Primary Education Survey Evaluation Report Somalia - Somali - JNA

PES Evaluation Report, 2008
Table 1: EFA Indicators not Reported
ECD 1 Gross enrolment ratio in Early Childhood Development (ECD) 1
G1ECD 2 Percentage of new entrants to Grade 1 with ECD experience
AIR-NIR 3, 4 Apparent Intake rates (AIR) and Net Intake rate (NIR) in primary
education 2
NER 6 Net Enrolment ratios (NER) in primary education
EXP 7
8
a) Public current expenditure on primary education as a % of GNP 3
b) Public current expenditure per pupil on primary education as a % of
GNP per capita; and Public current expenditure on primary education as a
% of total public current expenditure on education.
REPETITION 12 Repetition rates by grade in primary education
SURVIVAL 13 Survival rate to grade 5 4
14 Coefficient of efficiency at grade 5 and at the final grade 5
ACHIEVEMENT 15 % of pupils who master basic learning competencies
LITERACY 16, 17 Adult Literacy rates 15-24 years and 15 years and over
18 Literacy Gender Parity Index (GPI)
Note. Current gender indicators are proxies for standard gender parity index due to lack of age cohort
data.
With the exception of the proxy for the survival rate, no outcome data is reported that would allow us to
make judgements with regard to the quality of the education process. One Zone shared their examination
system process and the data collection system associated with it. The system has the potential to provide
information with regard to the “% of pupils who master basic learning competencies” provided suitable
forms of examination data analysis were undertaken. Unfortunately, this examination data was not linked
to the PES. In fact a parallel data base was being established reflecting a duplication of effort and
inefficient use of scarce resources. Systematic recording of school outcome data should be undertaken to
facilitate judgments about school quality. Such analysis is particularly important in the rapidly expanding
context of Somali primary education. There is considerable international evidence that such
circumstances lead to a declining education standard. A challenge will be to identify useful and
meaningful indicators of student achievement. The common norm referenced approach of reporting a
mean score for a school is not very useful as they cannot be compared across time. A more useful
approach is to move to a criterion referenced approach that allows the recording of the percentage of
students who have achieved a set of defined outcomes. The existing examination projects being
undertaken should be encouraged to provide such information from the analysis and recording of exam
data.
The “inclusion” of Qur’anic and Nomadic schools in the PES is considered here. Qur’anic schools seem
to operate in two different ways. It is reported that the majority operate by exposing children to the Koran
prior to their progression to primary school. In this sense they are providing some education experience
for some children prior to entry into the formal schooling system. It would thus be useful to eventually
include Qur’anic institutions in a systematic data collection process in a similar manner to the way Early
Childhood institutions are commonly monitored and recorded. However, advice has been received that
the Qur’anic schools are too numerous to record and that there would be resistance to ‘government
interference’ in their operation.
1 This could be defined to include attendance at Qur’anic school prior to Primary school or Qur’anic
school experience could be collected as separate data
2 Due to not collecting age/grade enrolment
3 Not a function of EMIS necessarily
4 Current estimate is a proxy due to lack of repetition data
5 Due to lack of repetition data
28