EFA Global Monitoring Report 2 0 1 3/4 TEACHING AND LEARNING: Achieving quality for all

Monitoring the for All goals

Progress towards the six Education for All goals in Sub-Saharan Africa

Sub-Saharan Africa World Indicator 1999 2011 2011 Goal 1 Pre-primary gross enrolment ratio (%) 10 18 50 Goal 2 Primary net enrolment ratio (%) 58 77 89 Out-of- children (million) 42.1 29.8 57.2 Goal 3 Lower secondary gross enrolment ratio (%) 29 49 82 Out-of-school adolescents (million) 22.2 21.8 69.4 Goal 4 Adult rate* (%) 53 59 84 Youth literacy rate* (%) 66 70 89 Goal 5 Primary parity index 0.85 0.93 0.97 Secondary gender parity index 0.82 0.83 0.98 Goal 6 Primary pupil/teacher ratio 42 43 24 Finance Public education spending (% GNP) 4.0 5.0 5.1 (% total government expenditure) 17.1 18.7 15.5

* Progress on literacy is reported for the periods 1985/94 (left column) and 2005/11 (right column). Source: UIS database

Despite progress, most EFA goals The pre- gross enrolment are likely to be missed by 2015 ratio increased from 10% in 1999 to 18% in 2011 leaving the region lagging behind all Early childhood care and education others. Moreover, access to early childhood Early childhood outcomes have improved. education services remains unequal. Even The under-5 mortality rate fell from 156 in middle income countries with better deaths for every 1000 live births in 2000 to 97 coverage on average, such as Nigeria,

SUB-SAHARAN AFRICA in 2012. Although sub-Saharan Africa is still there is a wide gap in access between the the region with the highest child mortality richest and poorest children: in 2011, only rate in the world, the rate of progress 10% of 3- to 4-year olds from the poorest reached 3.8% per year between 2000 and fifth of families attended some form of 2012, compared with 1.4% in the 1990s. organized early childhood education programme, compared to about 84% of their richest peers.

United Nations Educational, Scientific and Cultural Organization Sub-Saharan Africa 2 2013/4 EducationforAll completion rather thanenrolment, which achieved shouldbebasedonmeasures of universal primaryeducation hasbeen of school.Moreover, assessing whether 2007, leaving nearly 30millionchildren out most asnoprogress hasbeenmadesince sub-Saharan Africa istheregion laggingthe improvement from 58%in1999,but net enrolment ratio of77%.Thisisan universal primaryeducation witha Sub-Saharan Africa isfar from achieving Universal education primary barely beenanyprogress since 1999and 1999. Insecondary education, there has compared to 85girlsfor every 100boys in girls for every 100boys enrolled in2011, parity. Inprimaryeducation, there were 93 Sub-Saharan Africa hasnotachieved gender Gender parityandequality from 15%in1990. adults willlive insub-Saharan Africa, up it isprojected that26%ofallilliterate reaching 182millionin2011.By2015, 1990, mainly dueto populationgrowth, illiterate adultshasincreased by37%since In sub-Saharan Africa, thenumberof Adult literacy late 1990sand2010/2011. completion rates, to over 35%,between the richest families more thantripled their 2010/2011 whereas young menfrom the completed lower secondary schoolin no young women from thepoorest families the United RepublicofTanzania, almost remain. For example, inMozambiqueand completion rates. Moreover, wideinequalities and effort to translate thesegainsinto higher secondary school,butitwilltake more time Africa have expanded access to lower general, manycountries insub-Saharan and 2011,because ofpopulationgrowth. In region remained at22millionbetween 1999 number ofadolescents outofschoolinthe secondary schoolreached 49%,butthe By 2011,thenetenrolment ratio atlower Youth andadultskills to complete primaryschool. of primaryschoolstarting agewere expected ratio of75%in2010,butonly 49%ofchildren For example, hadanetenrolment often gives amisleadingly optimistic picture. GlobalMonitoringReport

between 2000and2010,from 6.9years to males spentinschoolactually widened poorest rural females andtherichest urban The gapbetween theamountoftime region, particularly for thedisadvantaged. All goalsistoo slow for manycountries inthe The pace ofprogress towards Education for after 2015 Monitoring global education targets in sub-Saharan Africa. education exceeding 40:1;ofthese,23were 2011, 26hadapupil/teacher ratio inprimary the world. Ofthe162countries withdata in stagnated andare amongthehighest in In sub-Saharan Africa, pupil/teacher ratios Quality of education sub-Saharan Africa. than 90girlsfor every 100boys, 18were in boys in2011.Ofthe30countries withfewer there were only 83girlsenrolled for every 100 of GNPto education. IftheCentral African Republic oftheCongo,spend less than3% African Republic andtheDemocratic of GNP,othercountries, suchastheCentral the benchmarkonspending asapercentage on education financing, for example, meeting Swaziland andGhana,putmore emphasis While somecountries intheregion, suchas government expenditure oneducation. of GNPoneducation and18.7%oftotal Sub-Saharan Africa spentonaverage 5% total government expenditure oneducation. 6% ofGNPto education andatleast 20%of target for allcountries to allocate atleast New EFA goalsafter 2015shouldset a Trends infinancing EducationforAll advantaged benefitthemost. progress continues to maskthefact thatthe to dosocould meanthatmeasurement of achieve benchmarkssetfor goals.Failure make sure themost disadvantaged groups goals needto includeacommitment to boys from therichest families. Post-2015 completion in2111,64years later thanthe only achieve universal lower secondary poorest families insub-Saharan Africa will recent trends continue, girlsfrom the will notcatch upuntil2086.Likewise, if completion in2021,butthepoorest girls richest boys willachieve universal primary 8.3 years. Ifrecent trends continue, the Sub-Saharan Africa • Teaching and Learning: Achieving quality for all 3

