The view inside schools

A view inside schools in Sub-Saharan Africa Regional education survey (January 2013)

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Overview

o Context of the initiative

o Key findings

o Presentation of the regional module

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A partnership with the African Union

In the framework of the 2nd Decade of Education for Africa (2006-2015), the AU has committed to monitoring the status of education and progress made in implementing the 8 priority areas of their plan of action.

UIS has committed to providing available data to populate the African Outlook database, managed by the Association for the Development of Education in Africa (ADEA).

o A set of indicators covering pre-primary to tertiary education and including education finance indicators are provided 3 times a year

UIS has offered to use its expertise, infrastructure and technical platforms to collect new data that address AU indicator needs

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The regional questionnaire

o Administered in 46 countries in sub-Saharan Africa since 2011

o Extended to 6 African countries in Northern Africa in 2012

o Developed using the UIS questionnaire platform and infrastructure

The regional questionnaire

Contains 6 tables with items chosen in agreement with regional partners according to well defined criteria:

o Relevance to regional monitoring and policy discussion

o Identified as high priorities by partners

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6

6 items in the regional module

Questionnaire table

Item designation Link to AU areas of priority

Table 10.1 Class size Quality management

Table 10.2 Access to textbooks (reading and mathematics)

Quality management

Table 10.3 Graduates from pre-service teacher training programmes

Teacher development

Table 10.4 Newly recruited teachers

Teacher development

Table 10.5 Access to basic services A key priority identified by regional organizations

Table 10.6 School census response rates

Education Management Information Systems

Class size

Class size and multi-grade teachingo The deployment of teachers in

classrooms is a key factor affecting learning outcomes especially where class sizes are very large or cover several grades

Indicators calculated: o Average class sizes in primaryo Sizes of single- and multi-grade

classes o Percentage of students in multi-

grade classeso Average number of grades in

multi-grade classes7

8

Access to textbooks (reading and mathematics)

o Textbooks are one of the educational inputs that have the greatest influence on learning achievement

Indicators calculated: o Average number of pupils per

textbooko for reading and mathematics o for all grades or by grade.

Graduates from pre-service teacher training programmes

o The teacher is the corner stone of the quality of teachingThisitem measures the capacity of countries to produce trained teachers

o It is important to assess the need of teachers to be trained to achieve Universal Primary Education (UPE) and to ensure quality of education

Indicator calculated :o Ratio of graduates from pre-

service teacher training to teachers in service

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Newly recruited teachers

o Countries need to estimate the demand for teachers and to plan their recruitment on an annual basis

This item can be used to measure:

o the level of recruitment in a countryo teacher turnover (or attrition)

Indicators calculated :o Teacher attrition rateso Percentage of teachers who are newly

recruited o Percentage of newly recruited teachers

who are female o Percentage of newly recruited teachers

who are trained

Access to basic services(toilets, potable water and electricity)

o Availability of sanitation facilities improves the learning environment, improves pupils’ health, boosts attendance and achievement and promotes gender equality

o Girls are more likely to attend school where single-sex toilets are available

Indicators calculated :o Percentage of schools with or without toilets. o Percentage of schools with mixed or single-

sex toiletso Percentage of schools with or without potable

watero Percentage of schools with or without

electricity

School census response rates

o Enable the monitoring of data coverage and the efficiency of the data collection system

o Results show that the coverage is satisfactory

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Responding countries

Source: UNESCO Institute for Statistics database (October 2012)

1. Algeria2. Angola 3. Benin4. Botswana5. Burkina Faso 6. Burundi7. Cameroon8. Cape Verde9. C. African Rep.10.Chad11.Comoros12.Congo13.Côte d’Ivoire 14.DR Congo 15.Djibouti16.Equatorial Guinea17.Eritrea18.Ethiopia19.Gabon20.Gambia21.Ghana22.Guinea

As of January 2013, 87% of countries had responded

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23.Guinea-Bissau24.Lesotho25.Liberia26.Madagascar27.Malawi28.Mali29.Mauritius30.Mauritania31.Morocco32.Mozambique33.Namibia34.Niger35.Nigeria36.Rwanda37.Sao Tome/Principe38.Senegal39.Seychelles40.South Sudan 41.Swaziland42.Togo43.Uganda44.UR Tanzania45. Zambia

Key findings

o Class types: Multi-grade classes are more common in early grades where the learning outcomes are the most important.

o Textbooks: Availability of textbooks ranges from 13 pupils per textbook in Cameroon to 0.3 in Mauritius (i.e. three textbooks per

pupil).

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Key findings

o Teacher attrition: The percentage of teachers leaving public primary schools each year ranges from 2% in Mauritius to 17% in Angola.

o Newly recruited teachers: In half of countries reporting data, all newly recruited teachers are trained.

o Graduates from teacher training programmes: New graduates represent on average less than 10% of total teachers already in service.

