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0 6 0 58 / CHAPTER 2 2 Education for All Global Monitoring Report EFA requires improvements in the quality of learning throughout the school system Mauritius Kenya Seychelles Learning outcomes Besides progress in terms of school participation, achieving Education for All requires improvements in the quality of learning throughout the school system. As quality was the main theme of the 2005 Report, the discussion here focuses just on newly published data on learning outcomes, in line with the emphasis on measurable achievements in the formulation of the sixth EFA goal. These data come from the 2000–2002 survey of the Southern and Eastern African Consortium for Monitoring Educational Quality (SACMEQ II) 7 and the 2003 rounds of the Trends in International Mathematics and Science Study (TIMSS) 8 and the Programme for International Student Assessment (PISA). 9 While the quality of education is certainly not limited to learning outcomes, achieving high mastery levels is the ultimate objective of any school system. SACMEQ II data (Figure 2.19) show that quality is a major issue in all the sub-Saharan African countries covered, although to a varying extent. While hardly any student who participated in the survey in Malawi, Lesotho or Zambia reached one of the highest four levels of the SACMEQ numeracy scale, more than Figure 2.19: Results of SACMEQ II (2000—2002): numeracy skills of Grade 6 students in sub-Saharan Africa % of students at each level of competence 100 80 60 40 20 0 20 40 60 80 100 Uganda U.R. Tanzania Botswana abstract problem solving concrete problem solving mathematically skilled competent numeracy South Africa Swaziland Mozambique Namibia Zanzibar (U.R. Tanzania) Note: Countries are sorted in increasing order of the proportion scoring at the four lowest levels. Source: UNESCO Institute for Statistics calculation based on SACMEQ II database. beginning numeracy basic numeracy emergent numeracy pre-numeracy Zambia Lesotho Malawi one-third did so in Kenya, Mauritius and the Seychelles. As the previous sections show, the two latter have distinctly better quantitative indicators than countries of mainland sub- Saharan Africa. Low levels of learning achievement are also of concern at higher levels of education. TIMSS 2003 data (Figure 2.20) on Grade 8 students, corresponding to lower secondary education, show a marked contrast between countries that combine high enrolment ratios with high achievement levels (notably those of Europe, North America and some East Asian countries) 10 and countries where lower participation goes hand-in-hand with much lower achievement. Most students do not reach the low benchmark in mathematics in the participating sub-Saharan African countries (Botswana, Ghana, and South Africa) or in Chile, Morocco, the Philippines and Saudi Arabia. Underachievement is a concern not only in other developing countries participating, but also in Central and Eastern Europe, where in several countries about 20% or more of Grade 8 students can be considered low achievers in mathematics. PISA 2003 data yield similar results (Figure 2.21) and show that much remains to be done to improve achievement in middle-income countries. While the overall share of 15-year-old students performing at or below level 1 of the PISA mathematics scale was 21%, such students made up more than 40% of the 15-year-old student population in Brazil, Indonesia, Mexico, Serbia and Montenegro, Thailand, Tunisia, Turkey and Uruguay. Meanwhile, the high-income countries are not immune to the problem of low 7. SACMEQ, originating from a survey conducted in Zimbabwe in 1991, has expanded to thirteen countries and one territory. The first series of surveys (SACMEQ I) was conducted in 1995 and 1996. The second series (SACMEQ II), conducted between 2000 and 2002, assesses the reading and mathematics achievement of Grade 6 students and covers around 2,300 schools and 42,000 pupils. 8. TIMSS, carried out in 1995, 1999 and 2003 by the International Association for the Evaluation of Educational Achievement (IEA), assesses the mathematics and science achievement of primary and secondary school students. Data presented in this section pertain to Grade 8 students, typically age 14; the 2003 sample comprises 2,200 to 7,000 such students in each of the 46 participating countries. 9. PISA, carried out in 2000 and 2003 by the OECD, measures the mathematics, science and reading skills of 15-year-old students. It aims to assess their ‘preparedness for adult life’ towards the end of compulsory schooling, i.e. their ‘capacity … to apply knowledge and skills in key subject areas and to analyse, reason and communicate effectively as they pose, solve and interpret problems in a variety of situations’ (cited by Siniscalco, 2005). In 2003, over 275,000 students from 40 countries (including all 30 OECD member countries) participated in PISA. 10. Hong Kong (China), Japan, the Republic of Korea and Singapore stand out for the proportion of their students reaching the advanced benchmark in mathematics.