Supporting teachers to end the learning crisis

Republic increased its tax-to-GDP ratio by The global learning crisis: 1.25% per year from 2011 onwards and if action is urgent the government ensured that 20% of the budget is allocated to education, then an Globally, 250 million children of primary additional US$ 66 million would be available school age are not learning the basics in for education in 2015, more than doubling reading and mathematics, whether they are expenditure per primary school child, from in school or not. In sub-Saharan Africa, over US$44 to US$95. half of children are not learning the basics in reading: a quarter of primary school aged Around the world, governments are grappling children reached grade four but still did not with ways to reallocate their education learn the basics, and over a third did not budgets to those children most in need. reach grade four. South Africa’s redistribution reforms have aimed to reverse the legacy of the apartheid There are wide disparities between countries’ schooling system by introducing a ‘no fee education systems: In both and ’ policy. Under this policy, schools in Zambia, more than three-quarters of primary areas which ranked the lowest according to school age children make it beyond grade 4, income, unemployment and education level but while in Kenya 70% of these children are received a per student allocation that was six able to read, just 44% can in Zambia. times higher than the allocation to schools in the richest areas. Poverty can affect children’s ability to learn. In all 20 African countries included An increase in public spending needs to in the report’s analysis, children from take into account how the cost of education richer household are more likely not only is currently shared so that the poorest to complete school, but also to achieve a can benefit. Adopting a national accounts minimum level of learning once in school. approach to education, new analysis for this In 15 of these countries, no more than one Report shows that of the total secondary in five poor children reach the last grade education expenditure in Rwanda in 2011, for and learn the basics. In Kenya, children 2013/4 example, households covered 44%, donors have a better chance to learn, on average, 17% and the government 39%. This shows than others in the region, but there is a wide that, first, education is far from free and, gap between rich and poor in the country, second, that external assistance continues mainly because over half of those from poor to be very important for certain countries households drop out early, while only 16% in the region. from rich households do so. In Chad, only 2% of children from the poorest households Total aid to education in the region may have complete primary school and master the increased from US$2.8 billion in 2002-03 to basics, compared with 43% of those from US$4 billion in 2010 but fell by 8% to US$3.65 richest households. In Cameroon, three- billion in 2011. Total aid to quarters of the rich achieve the basics fell by 7% in the region to US$1.76 billion in compared with just 18% of the poorest. 2011. The reduction in basic education aid to the region would have been enough to Being poor and female carries a double fund good quality school places for over 1 disadvantage. In Benin, around 60% of million children. rich boys stay in school and attain basic EFA Global Monitoring Report | EFA Sub-Saharan Africa 4 2013/4 EducationforAll Source: Note: Percentage ofchildrenprimaryschoolagewhoreachedgrade4andachievedminimumlearningstandardinreading,selected countries Learning outcomesvarywidelybetweencountries learning standardinmathematics,bywealth,LatinAmericaandsub-SaharanAfrica Percentage ofchildrenwhocompletedprimaryschoolandachievedminimum Wealth aff ects whetherprimaryschoolagechildrenlearnthebasics Source: EFA GlobalMonitoringReport 2013/4. (PASEC); andlevel3(SACMEQ). achievement ofaminimumlearningstandarddependsonthebenchmarkspecifi edinagivensurvey:level1(SERCE); bottom quartileintermsofthesocio-economicstatusindexSERCE,PASEC andSACMEQ surveys.Thedefi nitionof household surveydatafromtheyearclosesttolearningachievementsurvey. Rich/poorreferstochildreninthetop/ Notes: Thedefi nitionofprimaryschoolcompleters referstochildrenaged14-18yearsandiscalculatedusingavailable Children of primary school age (%) Sub-Saharan Africa 100 60 20 80 40 SeenotestoFigure4.1. 0 EFA GlobalMonitoringReport 2013/4. U. R. Burkina Faso Mozambique Côte d’Ivoire Madagascar

Chad Seychelles Cameroon Swaziland Botswana Mauritius Namibia Senegal Lesotho Uganda Burundi Zambia Malawi Liberia Congo Gabon Kenya Benin Niger Chad Senegal Togo Mali GlobalMonitoringReport

Mauritania 0

Côte d’Ivoire

PASEC Burkina Faso

Madagascar 10 Benin Reached grade4andlearnedthebasics Cameroon

Burundi 20 Congo

Poor Rich

Zambia 30 Mozambique

Malawi 40

Uganda Children ofprimaryschoolage(%) SACMEQ Namibia Reached grade4butdidnotlearnthebasics Lesotho

