondary &Secondary &

Teacher TrainingTeacher Training

Post-primaryPost-primary& in-service& in-service

trainingtraining

4 years secondary2 years teacher training

Policy Alternative for Teacher Supply

To higher education To higher education & workforce& workforce

This demand analysis assumes a steady pupil/teacher ratio, and a continuingrate of 17% of secondary graduates entering the primary teaching force

Teacher Supply Options

Teacher Requirements for EFA -Northern Region

0

2000

4000

6000

8000

2003 2004 2005 2006 2007 2008 2009 2010 2011 2012 2013 2014 2015

Teachers needed to reach EFA

Teachers w/Sec & TTC

Teachers with Post-Primary

Teachers for Underserved Areas: An Example

• Teachers are recruited and trained locally

• Usually they have some post-primary education, but less than state “trained teachers”

• Paid far less than the state teachers but, often, show a high degree of motivation

• Training and on-going support provides them with the basic teaching and learning methods.

• They often live within the local community and are under community scrutiny

[from Evaluation of Schools for Life, N. Ghana, 2000]

Implications for the Policy and Institutional Environment

School Organization

Teacher Supply

Size

Location

Operation

Governance

Management

Who can be a teacher

Recruitment and Deployment

Training

Supervision/Support

Professional Development