Education for All: The Year 2000 Assessment

Transcription

1 FO INTERNATIONAL CONSULTATIVE FORUM ON EDUCATION FOR ALL FORUM CONSULTATIF INTERNATIONAL SUR L'EDUCATION POUR TOUS UNDP UNESCO UNFPA UNICEF WORLD BANK Educaion for All: The Year 2000 Assessmen Technical Guidelines Paris, Augus 1998 ===================== EFA Forum Secrearia, UNESCO, 7 Place de Fonenoy, Paris 07 SP, France Tel: ; Fax ; Tlx: Paris efa@unesco.org Web: hp://

2 EFA 2000 Assessmen: Technical Guidelines page 2 Par I: Inroducion The EFA 2000 Assessmen is a major global endeavour ha will enable he paricipaing counries (i) o consruc a comprehensive picure of heir progress owards heir own Educaion for All goals since he 1990 Jomien Conference, (ii) o idenify prioriies and promising sraegies for overcoming obsacles and acceleraing progress, and (iii) o revise heir naional plans of acion accordingly. The resuls should be useful for policy-makers, planners and managers boh wihin and ouside governmen. The Assessmen process will also provide an opporuniy o refocus aenion on basic educaion and reinvigorae effors o mee basic learning needs. Thus he Assessmen is no jus a daa collecion exercise, nor does i aim merely o produce a repor. However, he assembly and analysis of relevan daa and qualiaive informaion consiue an essenial par of he Assessmen, providing he facual basis for discussion and decision. The Inernaional Consulaive Forum on Educaion for All (he EFA Forum), which is responsible for he global coordinaion of he EFA 2000 Assessmen, has provided General Guidelines o all counries. Each counry has been invied o esablish a naional EFA Assessmen Group, which should move quickly o appoin a echnical sub-group, comprising planners, school inspecors, saisicians and researchers, o collec and analyze he various daa needed. The EFA Forum s Technical Advisory Group, comprising specialiss from UNDP, UNESCO, UNFPA, UNICEF and he World Bank, has prepared hese Technical Guidelines o assis he naional echnical sub-groups in heir work. The Technical Guidelines are presened in hree pars. This inroducion includes general informaion regarding he core indicaors, daa sources, suggesed analyical pracices, and several issues o be kep in mind when implemening he EFA 2000 assessmen. The second par oulines he main areas o be assessed and proposes indicaors ha can be used o analyze hem, ogeher wih he echnical specificaions for 18 core EFA indicaors. The hird par consiss of four annexes: (a) a glossary of echnical erms; (b) a se of illusraive daa shees for compiling he daa and calculaing he indicaors a he naional and sub-naional levels; (c) insrucions for he use of he accompanying elecronic emplaes; and (d) a echnical noe on pupil-cohor flow analysis. The daa shees also propose a common forma for key saisical abulaions ha should be feaured in he naional assessmen repor. Accompanying hese Technical Guidelines is a diskee ha includes he individual daa shees and wo elecronic calculaion emplaes in EXCEL forma. See insrucions in Annex C. Daa can be direcly enered ino he elecronic daa shees and emplaes, and he buil-in calculaion formulae will auomaically calculae he corresponding indicaors, which will consiue an imporan elemen for he analyical work of he naional EFA Assessmen Group. The compleed daa shees can be used also o produce ables and graphs for he naional assessmen repor. A copy of he repor should be sen o he EFA Forum Secrearia, ogeher wih he daa shees, preferably in elecronic forma on diskee. 2

3 EFA 2000 Assessmen: Technical Guidelines page 3 EFA Indicaors These Technical Guidelines propose a number of characerisics and phenomena, as well as a se of 18 core EFA indicaors, ha may be used o describe or measure he main componens of basic educaion. They are grouped according o he six «arge dimensions» conained in he Framework for Acion o Mee Basic Learning Needs, which was agreed a he World Conference on Educaion for All (Jomien, Thailand, March 1990). All counries are encouraged o make a special effor o gaher he daa needed for calculaing hese core EFA indicaors. Mos of he necessary daa are colleced regularly by counries, and he naional aggregae figures are repored annually on he UNESCO saisics quesionnaire. Of course each counry may choose for is own purposes o include oher relevan measures and indicaors. Inernaionally agreed echnical specificaions are given in his documen for each core indicaor o help ensure consisency in he daa and calculaions wihin and across counries. The echnical sub-groups in each counry are invied o follow he specificaions as closely as possible and o adap and use he illusraive daa shees as ools for daa compilaion and analysis. The elecronic spreadshees ha accompany hese Technical Guidelines should faciliae daa enry, analysis and reporing. Coverage and disaggregaion of daa The EFA 2000 Assessmen aims a obaining a comprehensive review of progress, achievemens and shorfalls in he provision of basic educaion for all children, youh and aduls. The daa required for deriving he core indicaors and oher measures should herefore cover all componens of basic educaion, as oulined in he Jomien Framework for Acion o Mee Basic Learning Needs. This means all of he main acors and caegories of persons involved (pupils, eachers, illieraes, ec.), all ypes of educaional insiuions and programmes (public and privae, formal and non-formal), and all levels of public expendiure on educaion (by cenral, provincial, disric and local governmens). When esimaes are used o complee he daa coverage, hey should be based on reliable mehods and curren rends. Any shorfall in daa coverage and precauions regarding he daa used should be signalled in he naional assessmen repor by means of appropriae foonoes. I is suggesed ha he following symbols be used in he daa shees and in any repors: Daa no available - Magniude nil * Provisional or esimaed daa./. Daa included elsewhere in anoher caegory The collecion of daa should seek o elucidae wo general concerns ha are imporan for public policy: (i) he evoluion or rends in he provision of basic educaion and in is impacs, paricularly during he 1990s, and (ii) dispariies in he provision of basic educaion. In respec o he firs concern, ime series daa for he core EFA indicaors should be compiled, a leas from 1990 o he laes year available. Such ime series should cover a leas he naional aggregae indicaors, bu counries capable of producing ime series daa by geographical/adminisraive sub-divisions are encouraged o do so. Even when very curren daa are no immediaely available, he assessmen of cerain aspecs of basic educaion can proceed while daa for he «laes year available» are being updaed. 3