Zimbabwe 50 U. R. Tanzania

Kenya

Swaziland 60

this challenge. teachers can helpchildren overcome bilingual programmes taught byqualified speak anotherlanguage.Well-designed 60% ofthe9out10students who in reading, compared withless than at homeachieve minimum learning 5 students whospeakthe test language Benin, for example, over 80%ofgrade hampering theirchance of learning. In which they are notfamiliar, seriously the early grades inalanguagewith majority ofchildren are taught from language ofinstruction, sothevast Africa, French continues to bethemain disadvantage. Inmanypartsofwestern Speaking aminoritylanguagecan bea in urbanareas. compared with63%ofrichchildren living rural areas are inschoolandlearning, Africa, only 25%ofpoorchildren livingin than elsewhere insouthernandeastern performance inmathematics is better Republic ofTanzania, where average be abarrierto learning: IntheUnited teachers andteaching resources, can Living inrural areas, whichoften lack the basics,compared with29%ofboys. complete primaryeducation andachieve poorest households,23%ofgirlsboth 6% ofpoorgirls.InKenya, amongthe numeracy skills,compared withonly 70 Did notreachgrade4 80 90 100 Sub-Saharan Africa • Teaching and Learning: Achieving quality for all 5

Children who learn less are more likely to thanks to its much narrower gap between leave school early. In Ethiopia, children who rich and poor and its performance is at scored in the bottom quarter in mathematics the level of upper middle income countries at age 12 were more than twice as likely as in other regions. those who were in the top quarter to drop out by age 15. In Côte d’Ivoire, 75% of children Access can be increased while the quality who reached the minimum learning level of education improves. Some countries at the beginning of grade 5 were present in southern and eastern Africa have to take the test at the end of the school expanded education coverage considerably – year, compared with 25% of those who especially in primary schooling – while did not reach it. also safeguarding or even improving learning outcomes. In the United Republic Inequalities remain in . of Tanzania, for example, between 2000 In South Africa, only around 14% of poor and 2007, the proportion of children who grade 8 students reached the minimum completed primary school rose from half to learning standard in mathematics in 2009, around two-thirds, while the proportion who compared with 40% of their rich peers. Such were both in school and learning the basics gaps in performance between rich and poor in mathematics increased from 19% to pupils are not inevitable. Botswana has 36%. This is equivalent to around 1.5 million achieved much higher levels of learning, additional children learning the basics.

Some countries in southern and eastern Africa have both widened access and improved learning Percentage of children who completed primary school and achieved minimum learning standard in mathematics, selected countries, 2000 and 2007 SACMEQ

2000 Kenya 2007

2000 Swaziland 2007

U. R. 2000 Tanzania 2007

2000 Namibia 2007

2000 Uganda 2007

2000

Lesotho 2013/4 2007

2000 Zambia 2007

2000 Malawi 2007 0 20 40 60 80 100 Children of primary school age (%) Completed primary education and Completed primary education but Did not complete primary learned the basics did not learn the basics education

Notes: The defi nition of primary school completers refers to children aged 14 to 18 and is calculated using a linear interpolation from household survey data around years close to the learning achievement surveys. Source: EFA Global Monitoring Report 2013/4. EFA Global Monitoring Report | EFA

SOURCE: 2013/4 EFA Global Monitoring Report: Teaching and Learning — Achieving quality for all. Paris, UNESCO. Figure 4.12, page 204. © UNESCO www.efareport..org Sub-Saharan Africa 6 2013/4 EducationforAll

compared to24%ofpoorgirlslivinginruralareas. gender. Forexample, 75%ofrich boys livinginurbanareasachievedtheminimumstandard Disadvantages associatedwithpovertyarefurthercompoundedbywhere achildlivesandtheir minimum learningstandard–andthegapbetweenpoorest andtherichestmorethandoubles. not participateinthetest.Asaresult,only40%ofallchildren primaryschoolageachievedthe the poorestdidso. However, notallchildren,inparticularthepoorest,reachedgrade6andsodid minimum learningstandardinreading.While73%oftherichest reachedthisstandardonly58%of In Malawi,63%ofgrade6childrenwhotookpartinaregionalassessment in2007achievedthe the aimofhelpingtoinformpolicydesignandpublicdebate. unacceptable levelsofinequalityinaccessandlearningacross countries andwithincountries,with but whichplayanimportantroleinshapingtheiropportunitiesfor education.Itdrawsattentionto circumstances, suchaswealth,gender, ethnicityandlocation,overwhichpeoplehavelittlecontrol The World InequalityDatabaseonEducation(WIDE)highlightsthe powerfulinfluenceof Wide inequalitiesinlearning www.education-inequalities.org Primary, SACMEQ, 2007 Primary, SACMEQ, 2007, incl.completionrate Learned basicsinreading Richest, Urban Richest, Rural Poorest, Rural +Gender Richest Poorest +Urban/Rural Wealth National Average GlobalMonitoringReport 0% 0% 0% 0% 0% 0% 0% Female Rural Poorest Male 0% 0% Urban Female Poorest Rural Male Richest Female Urban Male Poorest Richest Richest 100% 100% 100% 100% 100% 100% 100% 100% 100% Sub-Saharan Africa • Teaching and Learning: Achieving quality for all 7

