Reaching EFA: Tools for Analyzing School Placement and Teacher Supply in Underserved Areas

1
Reaching EFATools for Analyzing School
Placement and Teacher Supply in Underserved Areas

• EQUIP2 USAID Seminar
• June 15, 2004

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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

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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

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CHARACTERISTICS OF UNDERSERVED AREAS
Underserved Areas Those regions that rank in
the lowest one third on an index of key social
development indicators
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
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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

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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)

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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)

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Access Two Basic Questions
How much does it matter where the school is?
Is there a school?
What proportion of the population lives outside
of areas served by the education system?
How effective is the coverage provided by
official school catchment areas?
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Is there a school Central Guinea?
Schools
Villages
Data are from the World Bank Rural Access
Initiative
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Is there a school Western Chad?
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
Data are from the World Bank Rural Access
Initiative
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How much does it matter where the school is?
GER and Distance,
Chad, Western Sahelian Region, 2002 - 2003
Most effective coverage
Least effective coverage
GER
60
50
40
Boys
30
Girls
20
10
N 179
0
School in Village
Up to 1KM
1 to 2KM
2 to 3KM
Distance from Village to School
Data are from the World Bank Rural Access
Initiative
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Do students have access to a full cycle of
primary education?
Example Mondo Sub-Prefecture, Chad
Full Cycle Schools Only
All schools
Data are from the World Bank Rural Access
Initiative
13
Total school-age population in this area 168
children
Using the existing rates of enrollment based on
distance, how many children would go to school?
1
3 km
2 km
Total Enrollment of 38 GER of 22
1 km
38
Villages
2
School-Age Population
29
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Scenario A Central school with standard catchment
0
Data are from the World Bank Rural Access
Initiative
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Total school-age population in this area 168
children
Using the existing rates of enrollment based on
distance, how many children would go to school?
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14
3 km
2 km
Total Enrollment of 88 GER of 52
1 km
Villages
20
38
School-Age Population
56
29
25
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Scenario B Village-based alternative schools
23
12
Data are from the World Bank Rural Access
Initiative
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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

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Reaching EFA Teacher Supply and Support

• 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.

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Prevailing Policies Effecting Teacher Supply

• Standard education sector policy and strategy
  calls for a teacher pupil ratio of 401, 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

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The Standard Teacher Supply Chain
To higher education workforce

Completed Secondary Teacher Training
4 years secondary 2 years teacher training
Secondary School
Entry to Secondary School
To primary school teaching force
Primary Enrolments
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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).
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Northern Ghana 1990 to 2000
Qualified Teachers Per 1,000 Students
GER 1990 Boys 67 Girls 35 Total 51
GER 2000 Boys 59 Girls 40 Total 50
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Teachers for Underserved Areas
Northern Region - Ed Profile - 15-44 yrs
Source of recruitment for primary teachers
450
Female
Male
Thousands
300
150
0
Completed Secondary Ed Women 2,956 Men
13,466
0 - 6 yrs
7 to 11 yrs
12
Schooling Completed
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Teachers for Underserved Areas

• 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?

• Policy Options
• Increase the pupil/teacher ratio currently 351
  
• Increase the percentage of secondary leavers
  entering teaching - currently est. at 17
• Change the population pool from which teachers
  are drawn

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Policy Alternative for Teacher Supply
To higher education workforce

Completed Secondary Teacher Training
4 years secondary 2 years teacher training
Secondary School
Post-primary in-service training
Entry to Secondary School
To primary school teaching force
Primary Enrolments
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Teacher Supply Options
Teacher Requirements for EFA -Northern Region
8000
6000
4000
2000
0
2003
2004
2005
2006
2007
2008
2009
2010
2011
2012
2013
2014
2015
This demand analysis assumes a steady
pupil/teacher ratio, and a continuing rate of 17
of secondary graduates entering the primary
teaching force
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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

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Implications for the Policy and Institutional
Environment
School Organization
Teacher Supply