4 EFA 2000 Assessmen: Technical Guidelines page 4 The disaggregaion of daa is essenial o measure imporan dispariies in he provision of basic educaion. Special aenion needs o be given o idenify dispariies in educaion and lieracy by gender, beween major geographical or adminisraive unis (e.g. provinces, disrics), beween urban and rural areas, and beween public and privae educaional insiuions and programmes. To he exen possible, he core EFA indicaors should be disaggregaed according o all hese dimensions in order o measure he degree of dispariy and o idenify he disadvanaged areas and populaion groups for prioriy aenion. In some cases, imporan dispariies can be measured by disaggregaing daa by age groups, by linguisic groups, by socio-economic caegory, or by oher disinguishing feaures. Each counry should deermine wha kind of disaggregaion of daa is possible and appropriae for policy analysis. For insance, small counries may be saisfied wih daa disaggregaed o one sub-naional level (e.g. provinces), whereas larger counries will probably wish o analyze daa disaggregaed o a leas wo sub-naional levels (e.g. provinces and disrics). Mos of he illusraive daa shees in hese Technical Guidelines and he accompanying elecronic emplaes provide for daa disaggregaion by gender and by a leas one sub-naional adminisraive level, as well as by urban/rural areas and public/privae educaion. They can be adaped o allow for oher kinds of disaggregaion as well. Daa for he assessmen should be recen, reliable and comprehensive. Some daa may no mee all hese crieria, bu hey may be useful neverheless o describe or illusrae an aspec or siuaion. When such daa are used, i is imporan o make clear heir source and limiaions. For definiions of he erms, daa iems and indicaors, please refer o he echnical specificaions in he nex par as well as he glossary in he Annex A. More generally, daa sources and he ime period concerned should be indicaed on all ables and graphics. Daa on financial resources for educaion should as much as possible refer o acual expendiure. Budge figures should be used only when reliable daa on expendiure are no available, and an appropriae foonoe should be added o his effec in he assessmen repor. Daa sources Many daa needed for a comprehensive assessmen of EFA are eiher already available or can be colleced in each counry. The sources of daa include: A. Annual school repors or quesionnaires filed wih he cenral Minisry of Educaion or wih lower level educaion auhoriies; B. School surveys underaken on specific issues from ime o ime; C. School inspecion repors; D. Saisical yearbooks published by he Minisry or he Cenral Saisical Office; E. Household surveys; F. Populaion censuses; G. Sudies and projec repors prepared for he Minisry or for donors. In addiion, a special effor will be needed o obain daa on cerain basic educaion aciviies, paricularly ouside he school. This may enail carrying ou or commissioning: H. Sample surveys, using esablished saisical mehods o ensure heir reliabiliy; I. Spo surveys, using simpler mehods o obain illusraive daa; J. Case sudies, o documen paricular experiences in deail; K. Inerviews, o obain descripive daa and opinion. 4

5 EFA 2000 Assessmen: Technical Guidelines page 5 I is imporan for each counry o make use of all possible sources of daa and oher relevan informaion in order o compile a comprehensive and reliable overview and analysis of is progress owards EFA goals. Gender Issues A clear message from he EFA Forum s 1996 meeing in Amman, based on he Middecade Review of Progress owards EFA Goals, was ha counries mus inensify acion o address gender dispariies in educaion. Consequenly, he naional EFA assessmens should give very careful consideraion o he naure and causes of any gender dispariies, and o he effeciveness of sraegies ha aim o address hem. The analysis of daa disaggregaed by gender is hus an essenial sep, bu i needs o be exended o consider various qualiaive aspecs as well. The complex ineracion beween gender dispariies in educaion and oher phenomena such as povery, demographic rends, and employmen opporuniies call for special aenion in each naional EFA Assessmen and in is repor. Some examples of gender issues ha could be examined are: rends in paricipaion raes a each level of educaion (primary, secondary and eriary); dispariies in repeiion and compleion raes; he gender disribuion of eachers and is effec on access and achievemen, especially of girls; he qualiy and relevance of curricula in relaion o he learning needs and employmen possibiliies of he wo sexes; and possible gender bias in curricula and in eaching. Terminology Finally, a glossary of key erms is given in Annex A o he Technical Guidelines o help sandardize he erminology used in reporing resuls of he Assessmen. In his connecion, i should be noed ha he erm «primary schooling» is used here o mean he firs level of formal educaion (someimes called «elemenary» or «basic»), and he erm «grade» is used o designae an annual sep wihin ha level (someimes called «form» or «class»), beginning wih grade 1 (he enry sep). The erm «basic educaion» needs some special explanaion since i carries differen meanings in differen counries and has also been given differen conen by UNESCO over he years. Aricle 1 of he World Declaraion on Educaion for All adoped a he 1990 Jomien Conference affirms ha "Every person - child, youh and adul - shall be able o benefi from educaional opporuniies designed o mee heir basic learning needs. These needs comprise boh essenial learning ools (such as lieracy, oral expression, numeracy, and problem solving) and he basic learning conen (such as knowledge, skills, values, and aiudes) required by human beings o be able o survive, o develop heir full capaciies, o live and work in digniy, o paricipae fully in developmen, o improve he qualiy of heir lives, o make informed decisions, and o coninue learning. The scope of basic learning needs and how hey should be me varies wih individual counries and culures, and ineviably, changes wih he passage of ime". This consiues he framework for he "expanded vision of basic educaion" ha emerged from he Jomien Conference. Consequenly, basic educaion is a broader concep han primary schooling, comprising also early childhood educaion, adul lieracy programmes and a range of nonformal educaion aciviies for young people and aduls, as well as educaional messages conveyed hrough he media. Some counries consider basic educaion o include lower secondary educaion, oo. To cover such cases, he erm formal basic educaion is used in he daa shees o allow enry of daa for all grades, primary and beyond, ha are considered basic. 5