Poor quality education leaves Making teaching quality a a legacy of illiteracy national priority The quality of education has a marked Strong national policies that make teaching bearing on youth literacy. Many young people quality and learning a high priority are who have spent just a few years in school essential to ensure that all children in school do not develop literacy skills – and in some actually obtain the skills and knowledge they cases even completing primary school is are meant to acquire. Ethiopia, Mozambique not always a guarantee for literacy. In Sub- and the United Republic of Tanzania include Saharan Africa, 40% of young people cannot improving quality and learning outcomes read a sentence. For example, in Uganda, as an explicit priority alongside expanding only 17% of those who had been no more access. South Africa’s plan goes into more than four years of school and only 43% of detail than most, highlighting recruitment those who had five to six years of school had of new teachers as key in reaching required become literate. But there are exceptions. learning standards. Almost half of young people had not spent more than four years in school in Rwanda The global learning crisis cannot be in 2010, but more than 50% of these were overcome unless policies aim to improve able to read a sentence. This suggests learning among the disadvantaged. that the quality of in Education plans tend to pay attention to the early grades is helping to ensure that children with needs but even those spending a limited time in the the term that is understood in different ways. classroom are learning. In Rwanda, the definition is broad, including reducing the barriers to learning for children Young people from poorer households who are most vulnerable to exclusion. In are far less likely to be able to read. In others, such as Namibia, it is confined to several countries from the region, including access to school for children with disabilities. Cameroon, Ghana and Sierra Leone, the difference in youth literacy rates between National policies should address teacher rich and poor is more than 50 percentage quality. Kenya and Namibia emphasize points. In Nigeria, only 14% of poor youth are school cluster-based in-service teacher literate, compared with 92% of rich youth. education. Rwanda aims to use mentors Poorest women are then often even more in every school to support teacher at risk as. In some countries in western development. Uganda emphasizes working Africa, including Burkina Faso, Mali and with NGO providers to expand primary Niger, those aged 15 to 24 acquire very low education to disadvantaged rural and levels of literacy skills, on average, and urban areas, including by training teachers girls from both rich and poor households in these schools. tend to be less literate. In Burkina Faso, 72% of rich young men have basic literacy Governments need to get incentives right skills, compared with 54% of rich young to retain the best teachers. The education 2013/4 women, but only 13% of poor men and 6% sector strategy of the United Republic of poor women. of Tanzania makes increased pay a high priority, acknowledging that if teachers lack The combination of poverty and location may sustained increases in real pay, this may also have an adverse impact on the chances hinder the development of an environment of young people being literate. In Senegal, conducive to teaching and learning. while 13% of the poorest young women were literate, only 4% were literate among the Between 2011 and 2015, sub-Saharan Africa poorest in Tambacounda region. needs to recruit about 225,000 additional teachers per year to achieve universal Children and young people with disabilities primary education by 2015. Sub-Saharan are often the most neglected. In the United Africa accounts for 57% of the global total Republic of Tanzania, the literacy rate for need for additional primary school teachers, people with a disability was 52%, compared or 63% if the deadline is extended to 2030. with 75% for those without. Nigeria has by far the largest gap to fill, EFA Global Monitoring Report | EFA Sub-Saharan Africa 8 2013/4 EducationforAll 2015, itwould needto increase itsteaching to reduce thepupil/teacher ratio to 40:1by is growing atjust 1%peryear. For Malawi 63 in1999to 76in2011.Itsteaching force of 97%butthepupil/teacher ratio rose from Malawi hasachieved anetenrolment ratio force muchfaster thanthey have previously. Many countries needto expand theirteacher school teachers, 13%oftheglobal total. 2011 and2015,itneeds212,000primary primarily because enrolment islow. Between recruiting andtraining new teachers. existing teachers isgreater thanthatof and Sierra Leone,thechallenge oftraining resources. InBenin, -Bissau, Liberia further pressure onsystems with limited do notmeetminimumstandards willadd Training existing teachers whoseskills continuing to recruit untrained teachers. achieve UPEby2015or2020–butonly by on course to have sufficient teachers to Ethiopia, Guinea,MaliandSenegal,appear of thesecountries, includingCameroon, At thecurrent rate ofrecruitment, some engaging untrained teachers oncontract. expanded theirteacher labourforce by also to betrained. Manycountries have Teachers neednotonly to berecruited but needed between 2011and2030. additional lower secondary schoolteachers accounts for halfofthetotal global needin annually intheregion. Sub-Saharan Africa secondary schoolteachers grew by52,250 Between 1999and2011,thenumberoflower per teacher inlower secondary education. teachers peryear to reach aratio of32pupils needs to recruit about394,000 additional Between 2011and2015,sub-Saharan Africa on past trends. able to fillthe teacher gapuntilafter 2030 as Côte d’Ivoire andEritrea willnoteven be achieve UPEuntilafter 2025. Countriessuch 3%. Atthatpace thesecountries would not compared withacurrent average increase of expand recruitment by6%,onaverage, 2015. RwandaandUgandawould needto force by15%annually between 2011and GlobalMonitoringReport in grades 1to 4in2010,compared with83% only around 20%ofteachers were trained Ethiopia, where 48%ofteachers are trained, remote areas face adouble disadvantage. In Children intheearly grades wholive in disadvantaged 25%ofschools. 150 pupilspertrained teacher inthemost In Kanostate, Nigeria,there are atleast to affect disadvantaged areas inparticular. The shortage oftrained teachers islikely allow thesecountries to fillthe teacher gap. would needto bedrawn into teaching to upper secondary schoolgraduates in2020 Mozambique andRwanda,atleast 5%ofall in theregion, includingBurkinaFaso, In 8outof14countries withavailable data qualification for primary teacher trainees. secondary schoolgraduates, theminimum hampered bythelow supply ofupper Filling theteacher gapislikely to be achieve thisgoal. budget would needto grow by6% by2030to example, thelower secondary education budget annually. InBurkinaFaso, for would addUS$9.5billionto theeducation universal education atthatlevel by2030 secondary schoolteachers to achieve sub-Saharan Africa, recruiting more lower greater for lower secondary school.For The financingchallenge isinevitably African Republicandby35%inZambia. budget, for example by51%intheCentral a considerable increase intheeducation countries, bridgingthegapwould require total education budgetin2011.For some This isequivalent to 19%oftheregion’s into account projected economic growth. teachers required by2020, after taking salaries oftheadditionalprimaryschool is neededinsub-Saharan Africa to paythe It isestimated thatUS$4billion annually Afar, the two most remote rural regions. low as1%intheSomaliregion and4%in primary teachers whowere trained wasas in grades 5to 8.Thepercentage oflower Sub-Saharan Africa • Teaching and Learning: Achieving quality for all 9