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0

10

20

30

40

50

60

70

80

90

100Malaw

i

C. African Re

p.

Chad

Congo

Madagascar

Burkina Faso

Burund

i

Rwanda

Mali

Mozam

biqu

e

Uganda

Benin

Guinea

Sao Tome/Princip

e

Togo

Eritrea

Niger

Namibia

Mauritius

Botswana

Cape

Verde

Pupils pe

r class

All classes

Singlegradeclasses

Multigradeclasses

o The average class size ranges from 26 pupils per class in Cape Verde to 84 in the Central African Republic and 94 in Malawi, single grade classes are approaching 100 pupils per class in the two later countries.

o Single grade class size tend to be larger than multi-grade classes except in Benin, Guinea, Mali and Niger.

Note : Botswana, Burundi, Malawi, Mauritius and Rwanda, Uganda have no multi-grade classes.

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Class size: the majority of countries have more than 50 pupils per class

o In most countries, less than 20% of pupils are enrolled in multi-grade classes.o In Chad, more than 2 out of 5 pupils are in multi-grade classes.


Multi‐grade classes are more common in early grades where the learning outcomes are the most important

0

5

10

15

20

25

30

35

40

45

50Sao Tome/Principe

Nam

ibia

Djibou

ti

Benin

Cape

Verde

Guine

a

Burkina Faso

Senegal

Togo

Niger

Mali

C. African

Rep.

Madagascar

Congo

ChadPercen

tage of p

upils in

multi‐grad

e classes

All grades

First grade

Last grade

17

0102030405060708090

100110120130140

Mala

wi

Chad

Madagascar

Burund

i

Rwanda

Uganda

Burkina F

aso

Togo

Benin

Guinea

Mali

Senegal

Niger

Cape

Verde

Ghana

Namibia

Mauritius

Pupils pe

r class

First grade (primary single grade class)Last grade (primary single grade class)

o First grade classes are typically far larger than last grade classes.o There are on average more than 30 additional pupils in the first grade than in the last

grade in Chad and Uganda and almost 70 more pupils in Malawi.

Early grade ‐most critical and most crowded

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CameroonSouth Sudan

Equatorial GuineaChadAngolaUgandaGambiaTogo

UR TanzaniaCôte d'IvoireDR CongoCongoGhana

MozambiqueEthiopiaSenegalDjibouti

C. African Rep.Sao Tome/Principe

NamibiaMalawiRwandaNiger

Cape VerdeEritreaMaliBeninGuinea

MadagascarBurkina FasoMauritius

13.1

5.1

4.0

4.9

4.1

2.9

2.9 3.1

3.8

3.0

11.2

2.0

Pupils per reading textbook

1.8 1.9

Pupils per mathemathics

textbook

2.3 2.1

3.3

2.0

1.8

1.7 1.8

1.6

3.9

2.2

1.5

1.6

2.8

2.0

1.1 1.1

1.1

1.1

1.4

2.0

1.3

1.1

1.0 1.5

1.0 1.0

1.0 1.0

0.8

0.8 1.3

1.4

1.0 1.0

0.9 1.0

0.9 0.9

0.3 1.0

2.1

4.0

1.4

1.5

1.4

1.5

0.9 0.9

In most countries primary pupils have to share textbooks

o 13 pupils on average have to share the same mathematics textbook in Cameroon, and 5 in South Sudan.

o There are at least 1 reading and mathematics textbooks per pupil in Benin, Cape Verde, Eritrea, Guinea, Mali, Mauritius and Niger.1


1. The regional survey does not collect data on the quality nor the condition of the textbooks. If the schools have benefited from a distribution of textbooks in the previous years, the institutions will report the global number of reading and mathematics textbooks available.

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0

5

10

15

20

25Zambia

Guinea

‐Bissau

Nam

ibia

Togo

Mali

Cape

Verde

Sene

gal

Eritrea

Cameroo

nBu

rkina Faso

Niger

Benin

Mozam

biqu

eCh

adEthiop

iaMauritius

Rwanda

UR Tanzania

Angola

Malaw

iMadagascar

Burund

iSao Tome/Principe

%

o In about half of the countries, the new graduates from teacher training programmes represent less than 10% of primary teachers in service.

o In Zambia, Guinea Bissau and Namibia, new graduates represent less than 3% of primaryteachers in service while in Sao Tome this proportion reaches 23%.