6 EFA 2000 Assessmen: Technical Guidelines page 6 Mos of he readily available and relevan saisical daa relae o schooling, which is he main componen of basic educaion and consequenly he main focus of he EFA 2000 Assessmen as refleced in indicaors 2 hrough 15. However, in order o obain a more comprehensive view of he provision of basic educaion, counries are encouraged o collec and analyze daa and oher informaion also abou educaional aciviies ouside he formal sysem (see paricularly indicaors 1 and 16-18). 6

7 EFA 2000 Assessmen: Technical Guidelines page 7 Par II: Core EFA Indicaors Indicaor 1: Gross enrolmen in early childhood developmen programmes, including public, privae, and communiy programmes, expressed as a percenage of he official age-group concerned, if any, oherwise he age-group 3 o 5. Indicaor 2: Percenage of new enrans o primary grade 1 who have aended some form of organized early childhood developmen programme. Indicaor 3: Apparen (gross) inake rae: new enrans in primary grade 1 as a percenage of he populaion of official enry age. Indicaor 4: Ne inake rae: new enrans o primary grade 1 who are of he official primary school-enrance age as a percenage of he corresponding populaion. Indicaor 5: Indicaor 6: Gross enrolmen raio. Ne enrolmen raio. Indicaor 7: Public curren expendiure on primary educaion a) as a percenage of GNP; and b) per pupil, as a percenage of GNP per capia. Indicaor 8: Public expendiure on primary educaion as a percenage of oal public expendiure on educaion. Indicaor 9: Percenage of primary school eachers having he required academic qualificaions. Indicaor 10: Percenage of primary school eachers who are cerified o each according o naional sandards. Indicaor 11: Pupil-eacher raio. Indicaor 12: Repeiion raes by grade. Indicaor 13: Survival rae o grade 5 (percenage of a pupil cohor acually reaching grade 5). Indicaor 14: Coefficien of efficiency (ideal number of pupil years needed for a cohor o complee he primary cycle, expressed as a percenage of he acual number of pupil-years). Indicaor 15: Percenage of pupils having reached a leas grade 4 of primary schooling who maser a se of naionally defined basic learning compeencies. Indicaor 16: Lieracy rae of year olds. Indicaor 17: Adul lieracy rae: percenage of he populaion aged 15+ ha is lierae. Indicaor 18: Lieracy Gender Pariy Index: raio of female o male lieracy raes. 7

8 EFA 2000 Assessmen: Technical Guidelines page 8 Early Childhood Care and Developmen Targe: Expansion of early childhood care and developmenal aciviies, including family and communiy inervenions, especially for poor, disadvanaged and disabled children. This arge deals wih he firs componen of basic educaion: early childhood care and developmen (ECCD), a erm ha embraces he full range of purposeful and organized aciviies inended o provide for he healhy growh and developmenal needs of children from birh o eigh years of age. This includes aciviies provided under he supervision of several areas of sae responsibiliy, such as educaion, healh, nuriion, social welfare, ec. The arge specifically includes family and communiy ECCD inervenions, especially for he poor, disadvanaged and disabled children. I is unlikely ha many counries will have a sysemaic record of his broad range of aciviies, so informaion abou hem will ofen have o be obained from repors and hrough special sudies and household surveys. Such sudies and surveys have been carried ou in a number of counries, someimes by governmen auhoriies, bu ofen by NGOs and inernaional agencies. Consequenly, hose counries will have a good saring poin for heir assessmen. The impac of ECCD programmes is difficul o assess. One approach is simply o deermine wha proporion of children who ener school has experienced some kind of ECCD suppor. Counries are invied o collec and analyze daa for a leas he Indicaors 1 and 2 described hereafer in order o develop a broad picure of he coverage of ECCD. Wherever possible, hese daa should be supplemened by informaion abou he naure and availabiliy of he ECCD programmes, and paricularly abou heir educaional componen. Where possible, he assessmen should focus more paricularly on early childhood developmen (ECD) programmes, ha is hose ha consis of organized and susained school-based or cenre-based aciviies designed o foser learning and he emoional and social developmen of children. Indicaor 1: Gross enrolmen in early childhood developmen programmes, including public, privae, and communiy programmes, expressed as a percenage of he official age-group concerned, if any, oherwise he age-group 3 o 5. Definiion and Purpose: Toal number of children enrolled in early childhood developmen programmes, regardless of age, expressed as a percenage of he populaion in he relevan official age-group, oherwise he age-group 3 o 5. This indicaor measures he general level of paricipaion of young children in early childhood developmen programmes. I also indicaes a counry's capaciy o prepare young children for primary educaion. Calculaion Mehod and Daa Required: Divide he number of children enrolled in early childhood developmen programmes, regardless of age, by he populaion in he relevan official age-group (oherwise he age-group 3 o 5) in a given school-year, and muliply by