A four-part strategy to provide 2. Improve so all the best teachers children can learn 1. Attract the best teachers Initial teacher education should make up for weak subject knowledge. Prospective The quality of an education system is only as teachers should ideally enter teacher good as the quality of its teachers. It is not education programmes knowing enough enough just to want to teach. People should about the subjects they are going to teach. In enter the profession having received a good some income countries, however, teachers education themselves. They need to have often enter the profession lacking core completed at least secondary schooling of subject knowledge because their own appropriate quality and relevance, so that education has been poor. In Kano state, they have a sound knowledge of the subjects northern Nigeria, for example, 78% of 1,200 they will be teaching and the ability to basic education teachers were found to have acquire the skills needed to teach. ‘limited’ knowledge of English when tested on their reading comprehension and ability to Policy-makers need to focus their attention correct a sentence written by a 10-year-old. also on achieving the right mix of teachers, including recruiting teachers from under- In such circumstances, initial teacher represented groups. Flexible policies for education programmes need to ensure that entry qualifications may be required to all trainees acquire a good understanding increase the number of female teachers of the subjects they will be teaching. In and improve the diversity of the teaching Ghana, for example, teacher education was force. In South Sudan, the Gender Equity restructured in the early 2000s. Trainees through Education Programme provided have to pass an examination on foundation financial and material incentives to over academic subjects at the end of their first 4,500 girls to complete secondary school and year before they can proceed to the second to train young women graduates to enter the and third years, which focus mainly on teaching profession. pedagogical skills. Trainees who fail can resit the examination, but those who fail a second Deploying teachers to conflict zones is time are withdrawn from training. difficult because of the dangerous working conditions, particularly as schools and Teacher education programmes need to teachers are sometimes attacked. In conflict- support teachers in being able to teach early affected parts of the Central African Republic reading skills in more than one language and and the Democratic Republic of the Congo, to use local language materials effectively. In teachers have been recruited from local Mali, a study of pupils’ skills using an Early communities to keep education going. Grade Reading Assessment and teacher observation found that few teachers were People with disabilities are likely to face large able to teach their pupils how to read. In barriers to achieving the level of education Senegal, where attempts are being made to 2013/4 needed to train as a teacher. Flexible policies use local languages in schools, training is for entry into teacher education programmes given only in French, and only 8% of trainees are a possible way to help overcome this. In were confident about teaching reading in Mozambique, a community-based teacher local languages. training college has been running a teacher education programme for visually impaired As a result of inadequate training, many primary school teachers for more than newly qualified teachers are not confident ten years. During training, the visually that they have the skills necessary to support impaired trainees teach in practice schools children with more challenging learning nearby, helping create a more welcoming needs. A study of pre-service teacher environment for teachers and students education for lower secondary mathematics with disabilities. teaching in 15 countries, found that none of the countries included preparation for EFA Global Monitoring Report | EFA Sub-Saharan Africa 10 2013/4 EducationforAll Educationalists hasdeveloped aGender- outcomes. TheForum for African Women girls’ andboys’ learning experiences and interactions thatcan negatively affect dimensions ofschoolandclassroom to understand andaddress gendered Teachers alsoneedadequate preparation teachers to address professional challenges. countries thathasstrong preparation for education. Botswanaisoneofjust five student diversity asakey focus ofteacher including BurkinaFaso, Mali,Niger, Senegal In somecountries insub-Saharan Africa, multiple grades andagesinoneclassroom. classrooms, someteachers needto teach In remote orunder-resourced schoolsand grades, agesandabilitiesinoneclassroom. teachers withtheskillsto teach multiple Pre-service education isvital to provide in rural areas. for the realities oflivingandteaching and community work helpprepare teachers ample timefor school-basedexperience schools. Astrong practical orientation and teachers withtheskillsnecessary for rural service education designedto equipnew training colleges inMalawithatoffer pre- profit organization, hasestablished teacher People to People, aninternational non- two years inKenya. Development Aidfrom training inSenegal,ornineweeks outof short asnineweeks outofsixmonths Time spentonteaching practice can beas contributes to thepoorqualityofteaching. learning to teach inclassrooms, which trainees getadequate experience of programmes often fail to ensure that classroom experience. Teacher education Initial teacher education needsto provide support to girls. to genderissues andprovided greater reported thatteachers were more responsive teachers were trained usingthismodel management. Casestudies ofschoolswhere and encourage gender-responsive school strategies to eliminate sexual harassment and interaction strategies, along with materials, classroom arrangements gender-equitable teaching andlearning including training teachers intheuseof the qualityofteaching inAfrican schools Responsive modelto address GlobalMonitoringReport Mentoring new teachers once they are in plans andassessment tools. backed bydetailed curriculum-basedlesson practising teachers and follow-on support, reading. Itincludedintensive training for in how to teach, monitor andassess early project hastrained andsupported teachers centred methods.TheEGRAPlus:Liberia effective inhelpingteachers adoptlearner- programme shows thatsuchtraining can be Kenya, aschool-basedteacher development distance learning andin-class support.In adapt to new approaches viaworkshops, Teachers needongoingsupportto helpthem and upgrade andreinforce acquired skills. have thepotential to address knowledge gaps Regular supervisionandongoingtraining of students are taught insuchclassrooms. multigrade classrooms. InChad,almost half and Togo, atleast 10%ofstudents study in shortage. InSouthAfrica, theAdvanced introduced to respond to thescience teacher based modules and onlineinstruction, was Learning programme, combining print- Zimbabwe, theVirtualandOpenDistance rose whenschoolfees were abolished.In teachers rapidly after primaryenrolment learning to helpexpand thenumberof United RepublicofTanzania useddistance capacity to train teachers. Malawiandthe Distance education can boost countries’ teachers for basiceducation. educators have noinstruction intraining the United RepublicofTanzania, teacher In countries includingKenya, Ugandaand in thefieldbyeither experience ortraining. teachers inearly reading were rarely experts countries found thateducators training practices insixsub-Saharan African systems. Analysis ofteacher education neglected aspectofteacher preparation shaping teachers’ skillsisoften themost The key role thatteacher educators playin with experienced teachers inearly grades. supervisors. InGhana,trainees are paired in schoolswithmentor teachers and teacher candidates are expected to work second Teacher Development Programme, practical experience. AspartofEthiopia’s countries where teachers have limited prior the classroom isvital, particularly inpoorer Sub-Saharan Africa • Teaching and Learning: Achieving quality for all 11

