are we achieving equitable learning? results from the...
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WCA (10)
Sierra Leone
Togo
DRC
Ghana
Chad
Gambia
Guinea-Bissau
CAR
Sao Tome and Principe
Benin
= datasets publicly available with FLS
surveys in 2017-2019
Multiple Indicators Cluster Survey 6 in 58 countries, 2017-20
EAP (10)
DPRK
Lao PDR
Mongolia
Kiribati
Nauru
Samoa
Thailand
Tonga
Tuvalu
Fiji
SA (3)
Pakistan
Bangladesh
Nepal
ECA (12)
Kyrgyzstan
Georgia
Montenegro
North Macedonia
Belarus
Kosovo
Servia
Turkmenistan
Uzbekistan
Azerbaijan
Kazakhstan
Bosnia and Herzegovina
MENA (7)
Iraq
Tunisia
Algeria
Lebanon
State of Palestine
Sudan
Yemen
ESA (5)
Lesotho
Madagascar
Eswatini
Malawi
Zimbabwe
LAC (12)
Costa Rica
Suriname
Argentina
Cuba
Dominican Republic
Guyana
Honduras
Trinidad and Tobago
Turks and Caicos Islands
Jamaica
Saint Lucia
El Salvador
Foundational Learning Skills data by late 2019(planned)
• 17 countries and 2 Pakistani provinces will have Foundational Learning skills data (4.1.1.a)
http://mics.unicef.org/surveys
Region Country/SurveyECARO BelarusECARO KyrgyzstanEAPRO KiribatiEAPRO Korea, DPREAPRO MongoliaESARO LesothoESARO MadagascarLACRO SurinameLACRO Guyana
MENAROTunisia
ROSA Bangladesh
ROSA Pakistan (Punjab)ROSA Pakistan (Sindh)
WCARO Congo, Democratic Republic of theWCARO GambiaWCARO GhanaWCARO Guinea-BissauWCARO Sierra LeoneWCARO Togo
4
MICS Countries SSA
Central African Republic*Chad*Democratic Republic of the Congo*GambiaGhanaGuinea-BissauLesothoMadagascar*Malawi*Sao Tome and PrincipeSierra LeoneTogoZimbabwe*
Benin Botswana Cameroon*Cote d’lvoireEquatorial GuineaEswatiniKenya*Nigeria *Sudan
Data availability in early grades reading with MICS (SDG4.1.1.a)
• 22 countries out of 49 in SSA will be covered by MICS in the next three years
• 9 emergency countries will have comparable learning data out of 22 countries by HAC list
Countries that have not yet included FLS module
Foundational Learning Module
• SDG Indicator: SDG4.1.1.(a) i (reading) and ii (mathematics)
• Data collected: children aged 7-14 years old, in and out of school
• Reading: story to read, followed by 5 questions (3 literal questions and 2 inferential questions), vocabulary found in grade 2 textbook
• Numeracy: 4 sets of questions• Number recognition (reading numbers)
• Number discrimination (which one is bigger?)
• Addition
• Pattern recognition (missing number e.g., 2 – 4 - ? – 8)
• Those who correctly answer all questions have foundational reading and numeracy skills
Features of the Foundational Learning module
• Comparable (across countries and languages)
• Contextualized (by referring to the grade 2 textbook)
• Universal/Inclusion (in more countries; data collected in the household, not at school)
• Linkages (can be linked to other modules in MICS)
• Equity (various analyses of household inequities)
Comparability/contextualization
98
80
42
68
39
7984
99
76
32
42
21
53
74
97
67
27
41
20
58
72
95
58
23
33
16
47
66
DPRK Kyrgyzstan Madagascar Pakistan(Punjab)
Sierra Leone Suriname Tunisia
Foundational reading skills (7-14 years), by country
Read 90% of words in a story Three literal Two inferential Foundational reading skills
Universality: reaching more countries... Inclusion: ...and all children
0 1 4
8 14
27
43
60 65
86
Grade1
Grade2
Grade3
Grade4
Grade5
Grade6
Grade1
Grade2
Grade3
out-of-school
Primary Lower secondary
Foundation reading skills (7-14 years), Sierra Leone
56
23
43
51
64
72
79 80
88 91
Grade1
Grade2
Grade3
Grade4
Grade5
Grade6
Grade1
Grade2
Grade3
out-of-school
Primary Lower secondary
Foundational reading skills (7-14 years), Tunisia
Linkages: multiple disadvantages… and potentially, synergies between sectors
• Children involved in child labor have lower foundational skills than their peers
• Other cross-sectoral analysis are possible:• Child marriage
• Child discipline
• Parental involvement
• Child functioning
20%
14%
11% 10%
Reading Numeracy
Foundational skills in reading and math at grades 2/3 by child labor, Sierra Leone
No child labor Child labor
Equity:More, better data on social inequities
• Strong inequalities affected by socioeconomic status, location, disabilities etc
• Inequities in learning are partly due to a) access, b) quality of education
58
67
54
42
59
53 52 53
60
77
Urban Rural Yes No Poorest Second Middle Fourth Richest
Total Area Disabilities Wealth index quintile
Foundational reading skills (7-14 years), Kyrgyzstan
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