9 EFA 2000 Assessmen: Technical Guidelines page 9 EEC GEREC = *100 or EEC * 100 GEREC = P EC P3 5 Where, GEREC = Gross enrolmen raio in early childhood developmen programmes in school-year E EC = Number of children enrolled in early childhood developmen programmes in school-year P EC = Populaion in relevan official age-group concerned wih ECD in school-year. Inerpreaion: A high gross enrolmen raio in early childhood developmen programmes indicaes adequae capaciy for his ype of programme wihin he counry. A gross enrolmen raio approaching or surpassing 100 percen indicaes ha a counry is, in principle, able o accommodae all children in he official age-group concerned by ECD. Counries may also differ widely in heir approaches o early childhood educaion, wih some approaches focusing on experienial educaion while ohers emphasise skill developmen, academic developmen, he visual ars, ec. Qualiy Sandards: The daa on enrolmen should cover boh public and privae insiuions and programmes. Enrolmen daa for ECD programmes can be affeced by differences in reporing pracices, namely by he exen o which child-care programmes wih lile or no pedagogical componen are included in he saisics. The disincion beween early childhood developmen (ECD) and organized, cusodial child care can be difficul o define in an inernaionally consisen way, especially wih regard o very young children, for whom he naural pace of developmen limis he pedagogical possibiliies.. Since gross enrolmen does no ake he age facor ino accoun, children below 3 years and above 5 years (or whaever he official age-group may be) will also be included. Therefore, gross enrolmen can exceed 100 percen. Only counries ha require official regisraion of any ECD provision are likely o have official daa for his indicaor. Counries ha have daa only for public or saesupervised pre-school educaional programmes will need o supplemen hese daa wih informaion on enrolmen in oher ypes of ECD programmes, possibly hrough case sudies and/or sample surveys. Indicaor 2: Percenage of new enrans o primary grade 1 who have aended some form of organized early childhood developmen programme. Definiion and Purpose: Number of new enrans o primary grade 1 who have aended some form of organized early childhood developmen programme equivalen o a leas 200 hours, expressed as a percenage of oal number of new enrans o primary grade 1. This indicaor helps o assess he proporion of new enrans o grade 1 who presumably have received some preparaion for primary schooling hrough ECD programmes. Calculaion Mehod and Daa Required: Divide he number of new enrans o grade 1 of primary educaion who have aended some form of organized early childhood developmen programme by he oal number of new enrans o primary grade 1 in a given school-year, and muliply by 100. EC NE 1, %NE 1, EC = * 100 NE 1 Where, %NE1, EC = Percenage of new enrans o grade 1 of primary educaion in school-year who have aended some form of organized early childhood developmen programme; 9

10 EFA 2000 Assessmen: Technical Guidelines page 10 NE1, EC = Number of new enrans o grade 1 of primary educaion in school-year who have aended some form of organized early childhood developmen programme; NE1 = Toal number of new enrans o primary grade 1 in school-year. Inerpreaion: A high percenage of new enrans o grade 1 of primary educaion who have aended some form of organized ECD programme indicaes ha a large proporion of hese children have paricipaed in organized learning aciviies prior o enering primary school. Progress in schooling is ofen associaed wih cogniive abiliies acquired a young ages. I is commonly recognized ha prior paricipaion in ECD programmes can play an imporan role in a child's fuure educaion, because hey shape aiudes oward learning and develop basic social skills, bu he effec of ECD aciviies on children s cogniive developmen may vary according o he programme aended. However, his indicaor may give an exaggeraed picure of access o ECD, since hose children who have access o ECD programmes are also more likely o have access o primary schools. Qualiy Sandards: The percenage of new enrans o primary grade 1 who have aended some form of organized early childhood developmen programme canno exceed 100 per cen. Obaining daa for his indicaor will be a problem in many counries. Useful daa may exis in school regisraion records, and school census insrumens may also be geared o collecing his informaion. Oherwise, he daa could be gahered hrough a sample survey of schools or hrough household surveys. Primary Educaion Targe: Universal access o, and compleion of, primary/basic educaion by he year This arge concerns no only he expansion of access o primary educaion o cover all eligible children, bu also he improvemen of is inernal efficiency so ha all pupils acually complee he primary cycle. I enails ensuring ha adequae resources and infrasrucure are available and used effecively. In order o make a comprehensive assessmen of progress owards his arge, daa and oher informaion are needed on all forms of organized provision of primary educaion, wheher publicly or privaely funded or managed. When a counry considers ha basic educaion includes he firs (lower) cycle of secondary educaion as well, daa on i should be included also in he assessmen. Mos counries regularly collec he daa needed for calculaing 13 of he 18 core EFA indicaors, such as enrolmen raios and inake raes, and hey repor he naional aggregae daa and indicaors o UNESCO on he annual UNESCO saisical quesionnaire. However, some counries will need o make a special effor o collec and repor such daa. This may require changing he school census forms for he nex school year or gahering daa hrough sample surveys or household surveys. The daa needed for a few indicaors (e.g. indicaors 9 and 10) have no been repored inernaionally before, so hey will consiue benchmark daa for fuure assessmens, as well as conribuing o he presen analysis. 10