EFA PROGRESS: WHERE DO WE STAND? / 59 Figure 2.20: Results of TIMSS 2003: mathematics achievement of Grade 8 students 100 Reaching advanced benchmark Reaching high benchmark Reaching intermediate benchmark Reaching low benchmark Not reaching low benchmark % of students at each international benchmark 80 60 40 20 0 20 40 60 80 100 Low- and middle-income countries Estonia Hungary Latvia Malaysia Russian Fed. Slovakia Lithuania Armenia Bulgaria Serbia/Montenegro Romania Rep. Moldova Lebanon TFYR Macedonia Jordan Indonesia Iran, Isl. Rep. Tunisia Egypt Morocco Chile Philippines Botswana Saudi Arabia South Africa Ghana Note: Countries are sorted in increasing order of proportion not reaching the low benchmark. Source: Mullis et al. (2004), p. 64. High-income countries Singapore Canada (Quebec) Hong Kong, China Rep. of Korea Japan Netherlands Canada (Ontario) Belgium (Flemish) Sweden Australia United States United Kingdom (Scotland) United Kingdom (England) Slovenia New Zealand Israel Italy Norway Cyprus Bahrain Figure 2.21: Results of PISA 2003: mathematics skills of 15-year-old students 100 Level 6 Level 5 Level 4 Level 3 Level 2 Level 1 Below level 1 % of students at each level of proficiency 80 60 40 20 0 20 40 60 80 100 Middle-income countries Czech Rep. Slovakia Poland Hungary Latvia Russian Fed. Serbia/Montenegro Uruguay Turkey Thailand Mexico Brazil Tunisia Indonesia High-income countries Finland Republic of Korea Canada Hong Kong, China Netherlands Macao, China Liechtenstein Japan Australia Switzerland Iceland New Zealand Denmark Belgium France Ireland Sweden Austria Norway Germany Luxembourg Spain United States Portugal Italy Greece Note: Countries are sorted in increasing order of proportion scoring at and below level 1. Source: OECD (2004), p. 91. levels of literacy skills. In eight out of the twentysix high-income countries and territories participating, 20% or more of the 15-year-old students performed at level 1 or below. In mathematics, the category of low achievers accounts for one-quarter to more than one-third in Greece, Italy, Portugal and the United States. The evolution of learning outcomes in recent years There has been no clearly discernible international trend in learning outcomes in recent years. For example, among the twenty-four countries that participated in TIMSS in 1995 and 2003, the proportion of Grade 8 students scoring below the There has been no clear international trend in learning outcomes in recent years
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EFA Global Monitoring Report 2 0 0
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Education for All UNESCO Publishing
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Foreword This fourth annual Educati
Page 7 and 8: Acknowledgements Former Director Ch
Page 9 and 10: Contents Headline messages . . . .
