Expanding Secondary Schooling in Low Income Countries - Rationales and Challenges

Prof Keith Lewin www.create-rpc.org

www.heart-resources.org Expanding Secondary Schooling Prof Keith Lewin www.create-rpc.org

Rationale  Why is it important to expand access to secondary schooling?

Status Report  What are the patterns of enrolment in secondary education in Africa and how have they been changing?  Do current patterns of access provide equal opportunities and contribute to equitable development?

Issues Looking Forward  What are the Key Issues for Expanding Secondary Education?

www.heart-resources.org Rationales for Expanding Secondary Schooling

• Commitments to the right to education mean by 2030 most low income countries will aspire to universalise 12 years of schooling • Increasing numbers of primary graduates create rising demand; if transition rates to secondary fall so will primary completion rates • Post-conflict countries and fragile states need to rebuild middle level cadres with secondary schooling • Competition for jobs with secondary qualifications is intensifying • International competitiveness depends on secondary school graduates with higher-level cognitive capabilities • Demographic transition and improved health and well being benefits from increased years in school • Poverty reduction depends on social mobility and on more equitable access to post primary education; so does gender equity • Social cohesion depends in on realising commitments to equality of opportunity and providing public goods that reach all citizens

www.heart-resources.org Structure of School Systems SSA

www.heart-resources.org GER Primary, Lower and Upper Secondary SSA

www.heart-resources.org GER Lower Secondary SSA 1999-2010

www.heart-resources.org Enrolment Transitions – SSA 1999-2000

2000 4500000 2000 1800000 2001 2001 4000000 Ethiopia 1600000 Tanzania 2002 2002 2003 3500000 2003 1400000 2004 2004 2005 3000000 2005 1200000 2006 2007 2500000 2006 1000000 2008 2007 2009 2000000 800000 2010

Enrolment 2008 Enrolment 2011 1500000 2009 600000 Age Grade 2010 1000000 2011 400000

500000 Age Grade 200000

0 0 G1 G2 G3 G4 G5 G6 G7 G8 G9 G10 G11 G12 G1 G2 G3 G4 G5 G6 G7 G8 G9 G10 G11 G12 Grade Grade

2000 2000 1000000 800000 2001 2001 900000 Malawi 2002 Ghana 2002 700000 2003 2003 800000 2004 2004 600000 2005 2005 700000 2006 2006 500000 600000 2007 2007 2008 2008 500000 2009 400000 2009 2010

Enrolment 2010 400000 Enrolment Age Grade 300000 2011 300000 Age Grade 200000 200000 100000 100000

0 0 G1 G2 G3 G4 G5 G6 G7 G8 G9 G10 G11 G12 G1 G2 G3 G4 G5 G6 G7 G8 G9 G10 G11 G12 Grade Grade Low Enrolment and Potential Growth in SSA

www.heart-resources.org GPI Secondary SSA 1999-2010 Gendered Enrolment Patterns SSA 50% = GPI 1 50%=GPI=1 60% Chad 60% Ethiopia 50%=GPI=1 50%=GPI=1 CAR Eritrea 55% DRC 55% Gender Parity Liberia Togo 50% 50% BF Guinea Burundi 45% Benin 45% Sierra Leone Mali Congo 40% Cote Divoire 40% Guinea Bisau More Boys

% Female 35% Nigeria % Female 35% More Boys Niger 30% Angola 30%

25% 25%

20% 20%

G1 G2 G3 G4 G5 G6 G7 G8 G9 G1 G2 G3 G4 G5 G6 G7 G8 G9 G10 G11 G12 G10 G11 G12 Grade Grade

60% Lesotho 60% Cameroon 50%=GPI=1 More Girls 50%=GPI=1 Swazi Cape Verde 55% Namibia 55% Madagascar Gender Parity Gender Parity Moz Mauritius 50% 50% Senegal Botswana Kenya South Africa Gambia 45% 45% Seychelles Ghana 40% 40% Uganda Tanzania

% Female % Female 35% 35% Malawi More Boys Zambia 30% 30% ST + Principe 25% 25% 20% 20%

G1 G2 G3 G4 G5 G6 G7 G8 G9 G1 G2 G3 G4 G5 G6 G7 G8 G9 G10 G11 G12 G10 G11 G12 Grade Grade Participation in Lower Secondary by Wealth SSA

www.heart-resources.org Out of School L. Secondary Age by District SSA

www.heart-resources.org Key Issues for Secondary Expansion

• Plan and manage expansion to enhance quality and learning • Develop sustainable models of financing that support fee free schooling for the poorest three quintiles • Design small and large secondary schools that are cost efficient • Ensure more equitable participation in secondary school by household wealth, gender, location, disability and social group • Reform curricula and pedagogy to meet the needs of new students • Link pedagogies including ICTs to learning outcomes • Train and deploy new teachers efficiently and effectively and improve the quality of the intake to teacher education programmes • Make use of formative assessment to manage learning, diagnose misconceptions and promote effective pedagogies • Reform high stakes examinations to assess higher order cognitive capabilities, increase predictive validity, and contribute to equity • Invest in school constructive monitoring and inspection systems