11 EFA 2000 Assessmen: Technical Guidelines page 11 In assessing progress owards his EFA arge, counries may wish o examine several oher facors ha affec access o schooling, he eaching and learning process and is oucomes, as well as he efficiency of primary educaion. For example, such facors as he physical condiion of schools and classrooms; he availabiliy of drinking waer, funcioning oiles, and elecriciy; he availabiliy and condiion of exbooks and oher learning maerials; aendance paerns of pupils and eachers; policies and pracices affecing he inclusion or exclusion of children wih disabiliies or learning difficulies; he provision of professional suppor and supervision of eachers; school communiy ineracions (e.g. acive paren-eacher associaions, use of school buildings and grounds for communiy aciviies and adul lieracy programmes). Indicaor 3: Apparen (gross) inake rae: new enrans in primary grade 1 as a percenage of he populaion of official enry age. Definiion and Purpose: Toal number of new enrans in he firs grade of primary educaion, regardless of age, expressed as a percenage of he populaion a he official primary school-enrance age. The Apparen Inake Rae (AIR) reflecs he general level of access o primary educaion. I also indicaes he capaciy of he educaion sysem o provide access o grade 1 for he official school-enrance age populaion. This indicaor is used as a subsiue for Ne Inake Rae (NIR) in he absence of daa on new enrans by single years of age. Calculaion Mehod and Daa Required: Divide he number of new enrans in grade 1, regardless of age, by he populaion of he official school-enrance age, and muliply he resul by 100. N AIR = *100 P a Where, AIR = Apparen Inake Rae in school-year N = Toal number of new enrans in he firs grade of primary educaion, in school-year Pa = Populaion of official primary school enrance-age a, in school-year N.B. When daa on new enrans are no separaely repored, hey can be derived by subracing he numbers of repeaers from enrolmen in firs grade. Inerpreaion: A high Apparen Inake Rae indicaes in general a high degree of access o primary educaion. As his calculaion includes all new enrans o firs grade, including overaged and under-aged children enering primary school for he firs ime, he AIR can be more han 100%. Qualiy Sandards: The number of new enrans should refer o boh public and privae schools. Daa on populaion (or populaion esimaes) used in deriving his indicaor should refer sricly o he official school-enrance age. Care should be aken no o include repeaers in grade 1 in he calculaion, since his will lead o an inflaed Apparen Inake Rae. Indicaor 4: Ne inake rae: new enrans o primary grade 1 who are of he official primary school-enrance age as a percenage of he corresponding populaion. 11

12 EFA 2000 Assessmen: Technical Guidelines page 12 Definiion and Purpose: New enrans in he firs grade of primary educaion who are of he official primary school-enrance age, expressed as a percenage of he populaion of he same age. The Ne Inake Rae (NIR) gives a more precise measuremen of access o primary educaion of he eligible, primary school-enrance age populaion han does he AIR. Calculaion Mehod and Daa Required: Divide he number of children of official primary school-enrance age who ener he firs grade of primary educaion by he populaion of he same age, and muliply he resul by 100. Na NIR = *100 P Where, NIR = Ne Inake Rae in school-year Na = Number of children of official primary school-enrance age a who ener he firs grade of primary educaion, in school-year Pa = Populaion of official primary school-enrance age a, in school-year a Inerpreaion: A high Ne Inake Rae indicaes a high degree of access o primary educaion for he official primary school-enrance age children and a high proporion of pupils of he same age in he firs primary grade, which may favour he pedagogical siuaion. Counries aiming o universalize primary educaion will seek o enrol all children a he official schoolenrance age, and hus he NIR is a measure of progress in his regard. Qualiy Sandards: Daa on boh new enrans and populaion used in deriving his indicaor should refer sricly o he official school-enrance age. In principle he value of his indicaor should no exceed 100%. Care should be aken no o include repeaers in grade 1 in he calculaion. This can be a problem especially wih respec o under-aged pupils who repea he firs grade when hey reach he official-enrance age. Indicaor 5: Gross enrolmen raio. (GER) Definiion and Purpose: Toal enrolmen in primary educaion, regardless of age, expressed as a percenage of he eligible official primary school-age populaion in a given school-year. The GER is widely used o show he general level of paricipaion in and capaciy of primary educaion. I is used in place of he ne enrolmen raio (NER) when daa on enrolmen by single years of age are no available. I can also be used ogeher wih he NER o measure he exen of over-aged and under-aged enrolmen. Calculaion Mehod and Daa Required: Divide he number of pupils enrolled in primary educaion, regardless of age, by he populaion of he official primary school age-group and muliply he resul by 100. E p GERp = *100 Pp,a Where, GERp = Gross Enrolmen Raio in primary educaion p in school-year E p = Enrolmen in primary educaion p in school-year 12

13 EFA 2000 Assessmen: Technical Guidelines page 13 P p,a = Populaion in age-group a which officially corresponds o he primary level of educaion p in school-year. Example: If he official enrance age for primary educaion is 7 years, and i has a duraion of 6 years, hen a is (7-12) years. Inerpreaion: A high GER indicaes a high degree of paricipaion, wheher he pupils belong o he official age-group or no. A GER value approaching or exceeding 100 percen indicaes ha a counry is, in principle, able o accommodae all of is primary school-age populaion, bu i does no indicae he proporion of ha populaion acually enrolled. The achievemen of a GER of 100 per cen is herefore a necessary bu no sufficien condiion for universal primary educaion. When a counry s GER exceeds 90 per cen for primary educaion, he aggregae number of places for pupils is approaching he number required for full enrolmen of he official age-group populaion. However, in order o achieve universal primary educaion, he number of under-age and over-age pupils would need o decline in order o free places for pupils in he official primary school age-group. Qualiy Sandards: GER a he primary level of educaion should be based on oal enrolmen in all ypes of primary schools and equivalen educaion insiuions, including public, privae and all oher insiuions ha provide organised educaional programmes a he primary level. GER can someimes exceed 100% due o he inclusion of over-aged and under-aged pupils and repeaers. In his case, a rigorous inerpreaion of GER needs addiional informaion on he exen of repeiion, early and lae enrans, ec. Indicaor 6: Ne enrolmen raio. (NER) Definiion and Purpose: Enrolmen in primary educaion of he official primary school agegroup expressed as a percenage of he corresponding populaion. The NER gives a more precise measuremen of he exen of paricipaion in primary educaion of children belonging o he official primary school age. Calculaion Mehod and Daa Required: Divide he number of pupils enrolled in primary educaion who are of he official primary school age-group by he populaion for he same age-group and muliply he resul by 100. E p,a NERp = *100 Pp,a Where, NERp = Ne Enrolmen Raio a he primary level of educaion (p) in school-year E p,a = Enrolmen of he populaion of age-group a a he primary level of educaion (p) in school-year P = Populaion in age-group a which officially corresponds o he primary level of p,a educaion (p) in school-year Example: If he enrance age for primary educaion is 7 years wih a duraion of 6 years hen a is (7-12) years. Inerpreaion: A high NER denoes a high degree of paricipaion in primary educaion of he official primary school age-group. The NER s maximum value is 100%. An NER ha 13