Page 11 and 12: List of figures, tables and text bo
Page 13 and 14: Tables 2.1: School life expectancy
Page 15 and 16: 4.9: Working together for better-qu
Page 17 and 18: Literacy Literacy is: A right still
Page 19 and 20: Education for All Global Monitoring
Page 21 and 22: EXECUTIVE SUMMARY / 21 25-35% of al
Page 23 and 24: EXECUTIVE SUMMARY / 23 meeting the
Page 25 and 26: EXECUTIVE SUMMARY / 25 builds on le
Page 29 and 30: LITERACY: THE CORE OF EDUCATION FOR
Page 35 and 36: argues that there is value in under
Page 39 and 40: EFA PROGRESS: WHERE DO WE STAND? /
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Page 73 and 74: a continued heavy focus on sub-Saha
Page 77 and 78: COUNTRY EFFORTS: INCREASING MOMENTU
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INTERNATIONAL COMMITMENTS: TIME TO
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Education for All Global Monitoring
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WHY LITERACY MATTERS / 137 provided
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WHY LITERACY MATTERS / 139 limit si
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WHY LITERACY MATTERS / 141 In Nepal
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WHY LITERACY MATTERS / 143 provided
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WHY LITERACY MATTERS / 145 the exis
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UNDERSTANDINGS OF LITERACY / 149 Li
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UNDERSTANDINGS OF LITERACY / 151 wo
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UNDERSTANDINGS OF LITERACY / 153 Un
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UNDERSTANDINGS OF LITERACY / 155 un
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UNDERSTANDINGS OF LITERACY / 157 Ta
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UNDERSTANDINGS OF LITERACY / 159 A
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MAPPING THE GLOBAL LITERACY CHALLEN
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THE MAKING OF LITERATE SOCIETIES /
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Language issues, literacy practices
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GOOD POLICY, GOOD PRACTICE / 217 ot
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GOOD POLICY, GOOD PRACTICE / 245 wi
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SETTING PRIORITIES FOR ACTION / 249
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APPENDIX 1 / 253 include values, ca
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APPENDIX 1 / 255 Figure A1.4 illust
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APPENDIX 1 / 257 Table A1.1 (contin
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APPENDIX 1 / 259 Table A1.3: Change
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APPENDIX 2 / 261 Once the GER by ge
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INTRODUCTION / 263 Statistical anne
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INTRODUCTION / 265 To fill the gaps
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INTRODUCTION / 267 Metadata for nat
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INTRODUCTION / 269 (Continued) Year
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INTRODUCTION / 271 (Continued) Year
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STATISTICAL ANNEX / 273 Table 1 GNP
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STATISTICAL ANNEX / 281 Table 2A YO
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STATISTICAL ANNEX / 289 Table 2B BO
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STATISTICAL ANNEX / 297 Table 3 GRO
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STATISTICAL ANNEX / 305 Table 4 NET
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STATISTICAL ANNEX / 321 Table 6 REP
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STATISTICAL ANNEX / 329 Table 7 SUR
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STATISTICAL ANNEX / 345 Table 9A EN
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STATISTICAL ANNEX / 353 Table 9B PE
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STATISTICAL ANNEX / 361 Table 10A P
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STATISTICAL ANNEX / 363 Table 10A P
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STATISTICAL ANNEX / 365 Table 10A T
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STATISTICAL ANNEX / 367 Table 10A T
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STATISTICAL ANNEX / 369 Table 10B S
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STATISTICAL ANNEX / 377 Table 11 Pu
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STATISTICAL ANNEX / 385 Table 12 GO
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ANNEX AID DATA / 409 youth and adul
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ANNEX AID DATA / 411 Aid to basic e
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ANNEX AID DATA / 413 Basic educatio
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ANNEX AID DATA / 415 Table 3 (conti
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ANNEX AID DATA / 417
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GLOSSARY / 419 Education for All De
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GLOSSARY / 421 Literacy educator. I
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GLOSSARY / 423 Repetition rate by g
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REFERENCES / 425 Banerjee, A. and K
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REFERENCES / 427 Burchfield, S. 199
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REFERENCES / 429 Desjardins, R. and
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REFERENCES / 431 Garcia Garrido, J.
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REFERENCES / 433 Hull, G. 2003. You
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REFERENCES / 435 Lind, A. 1988. Adu
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REFERENCES / 437 Nirantar. 1997. In
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REFERENCES / 439 Reh, M. (ed.). 198
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REFERENCES / 441 Street, B. (ed.).
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REFERENCES / 443 UNHCHR. 1993. Vien
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ABBREVIATIONS / 445 Abbreviations A
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ABBREVIATIONS / 447 NIR Net intake
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