Camris International-Mali
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Support project to Education in Emergency Situation - USAID-EESA's rapid analysis of education needs (RNA, analyse rapide des besoins en éducation) in the Segou, Mopti, Timbuktu, Gao and Kidal regions. December 2016 Table of contents Table of contents _________________________________________________________________ 1 List of acronyms and abbreviations _________________________________________________ 4 Executive summary_______________________________________________________________ 6 I. Assessment goals ______________________________________________________________ 8 1.1 Place of study _______________________________________________________________ 8 1.2 Target of study ______________________________________________________________ 8 1.3 Scope and use of the results of the study _________________________________________ 8 II. Context ________________________________________________________________ 8 2.1 Mapping of affected areas ___________________________________________________ 9 2.2 Impact of the conflict/crisis on learners within the education system _________________ 10 2.2.1 Analysis of the situation _____________________________________________________________ 10 2.2.2 The effects of the crisis/conflict on the learners _________________________________________ 10 2.2.3 Current situation and perspectives ____________________________________________________ 12 2.2.4 Sources of tensions/divisions in the communities ________________________________________ 13 2.2.5 Factors of cohesion and connection for peace ___________________________________________ 14 2.2.6 Perceptions of armed conflicts by identity groups ________________________________________ 14 2.2.7 Gender analysis of the conflit/crisis perception __________________________________________ 16 III. Results achieved _______________________________________________________ 16 3.1 Capabilities and weknesses of the educational system, particularly for children who do not attend school __________________________________________________________________ 17 3.1.1 Capabilities/assets of the educational system _________________________________________ 17 3.1.2 Weaknesses in the educational system, especially for children who do not attend school ________ 18 3.2 Characteristics of the education system before the crisis ____________________________ 20 3.3 Current characteristics of the educational system _________________________________ 20 3.3.1 Current situation of students _________________________________________________________ 21 3.3.1.1 Children access to school ________________________________________________________ 22 Table n°1: Students in the schools visited by region and distribution by sex ____________________ 23 Table n°2: Trend in student enrollment by region _________________________________________ 23 3.3.1.2 Evolution of students enrollment - girls and boys _____________________________________ 23 Table n°3: Evolution of students staffing per region _______________________________________ 24 3.3.2 Teachers _________________________________________________________________________ 24 3.3.2.1 Movements of teaching staff _____________________________________________________ 24 3.3.2.2 Teachers absenteeism___________________________________________________________ 26 Table n°4 : Level of teachers absenteeism compared to the situation before the crisis. ___________ 26 Table n°5 : What is being done when teachers are away ___________________________________ 27 3.3.2.3 Proportion of teachers who graduated from IFM _____________________________________ 28 Table n°6 : Percentage of teachers who graduated from IFM by region and gender ______________ 29 3.3.2.3 Teachers registration ___________________________________________________________ 29 Table n°7 : Percentage of teachers officially registered by region and gender __________________ 29 3.3.2.4 Student/teacher ratio ___________________________________________________________ 30 Table n°8 : Number of students per teacher after the crisis _________________________________ 30 3.3.3 Shools ___________________________________________________________________________ 30 1 Tableau n°9 : Average number of classrooms and students in schools ________________________ 30 3.3.3.1 School functionality _____________________________________________________________ 31 Table n°10 : Distribution of schools visited according to their functionality by region ____________ 31 3.3.3.2 Accomodation capacity __________________________________________________________ 31 Tableau n°11 : School accommodation capacity by region __________________________________ 31 Table n°12 : Schools with rotating classes or in dual division by region ________________________ 32 Table n°13 : Ratio students to classroom in good condition by region ________________________ 32 Table n°14 : Ratio students/table-bench in good condition by region _________________________ 33 3.3.3.3 Security at school ______________________________________________________________ 34 3.3.3.4 Distance between school and home _______________________________________________ 34 Table n°15 : Maximum distance traveled by students and percentage, by region, of functional schools where children must travel further since the onset of the crisis ______________________ 34 3.3.3.5 Time children spend at school ____________________________________________________ 34 3.3.3.6 Security plan, mines/explosive remnants of war, fence ________________________________ 34 Table n°16: Percentage of functional schools with a security plan, with mines / explosives in the vicinity, and a fence in good condition by region __________________________________________ 35 3.3.4 School infrastructures and furniture ___________________________________________________ 35 Table n°17 : Distribution of schools by access ramps for handicapped persons, classes in temporary structures and damaged classrooms by region ___________________________________________ 36 3.3.4.1 School commodities ____________________________________________________________ 36 Table n°18 : Percentage of schools visited with a space for the management, a library and a canteen by region _________________________________________________________________________ 36 Table n°19 : Percentage of schools with functional latrines by region _________________________ 37 Table n°20 : Average number of latrines by region ________________________________________ 37 Table n°21 : Ratio of students to latrine by region ________________________________________ 38 3.3.4.2 Teaching and learning ___________________________________________________________ 38 3.3.4.3 Teaching materials _____________________________________________________________ 38 Table n°22 : Number of schools where teachers have a whole range of learning guides and teaching materials by region _________________________________________________________________ 39 3.3.4.4 Learning materials ______________________________________________________________ 39 Table n°23 : Number of students sharing a reading or math manual by region __________________ 39 3.3.5 Community participation __________________________________________________________ 40 Figure 1: Existence and functionality of CGS _____________________________________________ 41 Figure 2:Existence and functionality of AME___________________________________________42 3.3.6 The decentralized management of schools ____________________________________________ 43 3.3.6 Evaluation of staff performance at school level ________________________________________ 43 Figure 3 : Percentage of schools where staff performance has been evaluated by AE ____________ 44 3.3.7 Reduction in the number of supervision missions by the AE and CAP ______________________ 44 Figure 4: Availability and functionality of AME by AE 45 3.3.6 NGOs’ involvement in the field of education __________________________________________ 45 Table n°24 : Types of support received from NGOs and other partners by region _______________ 46 3.4 Barriers to access to education_________________________________________________ 46 3.5 The need for school infrastructures, teaching materials and communication ____________ 49 3.7 Types of teachers sought and their need for support _______________________________ 50 Table n°25 : Number of schools where teachers received continuing education in the last six months prior to the survey __________________________________________________________________ 51 3.8 Capacity, resilience and resources for local education ______________________________ 52 IV. Recommendations for the USAID education response strategy _________________ 54 4.1 Improving access to quality education for all in a context of conflict / crisis ___________ 54 4.2 Acting on the identified sources of social divisions and cohesion ____________________ 55 4.3 Addressing the immediate and pressing education needs __________________________ 55 4.4 Mitigating the risks of contributing to conflict / crisis dynamics and avoiding tensions __ 57 2 V. Annexes ______________________________________________________________ 58 5.1 Methodology of the study ___________________________________________________ 58 Table n°26 : Sampled schools _________________________________________________________ 59 Tableau n°27 : Review of the qualitative survey __________________________________________ 59 Table n°28 : Review of school collection ________________________________________________ 60 5.3 Bibliography _______________________________________________________________ 61 5.4 List of resource-persons/respondents