14 EFA 2000 Assessmen: Technical Guidelines page 14 increases over ime reflecs improving paricipaion a he primary level of educaion. When he NER is compared wih he GER, he difference beween he wo raios measures he incidence of under-age and over-age enrolmen. If he NER is below 100%, hen he percenage difference provides a measure of he proporion of primary school-age children no enrolled a he primary level. However, since some primary school-age children could be enrolled a oher levels of educaion, his percenage difference should in no way be considered as indicaing he exac percenage of children no enrolled. A more precise complemenary indicaor is he age-specific enrolmen raio (ASER), which shows he level of paricipaion in educaion of he populaion a each paricular age. Qualiy Sandards: NER a he primary level should be based on oal enrolmen in all ypes of primary schools and equivalen educaional insiuions, including public, privae and all oher insiuions ha provide organised educaional programmes a he primary level. Cerain difficulies may arise when calculaing an NER ha approaches 100%: when he reference dae for enry o primary educaion does no coincide wih he birh daes of all of he cohor eligible o enrol a his level of educaion; when a large proporion of children sars primary school earlier han he prescribed age and consequenly finishes earlier as well; and when here is an increase in he enrance age o primary educaion while is duraion remains unchanged. N.B. Alhough he NER canno exceed 100%, values up o 105% have been obained due o inconsisencies in he enrolmen and/or populaion daa. Indicaor 7: Public curren expendiure in primary educaion (a) as a percenage of GNP and (b) per pupil, as a percenage of GNP per capia. Definiion and Purpose: Public curren expendiure in primary educaion expressed as a percenage of GNP shows he share of he value of he oal naional producion of goods and services in a given year ha has been devoed o primary educaion. Public curren expendiure per pupil in primary educaion expressed as a percenage of GNP per capia in a given financial year measures he average cos of a pupil in primary educaion in relaion o he counry's GNP per capia. Boh indicaors when compared wih similar indicaors for oher levels of educaion, also measure he relaive emphasis given o invesmen in primary educaion. Calculaion Mehod and Daa Required: (a) Divide public curren expendiure on primary educaion in a given year by he GNP for he same year and muliply by 100. %PCXE GNP = PCXE GNP p *100 (b) Divide per pupil public curren expendiure on primary educaion in a given year by he GNP per capia for he same year and muliply by 100. %PCXE GNPc = PCXE E p p GNP / P *100 14

15 EFA 2000 Assessmen: Technical Guidelines page 15 Where, %PCXEGNP = Public curren expendiure in primary educaion p as a percenage of GNP %PCXEGNPc = Public curren expendiure per pupil of primary educaion p as percenage of GNP per capia in financial year PCXEp = Public curren expendiure on primary educaion p in financial year GNP = Gross Naional Produc in financial year E p = Toal enrolmen in primary educaion p in school-year P = Toal naional populaion in year. Inerpreaion: High percenage values for boh indicaors (a) and (b) generally denoe a high level of spending on primary educaion. Indicaor (a) measures he overall proporion of GNP ha has been spen on primary educaion by he public auhoriies (cenral, provincial and local). Indicaor (b) measures he per pupil cos in primary educaion in relaion o GNP per capia, hereby relaing average spending per pupil o he heoreical average per capia income wihin he counry. This avoids problems of inernaional comparabiliy ha would resul if spending per pupil were convered ino a common currency applying exchange raes. One should, however, inerpre wih care a high level of spending per pupil since his could simply reflec low enrolmen. Per pupil expendiure as a percenage of GNP per capia should herefore be viewed in conjuncion wih enrolmen raios. Low expendiure per pupil and low enrolmen in primary educaion when compared o high expendiure and/or low enrolmen in eriary educaion suggess a need o reconsider resource allocaions wihin he educaion secor, especially if universal primary educaion is being given prioriy. Qualiy Sandards: Public curren expendiure on primary educaion as a percenage of GNP canno exceed or even approach 100%. Public curren expendiure on primary educaion per pupil expressed as a percenage of GNP per capia can someimes exceed 100% in counries where GNP per capia is low and he curren cos per pupil is high. These wo indicaors should be based on consisen daa on public curren expendiure ha covers cenral, provincial and local governmen spending on all public primary schools and subsidies o privae educaional insiuions, eachers and pupils. The use of his indicaor mus ake ino accoun he coverage of public curren expendiure for primary educaion and he exen o which he GNP esimaes represen he rue level of naional economic producion. The fac ha fiscal year and school year budge periods may be differen should also be aken ino consideraion. Indicaor 8: Public expendiure on primary educaion as a percenage of oal public expendiure on educaion. Definiion and Purpose: Public expendiure for primary educaion expressed as a percenage of oal public expendiure on educaion. This indicaor shows he relaive share of expendiure on primary educaion wihin overall public expendiure on educaion. Calculaion Mehod and Daa Required: Divide public expendiure devoed o primary educaion by oal public expendiure on all levels of educaion, and muliply he resul by