Certificate in Education, a professional Some countries are providing alternative qualification in education management, pathways into teaching to attract highly is offered as a modular distance learning qualified professionals with strong subject programme by the of Pretoria, knowledge. One approach is exemplified by targeting teachers in rural areas. the Teach for All programmes in a range of countries. Such programmes recruit high- 3. Get teachers where they are performing graduates to teach in schools most needed that predominantly serve disadvantaged students and often have trouble attracting Inequality in deployment leads not only to trained teachers. fewer teachers in deprived areas but also to disadvantaged students being taught by 4. Provide incentives to retain the teachers with weaker subject knowledge, best teachers exacerbating inequality in learning outcomes. In Eritrea, the government assigns teachers Governments should ensure that teachers to one of six regions and to specific schools, earn at least enough to lift their families strictly depending on student numbers. above the poverty line and make their pay Young teachers who start their careers as competitive with comparable professions. In part of national service are sent to the most the Central African Republic, Guinea-Bissau difficult schools. and Liberia, teachers are paid no more than US$5 per day, on average. Already- Financial incentives and good housing can low teacher pay has even been falling in promote deployment to remote or rural some poor countries and late or incorrect areas. The Gambia introduced a hardship payments create considerable difficulties for allowance of 30% to 40% of base salary teachers without access to credit. In addition, for positions in remote regions at schools teachers may have to travel some distance to more than 3 kilometres from a main collect payments, which further reduces their road. The incentive was large enough to take-home pay. In rural Zambia, for example, change teachers’ attitudes: by 2007, 24% of it may cost teachers up to half their wages teachers in the regions where the incentive for transport and accommodation to collect was offered had requested transfer to their pay from district offices each month. hardship schools. An alternative approach adopted by Rwanda is to provide subsidized Contract teachers are usually paid loans to trained teachers working in considerably less than civil service teachers, hard-to-reach areas. some are hired directly by the community or by schools and tend to have little formal Local recruitment of teachers to serve in training and to be employed under less their own communities can address teacher favourable terms than regular civil service shortages in remote or disadvantaged areas teachers. In West Africa, contract teachers and can result in lower teacher attrition made up half the teaching force by the but some of the most disadvantaged mid-2000s. By the late 2000s, the proportion 2013/4 communities lack competent applicants. In of contract teachers in the teaching force Lesotho, school management committees reached almost 80% in Mali and over 60% in hire teachers, who apply directly to the Benin, Cameroon and Chad. In Niger, 79% schools for vacant posts, ensuring that only of teachers are on temporary contracts, teachers willing to work in those schools earning half the salary of a civil service apply. As such, most teaching posts are teacher. While hiring contract teachers helps filled, and there is relatively little difference alleviate teacher shortages in the short term, in pupil/teacher ratios between rural and it is unlikely to meet the long-term need to urban areas. However, many of the rural extend quality education. Countries that rely schools recruit untrained teachers: only heavily on contract teachers, notably those half of teachers in mountain areas are in West Africa, rank at or near the bottom for trained compared with three-quarters education access and learning. in the lowlands. EFA Global Monitoring Report | EFA Sub-Saharan Africa 12 2013/4 EducationforAll mechanism for promoting teachers and new policyframework isintended asa policy to address suchconcerns. The its teacher managementanddevelopment students. In2010,Ghanabeganreviewing in addressing diversity andsupportingweak that take into account initiatives byteachers attractive career path,withpromotion criteria to improve education qualityisto offer an appropriate wayofmotivating teachers link paydirectly to performance, amore Rather thanusingteacher evaluations to and gender-basedviolence. Codesof behaviour suchaspersistent absenteeism codes ofconduct to tackle unprofessional teachers to formulate policiesandadopt work more closely withteacher unionsand sexual relationships. Governments should of teachers coercing orforcing girlsinto one-fifth of teachers saidthey were aware in schoolsMalawifound thataround violence. Asurvey ofgender-basedviolence address teacher misconduct andgender Legislation needsto bestrengthened to students’ parents were literate. school hadbetter infrastructure andwhere the district where they worked, where the was lower whenteachers were bornin payments. InUganda,teacher absenteeism salaries orsecuringcredit andmakingloan such astravelling to follow upandcollect in connection withfinancial concerns, that they were frequently absentfrom school to context. InMalawi,1in10teachers stated tackle itsroot causes, whichvary according way to address teacher absenteeism isto and mathematics.Themost appropriate made over theyear byabout4%inEnglish the learning gainsthatgrade 5students increase inteacher absence by5%reduced exacerbates theproblem. InZambia,an harming children’s learning, absenteeism where large teacher shortages are already provide equalsupportto all.Incountries they show upontimework afullweek and ensure thatteachers are accountable: that Strong schoolleadership isrequired to Strengthen teacher governance support to improve theirteaching. their qualifications and location, receive ensuring thatallteachers, irrespective of GlobalMonitoringReport