Ratio of new graduates to existing teaching workforce

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0

5

10

15

20

25

Cape

Verde

Ugand

a

Botswana

Mauritius

Cameroo

n

Togo

Eritrea

Nam

ibia

Sene

gal

Madagascar

Guine

a

Benin

Ghana

UR Tanzania

Burund

i

Chad

Burkina Faso

Niger

Mali

Congo

Malaw

i

Angola

%

Percentage of newly recruited teachers and share that are trained

Percentage of newlyrecruited teachers thatare untrained

Percentage of newlyrecruited teachers thatare trained

Percentage of newlyrecruited teachers(without information on% trained)

Most newly recruited teachers are trained

o Newly recruited teachers represent 2% of primary teachers in service in Cape Verde while one in five teachers is newly recruited in Angola.

o Most newly recruited teachers are trained except in Angola, Malawi, Mali and Togo.


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30

70

Senegal

28

72

Eritrea

Females represent the majority of newly recruited teachers in more than half of countries

o Females represent more than 7 in 10 newly recruited teachers in Cape Verde and Mauritius. This proportion is below 40% in Eritrea, Senegal, Mali and Malawi.

: Male : FemaleSource: UNESCO Institute for Statistics database (October 2012)

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31

69

Mali

38

62

Malawi

43

57

Burundi

4555

Niger

5248

Madagascar

5545

Congo

57

43

Angola

60

40

Ghana

65

35

Namibia

70

30

Cape Verde

81

19

Mauritius

7.4%

Burkina Faso7.4%

Mali

In most countries more than 5% of teachers are leaving the public primary sector every year

o In Mauritius, 2% of teachers are leaving the public primary sector. In Angola this proportion reaches 17%.


1.6%

Mauritius2.8%

Burundi3.4%

Cape Verde3.5%

Benin3.6%

Botswana3.6%

Chad

4.6%

Senegal5.7%

Niger7.2%

Namibia

8.2%

Cameroon

9.0%

Madagascar

10.1%

Malawi10.3%

Eritrea10.5%

Guinea13.4%

Ghana

16.7%

Angola

7.2%

UR Tanzania

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0 10 20 30 40 50 60 70 80 90 100

UR TanzaniaRwanda

MauritiusCape Verde

MalawiBurundiComorosDR CongoNamibia

Burkina FasoEritreaGuineaBeninGabon

MadagascarEquatorial Guinea

AngolaSenegal

MaliC. African Rep.

GhanaCongoTogo

CameroonCôte d'Ivoire

EthiopiaChadNiger

Guinea‐Bissau

School without toilets (%)

o In about 1 in 3 countries reporting data, half of primary schools have no toilets.

o Three primary schools in four have no toilets in Guinea-Bissau, Niger and Chad, whereas toilets are available in all primary schools in Mauritius, Rwanda and the United Republic of Tanzania.

Lack of basic services: toilets

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toiletshave no schools half of More than

toilets

schools one third of More than


have no

Availability of toilets in primary schoolsCountries with better access to toilets

o In Burundi, 88% of schools have toilets but only 18% have single sex toilets. In Rwanda, all schools that have toilets (94%) have single sex toilets. All schools in Mauritius and UR Tanzania have toilets – and all of them are single sex.


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Availability of toilets in primary schoolsCountries with least access to toilets

o When toilets are available, girls have to share most of the time with boys in Benin and Ghana.


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Potable water: a critical shortage in most schools

o In the majority of the countries with data, half or more of primary schools report no access to potable water.

o In Chad, Niger and Guinea-Bissau, 4 in 5 schools have no potable water.

0 10 20 30 40 50 60 70 80 90 100

RwandaMauritiusMalawiAlgeriaGhana

Cape VerdeGambiaNamibiaNigeriaEritreaSenegal

Equatorial GuineaAngola

Côte d'IvoireBurkina FasoUR Tanzania

BeninDR CongoEthiopiaBurundi

TogoCameroon

MaliComoros

C. African Rep.Guinea

MadagascarGuinea‐Bissau

NigerChad

Schools without potable water (%)


potable waterhave no schools half of More than

potable water

schoolsone third of More than

have no

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0 10 20 30 40 50 60 70 80 90 100

MauritiusAlgeria

NamibiaCape Verde

GabonRwandaNigeriaEritreaSenegal

Equatorial GuineaComorosGhanaBenin

Côte d'IvoireGuinea‐Bissau

GambiaEthiopia

Burkina FasoMalawi

CameroonTogo

DR CongoUR Tanzania

MaliChadNiger

MadagascarBurundiGuinea

C. African Rep.

Schools without electricity (%)

o Most primary schools have no electricity in nearly all countries reporting data.

o In more than half of the countries, 4 in 5 primary schools have no electricity. In Algeria and Mauritius however, almost all schools have access to electricity.

The vast majority of schools have no access to electricity

28Source: UNESCO Institute for Statistics database (October 2012)

electricityhave no schools half of More than

o Most countries are reporting a response rate above 95%.

School census response rates


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More data from the regional education survey are available on UIS website:

www.stats.uis.unesco.org

© UNESCO Institute for Statistics, 2013All photos courtesy of UNESCO.

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Documents

The view inside schools