16 EFA 2000 Assessmen: Technical Guidelines page 16 %PXE p = n h= 1 PXE p PXE h *100 Where, %PXEp = Public expendiure on primary educaion p as a percenage of oal public expendiure on educaion in financial year. PXEp = Public expendiure on primary educaion p in financial year. PXEh = Public expendiure on educaion a level h in financial year. Inerpreaion: A relaively high percenage of public expendiure devoed o primary educaion denoes he prioriy given o primary educaion in naional educaional policies and resource allocaion. When inerpreing his indicaor, one should ake ino accoun he corresponding primary level enrolmen, he GER and NER, and hen assess he relaive curren expendiure per pupil accordingly. Qualiy Sandards: This indicaor should be based on consisen daa on public expendiure for each level of educaion ha cover public funding for boh public and privae educaional insiuions. In some insances, i may be necessary o add o he expendiure daa from he Minisry of Educaion expendiure daa from oher minisries ha spend a par of heir budge on educaional aciviies a he primary educaion level Indicaor 9: Percenage of primary school eachers having he required academic qualificaions. Definiion and Purpose: The number of primary school eachers wih a leas he minimum academic qualificaions required by he public auhoriies for eaching in primary educaion, expressed as a percenage of he oal number of primary school eachers. This indicaor measures he proporion of primary school eachers who mee he basic requiremen in erms of academic qualificaions as specified by he counry s auhoriies. I indicaes he general qualiy of a counry's human capial involved in eaching in primary educaion. Teachers are persons who, in heir professional capaciy, guide and direc pupils learning experiences in gaining he knowledge, aiudes and skills ha are sipulaed in a defined curriculum programme. Calculaion Mehod and Daa Required: Divide he number of primary school eachers having he minimum required academic qualificaions by he oal number of primary school eachers, and muliply by 100. T p, q %Tp, q = *100 T p Where, %Tp, q = Percenage of primary school eachers having he required academic qualificaions in year T p, q = Toal number of primary school eachers having he required academic qualificaions in year Tp = Toal number of primary school eachers in year 16

17 EFA 2000 Assessmen: Technical Guidelines page 17 Inerpreaion: A high percenage of eachers having he required academic qualificaions denoes he availabiliy of academically qualified eachers and he general qualiy of he eaching force. Teachers' academic qualificaions, ogeher wih pre-service or in-service eacher raining, correlae srongly and consisenly wih pupils scholasic performance, which of course is also affeced by oher facors, such as he experience and saus of eachers, eaching mehods, eaching maerials and he qualiy of classroom condiions. I should be noed ha some eachers wihou he required academic qualificaions may acquire equivalen compeence in he subjec maer hrough professional experience and self-insrucion. Qualiy Sandards: Naional sandards regarding he minimum academic qualificaions required of a primary school eacher should be sricly applied in idenifying he number of academically qualified eachers. The percenage of eachers having he required academic qualificaions canno exceed 100%. This indicaor should be calculaed separaely for public, privae and oher primary schools. Care should be exercised o ake ino accoun all eaching saff. Indicaor 10: Percenage of primary school eachers who are cerified o each according o naional sandards. Definiion and Purpose: The number of primary school eachers who are cerified o have received he minimum organized eacher-raining (pre-service or in-service) required for eaching in primary educaion, expressed as a percenage of he oal number of primary school eachers. This indicaor measures he proporion of primary school eachers rained in pedagogical skills, according o naional sandards, o effecively each and use he available insrucional maerials. I reveals also a counry's commimen o inves in he developmen of is human capial involved in eaching aciviies. Teachers are persons who, in heir professional capaciy, guide and direc pupils learning experiences in gaining he knowledge, aiudes and skills ha are sipulaed in a defined curriculum programme. Calculaion Mehod and Daa Required: Divide he number of primary school eachers who are cerified o have received he minimum required eacher-raining by he oal number of primary school eachers, and muliply by 100. T p, c %Tp, c = p *100 T Where, %Tp, c = Percenage of primary school eachers cerified o have he required eacher-raining in year T p, c = Toal number of primary school eachers cerified o have he required eacher-raining in year Tp = Toal number of primary school eachers in year Inerpreaion: A high percenage of eachers cerified o each in primary schools implies ha a majoriy of he eaching force is rained and has he necessary pedagogical skills o each and use he available insrucional maerials in an effecive manner. This indicaor does no ake ino accoun differences in eachers experiences and saus, eaching mehods, eaching maerials and variaions in classroom condiions -- all facors ha also affec he qualiy of eaching/learning. I should be noed ha some eachers wihou his cerificaion may have acquired equivalen pedagogical skills hrough professional experience. 17

18 EFA 2000 Assessmen: Technical Guidelines page 18 Qualiy Sandards: Daa should refer o eachers cerified as having received adequae preservice or in-service eacher raining, or boh. The percenage of cerified eachers canno exceed 100%. This indicaor should be calculaed separaely for public, privae and all oher schools. Indicaor 11: Pupil/eacher raio (PTR) Definiion and Purpose: Average number of pupils per eacher in primary educaion in a given school-year. Teachers are persons who, in heir professional capaciy, guide and direc pupils learning experiences in gaining he knowledge, aiudes and skills ha are sipulaed in a defined curriculum programme. This indicaor is used o measure he level of human resources inpu, in erms of number of eachers, in relaion o he size of he pupil populaion. Calculaion Mehod and Daa Required: Divide he oal number of pupils enrolled in primary educaion by he number of eacher a he same level. Ep PTR p = T p Where, PTR p = Pupil-eacher raio in primary educaion in school-year = Toal number of pupils in primary educaion in school-year Ep Tp = Toal number of eachers in primary educaion in school-year Inerpreaion: The PTR should normally be compared o esablished naional norms on he number of pupils per eacher for each level or ype of educaion. A high pupil/eacher raio suggess ha each eacher has o deal wih a large number of pupils and ha, conversely, pupils receive less aenion from he eacher. I is generally assumed ha a low pupil/eacher raio signifies smaller classes, which enable he eacher o pay more aenion o individual pupils and hus conribue o he beer scholasic performance of he pupils. This indicaor does no ake ino accoun differences in eachers academic qualificaions, pedagogical raining, professional experience and saus, eaching mehods, eaching maerials and variaions in classroom condiions -- all facors ha could also affec he qualiy of eaching/learning and pupil performance. Qualiy Sandards: This indicaor should be calculaed separaely for public, privae and all oher schools. In calculaing and inerpreing his indicaor, one should ake ino accoun he exisence of par-ime eaching, school-shifs, muli-grade classes and oher pracices ha may affec he precision and meaningfulness of pupil/eacher raios. For insance, he number of par-ime eachers should be convered o a number of equivalen full-ime eachers. Care should be exercised o include all saff involved in eaching. Indicaor 12: Repeiion raes by grade. Definiion and Purpose: Proporion of pupils enrolled in a given grade in a given school-year who sudy in he same grade he following school-year. This indicaor measures he phenomenon of pupils repeaing a grade, and is one measure of he inernal efficiency of he primary educaion cycle. 18