their daily classes. Thiswould ensure that who are responsible for teaching themin to prevent tutoring ofpupilsbyteachers their tuition.Strategies should beinplace tutoring, andthatover half ofthesepaidfor of grade 6pupilsinUgandareceived extra teachers. SACMEQ IIdata show that82% a meansto generate extra income for has become more prominent, largely as cannot. Insub-Saharan Africa, tutoring can afford to paythefees andthosewho disparities between students whoseparents Private tutoring byteachers reinforces including suspensionandinterdiction. teachers inbreach ofprofessional conduct, a range ofpenaltiesisavailable to discipline rights andprotection. InKenya, for example, consistent withlegal frameworks for child penalties are clearly stipulated and to violence andabuse,ensure that conduct for teachers needto refer explicitly scale can wideninequalityinaccess to Expanding private schoolingonalarge teachers inschoolsthesamearea. compared withnearly halfofgovernment disadvantaged districts were trained teachers inprivate schoolsineconomically trained teachers. InGhana,less than10%of fee private schoolsmayoften have fewer a widerdiversity oflearning needs.Low teaching larger classes andchildren with schools often face more difficult conditions, arise partly because teachers ingovernment government schools,butsuchdifferences better learning outcomes thanstudents in that students intheseschoolsachieve Advocates oflow fee private schoolsargue a government teacher. teachers receive around halfthebasicpayof across four districts, low fee private school cost thangovernment schools.InKenya, because they can recruit teachers atlower a less expensive wayofachieving quality, are failing. Suchschoolsare alsoseenas children inareas where government schools better qualityeducation for disadvantaged by someasonewayofexpanding access to Private schoolsthatcharge low fees are seen supplementary tutoring. all students, even thosenotable to afford full curriculumcoverage isavailable to Sub-Saharan Africa • Teaching and Learning: Achieving quality for all 13

