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Natasha Graham

Senior Education Specialist

Global Partnership for Education Secretariat

May 7 11, 2012 Washington, D.C.

Out of School Children: the Global Challenge

67 million 56 million

2000 2009 2015

100 million

What is needed?

Partnerships

Out of School + Disability data to set goals and to monitor progress

Targeted funding

Reaching the Unreached

Program for Identification of Out of School Children including Disability Screening

Cambodia : 1st model GPE country

Data collection linked with service planning and provision

Data used for planning costing and including children with disabilities and other special educational needs in education

WHO is out?

Dropped out

In school, but at risk for

dropping out

Never been to school

WHY are they out?

No school

School too far

Disabled

Members of linguistic/ethnic

minorities

Orphans

0

5

10

15

20

25

30

1998 2000 2002 2004 2006 2008 2010

Out-of-school rate for children of primary school age (%)

Mauritius

Uzbekistan

Belarus

Ukraine

Moldova

Cambodia

Many countries=Similar Problems No data=No Policy (or badpolicy)

-Lack of data for Policy and Program planning

Kenya: lack of clear guidelines on the

implementation of an all inclusive education policy, lack of reliable data on children with special needs, inadequate tools and skills in identification and assessment, and curriculum that is not tailored to learners with special needs

Priorities with respect to disability in GPE countries

Most of the 46 countries receiving

support through the GPE partnership mention children with disabilities in their education sector plans

Creation of databases on children with disabilities and special needs through surveys and screening

Countries express the need to develop screening methodologies

Education Sector Plans and Children with Disabilities

Establishment of SNE unit within MOE;

Strategy and/or implementation plan;

Center within school; Teacher training; Learning

materials/equipment/curriculum; Access to school

buildings/classrooms; Situation analysis; Disability data; Capacity building; Parents/community education,

involvement and awareness.

Method for Identification and Disability Screening

Linked with Service Provision

Two phase method for gathering data

on out of school children and those with disabilities

Validated and tested in Jamaica, Pakistan, Bangladesh and Ethiopia

Adapted, simplified and linked with service provision for children with disabilities in Cambodia

.

Cambodia: Quality Education for ALL children

Cambodian Education System Today

Primary: 6-11 (Grades 1-6) Lower Secondary: 12-14 (Grades 7-9) Upper Secondary: 15-17 (Grades 10-12) Higher Education: 34 public+54 private

Todays scenario:

100

50

20

5

Grade 1

Grade 7

Grade 12

University

10 years

Achievements since 2005 - Construction of more than 500 Lower Secondary and

300 Primary Schools - New basic teacher qualification approved (06) - New curriculum developed and currently being put

in place - Learning standards for students at grades 3,6 and 9

are being finalized - National program to improve the teaching of Early

Grade Reading established (10) - CFS policy adopted (07) - Gender Mainstreaming Strategic Plan developed and

implemented (06-10) - National study to identify prevalence rates of OOSC

including disability screening (the results to be used to create targeted interventions to increase enrollment and reduce/prevent drop out)

- Annual Operating plans, Code of Conduct for Teachers, School grants offered to 650 primary schools, Teacher Prof. Standard Adopted, School director training begun in 05, Re-org of MOEYS departments, ECD policy adopted in 10, 6000 in service teachers trained to become Basic Ed. Teachers (2010), Core breakthrough Indicators established (2010)

Method

- Study gathers data on out of school children aged 2-17 and those with disabilities aged 2-9

- Data collected in 12 provinces for out of school children and 7 of these 12 provinces on those with disabilities

- Identified children linked with service providers

- Sample sizes: - 35,000 for out of school study

- 20,000 for disability prevalence study

School Mapping Infrastructure

School Mapping: 1 commune HH w. OOSC are marked

Identification of Out of School Children including children with disabilities using School Mapping

infrastructure

Identification of out of school children (w. reason why children are not in school)

Professional screening of children with disabilities (both in/out of school)

Provision of support services/referrals to identified children

Data management: school level-district level- MOE

Use of data for planning

NEW Objectives of School Mapping

Who are the kids out of school?

Who is at risk for dropping out?

Why are they out of school?

What can be done to bring them to school?

How much will it cost?

Two-phase method for Disability Prevalence Calculation

Phase one: Household information+ School participation+

Disability Screening form (TQSI-Ten Question Screening Instrument)

Phase two: Professional assessment by health professionals of those children who answered Yes to at least one question in

Disability Screening form in phase 1

What is TQSI?