19 EFA 2000 Assessmen: Technical Guidelines page 19 Calculaion Mehod and Daa Required: Divide he number of repeaers in a given grade in school-year +1 by he number of pupils enrolled in he same grade in he previous schoolyear. + 1 R i ri = Ei Where, ri = Repeiion Rae a grade i in school-year + 1 R = number of pupils repeaing grade i, in school-year +1 i i E = number of pupils enrolled in grade i, in school-year See Annex D for a more deailed explanaion of pupil-cohor flow analysis. Inerpreaion: Repeiion raes should ideally approach zero per cen. High repeiion raes reveal problems in he inernal efficiency of he educaion sysem and possibly reflec a poor level of insrucion. When compared across grades, he paerns can indicae specific grades wih relaively higher repeiion raes, hence requiring more in-deph sudy of he causes and possible remedies. In some cases, low repeiion raes merely reflec policies or pracices of auomaic promoion. The maximum repeiion rae and he number of grade repeiions allowed may in some cases be deermined by he educaion auhoriies in order o cope wih limied capaciy a cerain grade levels and o increase he flow of pupils hrough he educaion cycle. Consequenly, care should be aken in inerpreing his indicaor, especially when making comparisons beween educaion sysems. Qualiy Sandards: Like oher pupil-flow raes (promoion and drop-ou raes), he repeiion rae is derived by analyzing daa on enrolmen and repeaers by grade for wo consecuive years. One should herefore ensure ha such daa are consisen in erms of coverage over ime and across grades. Special aenion should be paid o avoid some common errors ha may bias hese flow-raes, such as over-reporing of enrolmens and/or repeaers (paricularly in primary grade 1), incorrec disincion beween new enrans and repeaers, and ransfers of pupils beween grades and schools. Indicaor 13: Survival rae o grade 5 (percenage of a pupil cohor acually reaching grade 5). Definiion and Purpose: Percenage of a cohor of pupils who enrolled in he firs grade of primary educaion in a given school-year and who evenually reach grade 5. Is purpose is o assess he holding power and inernal efficiency of an educaion sysem. The survival rae o grade 5 indicaes he proporion of a pupil cohor ha complees grade 4 and reaches grade 5. Conversely, i indicaes he magniude of drop-ou before grade 5. Calculaion Mehod and Daa Required: Divide he oal number of pupils belonging o a pupil cohor who reached each successive grade of primary educaion by he number of pupils in he original pupil cohor, i.e. hose pupils who enrolled ogeher in he firs grade of primary educaion, and muliply he resul by 100. Where, SR k g,i m i P g, = = *100 Where, k P i = Eg,i + 1 R E g + 1 g, g,i

20 EFA 2000 Assessmen: Technical Guidelines page 20 i = grade (1, 2, 3,,n) = year (1, 2, 3,,m) g = pupil-cohor SRg, k i = Survival Rae of pupil-cohor g a grade i for a reference year k k E g = Toal number of pupils belonging o a cohor g a a reference year k P g,i = Promoees from k Eg who would join successive grades i hroughou successive years R i = Number of pupils repeaing grade i in school-year See Annex D for a more deailed explanaion of pupil-cohor flow analysis. Inerpreaion: Survival rae o grade 5 of primary educaion is of paricular ineres because he compleion of a leas four years of schooling is commonly considered a pre-requisie for a susainable level of lieracy. The disincion beween survival rae wih and wihou repeiion is necessary o deermine he exen of wasage due o drop-ou and o repeiion. Given ha his indicaor is usually esimaed using cohor analysis models ha are based on a number of assumpions, care should be aken in making comparisons across counries. Qualiy Sandards: Since he calculaion of his indicaor is based on pupil-flow raes, he reliabiliy of he survival rae o grade 5 depends on he consisency of daa on enrolmen and repeaers in erms of coverage over ime and across grades. Indicaor 14: Coefficien of efficiency (ideal number of pupil years needed for a pupil cohor o complee he primary cycle, expressed as a percenage of he acual number of pupil-years). Definiion and Purpose: The ideal (opimal) number of pupil-years required (i.e. in he absence of repeiion and drop-ou) o produce a number of graduaes from a given pupil cohor in primary educaion expressed as a percenage of he acual number of pupil-years spen o produce he same number of graduaes. One school-year spen in a grade by a pupil is couned as one pupil-year. The coefficien of efficiency is a synheic indicaor of he inernal efficiency of an educaion sysem. I summarises he consequences of repeiion and drop-ou on he efficiency of he educaional process in producing graduaes. The coefficien of efficiency is he reciprocal of he Inpu-Oupu raio, which is ofen used as an alernaive indicaor of inernal efficiency. Calculaion Mehod and Daa Required: Divide he ideal number of pupil-years required o produce a number of graduaes from a given pupil cohor in primary educaion by he acual number of pupil-years spen o produce he same number of graduaes, and muliply he resul by 100. n+ k Gg, j* n j= n CEg = n+ k n+ k G g, j * j + D j= n j= 1 Where, CEg = Coefficien of Efficiency for a pupil-cohor g g, j *100 *j G g,n = he number of pupils graduaing from cohor g in final grade n afer n years of sudy (wihou repeiion) G g, j = he number of pupils graduaing from cohor g in final grade n afer j years of sudy D g, j = he number of pupils (of he cohor g) dropping ou afer j years of sudy 20