quality education, leading to widespread Learning in an appropriate language can dissatisfaction and social unrest. This is a reduce learning disparities. Children’s particular risk if such expansion triggers a participation in bilingual programmes can decline in the quality of government schools improve their learning in subjects across mostly serving the disadvantaged. the curriculum. In Ethiopia, primary school children learning in their mother tongue performed better in grade 8 in mathematics, biology, chemistry and physics than pupils in Curriculum and assessment English-only schooling. strategies that improve learning Textbooks are of limited use if learners have Policy-makers should ensure the curriculum difficulty reading them, as was demonstrated focuses on securing strong foundation skills in an experiment supplying textbooks written for all, is delivered at an appropriate pace in English to Kenyan classrooms. Many and in a language children understand. pupils could not read the books, which were Governments should ensure that adequate suited to academically strong pupils with and relevant resources are in place to educated parents. As a result, low achievers, support learning from the earliest years mainly from poor and disadvantaged and build a culture of reading. At the end of backgrounds, did not benefit from the greater a two-year Early Childhood Development access to textbooks. Programme in Mozambique run by Save the Children in Mozambique, 5- to 9-year- Achieving and sustaining literacy in early olds who had attended pre-schools were grades requires ample opportunities to 24% more likely to be enrolled in primary read, both at school and in the community. school compared with children who had not The Save the Children Literacy Boost participated in the programme. programme, now operating in 13 countries, aims to improve early grade reading skills in Curricula that do not acknowledge and government schools through teacher- and address issues of inclusion can alienate community-focused interventions. Reading disadvantaged groups within the classroom, assessments are used to identify gaps and so limit their chances to learn and measure improvement in core reading effectively. In some countries, curricula skills. Teachers are trained to teach these reinforce traditional gender stereotypes. skills and monitor pupils’ mastery of them. An interdisciplinary curriculum questions Communities are encouraged to support dominant power structures and challenges children’s reading and enhance their literate gender stereotypes. environment. Evaluations in Malawi and Mozambique showed greater learning gains Getting out-of-school children back into by children in Literacy Boost schools than school and learning is vital. Governments and by their peers, including a reduction in the donor agencies should support accelerated number of children whose scores were zero, learning programmes to achieve this goal. suggesting that the programme benefited 2013/4 A recent study of complementary basic low achievers. education classes using Ghana’s nine-month accelerated School for Life programme Interactive radio instruction holds promise found not only that graduates re-entering as a strategy to support second-language formal primary schools outperformed their acquisition. In Guinea, the Fundamental peers, but also that improved learning was Quality and Equity Levels project builds sustained as they progressed through the on traditions of storytelling and song to primary grades. Formal schools can also encourage children to read and speak use accelerated learning in situations where French; in contrast, standard French literacy large proportions of students are over-age education in Guinea focuses on recitation and for their grade. memorization. The programme has helped to narrow achievement gaps. Rural pupils EFA Global Monitoring Report | EFA Sub-Saharan Africa 14 2013/4 EducationforAll access to technology affects learning careful consideration ofhow pupils’ overall Effective useofICT for learning requires not received radio instruction. than children informal classrooms whohad settings, hadgreater overall learning gains instruction, whetherinnon-formal orformal children whohadreceived interactive radio counterparts onFrench tests. InZanzibar, as highoralmost ashightheirurban who participated intheprogramme scored tools andprovided reading resources and in theuseofclassroom-based assessment EGRA Plusproject, whichtrained teachers to monitor theirown learning. InLiberia,the gains ifthey are offered more opportunities them. Studentscan alsomake considerable difficulties andchoose strategies to support struggling to learn, diagnosetheirlearning help teachers identifystudents whoare Classroom-based learning assessments other ICT resources intheircommunities. less likely to have access to internet cafés or were atadisadvantage because they were in school.However, girlsandrural children additional exposure supported theirlearning outside schoolfor various activitiesandthis had previously usedICT andtheinternet who usedcomputers insecondary schools to adaptto it.InRwanda,79%ofstudents outside school,andmaythustake longer are less likely to have experience ofICT outcomes. Children from low income groups © UNESCO Education for All. and sustaingenuinetowards commitment referenceto inform, aims that influence ReportGlobal Monitoring published by UNESCO,the Developedteam and by anindependent www.efareport.unesco.org Fax: +33(1)45685641 Tel: +33(1)45681036 Email: [email protected] 75352 Paris 07SP,France 7, place deFontenoy c/o UNESCO EFA Global Monitoring Report GlobalMonitoringReport

isanauthoritative Education for All

as abasisfor changesto curriculumand intervention to supportstruggling pupils,and on classroom-based assessment, and resource allocation, greater emphasis Results are meantto beusedfor better urban), andgeographic region andzone. is disaggregated byage,location (rural or mathematics, Englishandbiology. Reporting Two grade oflower secondary level to test 6. In2008,itwasextended to theSenior tests literacy andnumeracy ingrades 3and 1996, andyearly since 2003.Theassessment Assessment ofProgress inEducation since has conducted itssurvey-based National Saharan Africa. Uganda,anotable exception, improving learning isless common insub- The useofnationalassessments for grade 2and3pupils. low levels ofreading achievement among made asubstantial impact,raising previously scripted lesson plansto guideinstruction, students atriskoffalling behind. is anotherkey wayofimproving learning for teaching assistants orcommunity volunteers Targeted additionalsupportviatrained the classroom level to improve learning. assessment results are notusedwell at system isfully functional,inpractice, teacher education. While theassessment