Ten Question Screening Instrument is a set of 10 simple questions about a childs hearing, vision, speech, cognition, motor, epilepsy and language

Its been used as a single phase approach, or as the first phase of a two-phase approach, which aims to identify the prevalence of disability (MICS)

Two-Phase TQSI has been tested in epidemiological surveys involving screening and clinical assessments of more than 22,000 children, aged 2-9, in Bangladesh, Jamaica and Pakistan

The Ten Questions Screening Instrument (TQSI) Basic info and Pros

10 Simple questions in a Yes/No format

Cross culturally appropriate (universal abilities)

Relies on parental ratings (conducted in an interview format) at the HH level

Low cost and rapid Non-gender biased Increases efficiency of

professionals Estimates prevalence Service planning and

implementation, investigation of risk factors and prevention

Cons and Limitations

Although reliable, feasible, and valid across cultures for detecting serious cognitive, motor and seizure disabilities in 2-9 year-old children in low resource settings, the screen has low sensitivity for previously undetected vision and hearing disabilities.

Not diagnostic (phase 2 is needed)

Module 1: Workshop to design questionnaire

Out of school (never in school)

Out of school (dropped out)

In-school (at risk for dropping out

Reasons why children are not in school Too young

Disabled/ill No school /too far Can not afford schooling Not interested in school School is not safe To learn a skill/trade To work (paid/unpaid/at home/outside of home Harvest season Teacher Absenteeism

Descriptive Data

Note more disabilities shown here than total children w/disabilities, as many children had multiple disabilities

A lot of children had completely blocking ear wax(impairment) but no disability(once removed)

Category # of Impairments # of Disabilities Gross Motor 20 19

Fine Motor 19 17

Seizures 56 12

Vision 27 24

Hearing 61 23

Behavior 13 12

Cognition 82 81

Speech(Motor) 53 51

Speech (Language) 36 36

Other: 39 16

Pre-test: December 2010

Training of data collectors for the national scale up: Dec 2011

Phase 1 data collection

Re-fresher training

Phase 2: Medical screening (Dec 2011)

Vision screening

Hearing test

Fairly simple, but invasive procedure.

Criteria

Cognitive assessment: some children have cognitive disabilities because of developmental delays, and have been referred to CBR/developmental therapy

Some Data Number of households

visited = 16,859

Number of children aged 2-9 = 14,034

Number of children aged 2-17 = 32,752

Number of appointments for phase 2 =2,725

Descriptive Data

-Out of 692 screened children 145 were identified with one or more disabilities

-61 children with hearing impairments ->after receiving treatment only 23 had hearing disabilities

-421 (out of 692) received medication for untreated infections -For some children untreated infections turned into impairments and/or disabilities (i.e. ear infections)

-65 (out of 692) had been referred for additional services

-Nutrition breakdown: -262 (38%) out of 692 were identified as malnourished with 138 (20%) out of 692 being severely malnourished

-Many malnourished children had mild cognitive disabilities and/or untreated infections

Cost Analysis - All children identified with some

type of a disability or an impairment received treatment or referral to a provider

- Infections: cost of antibiotic treatment is 50 cents

- Vision: cost of a pair of glasses $3-$4

- Total cost of providing services for all identified and screened children: $150,000 (from the sample size)

Costing

-of out of school+disability data collection: $500,000/country

- Adding service provision for identified children $150,000

Next steps: - Developing a national referral system

as part of the Education Sector Plan

- Working and linking with MOH for health interventions

Lack of a pair of eye glasses could prevent a child from going to school

65% hearing loss due to untreated ear infection->30-35% re-gained on the spot, and the remaining 30% with antibiotics.

Cambodia: Next steps? Getting ALL children in school and learning.

1. NGO mapping workshop (what services are available? Where? Are they scalable? What are the needs?

2. Finish the data collection

3. Briefing outlining priority areas to include children with disabilities

4. Planning and costing to be included in the next ESP linking with MOH

5. New ESP: Education for All Cambodian children

Global Partnership for Education and Children with DisabilitiesOut of School Children: the Global ChallengeWhat is needed?Reaching the UnreachedProgram for Identification of Out of School Children including Disability Screening WHO is out?WHY are they out?Slide Number 7Many countries=Similar ProblemsNo data=No Policy (or badpolicy)Priorities with respect to disability in GPE countriesEducation Sector Plans and Children with DisabilitiesMethod for Identification and Disability Screening Linked with Service ProvisionCambodia: Quality Education for ALL childrenCambodian Education System TodayAchievements since 2005MethodSchool Mapping Infrastructure School Mapping: 1 communeHH w. OOSC are markedIdentification of Out of School Children including children with disabilities using School Mapping infrastructureSlide Number 19Two-phase method for Disability Prevalence CalculationWhat is TQSI?The Ten Questions Screening Instrument (TQSI)Module 1: Workshop to design questionnaireDescriptive Data Slide Number 26Slide Number 27Phase 1 data collectionRe-fresher trainingPhase 2: Medical screening (Dec 2011)Slide Number 31Slide Number 32Slide Number 33Slide Number 34Slide Number 35Slide Number 36CriteriaSlide Number 38Some DataDescriptive DataCost Analysis Costing Lack of a pair of eye glasses could prevent a child from going to school Slide Number 44Cambodia: Next steps? Getting ALL children in school and learning.Slide Number 46