Un programme de Rattrapage – Initiative pour des Assistants Scolaires Communautaires

1. Un programme de Rattrapage – Initiative pour des Assistants ScolairesCommunautaires A project with: Ghana Education Service Ghana National Association of Teachers Abdul LatifJameel Poverty Action Lab (J-PAL) Innovations for Poverty Action (IPA)

2. Education Quality: Evidence from elsewhere • The problem • Remedial Education in India • Extra Teachers in Kenya • Key Insights • Teaching Community Assistant Initiative Ghana • Context • Program Design • Research Design • Research design

3. Low Quality of Education • Des progres en taux de participation, mais pas en qualite • Pratham-JPAL 2005: • 15 % des enfants 7 -14 and ne reconnaissent pas les lettres • 61 % ne peuvent pas lire et comprendreune histoire • 38% ne reconnaissent pas les nombres • Pratham: “tous les enfants a l ecole, et apprenant”

4. Evidence from Elsewhere Ameliorer la qualite des “entrants” sans autresreformes n aident pas forcement les enfantssiils n ont pas acquis les connaissances de base

5. Education Quality: Evidence from elsewhere • The problem • Remedial Education in India • Extra Teachers in Kenya • Key Insights • Teaching Community Assistant Initiative Ghana • The context • Program Design • Research Design • Next steps

6. Classes de rattrapage en Inde Balsakhi(“friend of the child”) • Enseigner les enfants en difficulte 2h separement pendant la classe • Classeenseignee par des enseignantscommunautaires (niveaulycee)

7. Project Design and phases • Sample frame: toutes les ecolesin Vadodara, India • 122 Schools • Approx 6,000 children • Tests preliminaires: • Math et langue

8. Baseline Comparison of Students

9. Project Design and phases 122 schools Randomization 61 schools • 61 schools

10. Project design and phases • Implementation and monitoring • Implementation by Pratham • Researchers worked with Pratham to provide monitoring (Directly monitored attendance reports) • Test final • Test a nouveau les connaissances en math et language • Important: Test tous les enfants du test preliminaire • Impacts important: 0.25 std dev en moyenne; au moins 0.6 pour les enfants en difficulte (= 38% to 50% NEA)

11. Follow-Up Comparison

12. Education Quality: Evidence from elsewhere • The problem • Remedial Education in India • Extra Teachers in Kenya • Key Insights • Teaching Community Assistant Initiative Ghana • Program Design • Research Design

13. Extra teacher in Kenya • Primary Education in Kenya • Defis • Taille des classes • Absenteeisme des professeurs • Classes heterogenes • Peu de materiaux • Taux de completion bas • Program “Extra Professeur) • Recrutes et contratrenouvelles par les commites des ecoles • Danscertaines classes, classedivisee par niveau des connaissances

14. Research design 210 schools Randomization 121 schools: Extra Teacher Program • 89 schools • No ETP Randomization • 60 schools: • Spilt by ability • 61 schools: • Split randomly

15. Tracking and Extra Teachers • Diviser la classe par le niveau des connaissancesestefficace– les resultatssontmeilleurs pour tous les enfants (deuxgroupes) • Apres18 mois, difference de 0.14 sdin test scores • Un an apres la fin du programme, difference de 0.16 standard deviations • Pourquoi? • Peutetreque les etudiantsbenefientd’une instruction mieuxdirigee a leurniveau, et de plus d’efforts de la part des professors

16. Education Quality: Evidence from elsewhere • The problem • Remedial Education in India • Extra Teachers in Kenya • Key Insights • Teaching Community Assistant Initiative Ghana • Program Design • Research Design

17. Key Insights • Il estrelativement facile d’enseigner a lire et compter aux enfants, dansuneperioderelativementcourte, avec des materiaux simples et peuchers (Inde) • Il est important de diriger l instruction au bon niveau. E.x en separant la classe par niveaude connaissances (Inde, Kenya) • Il est important donc d avoirunemethode simple pour identifier le niveau de connaissancede chaque enfant (Inde) • Des individuspeu qualifies peuventetreformesdansuneperioderelativementcourte (4 to 15 days) a enseigner les connaissances de bases en langue et maths (Inde). • Donner aux commites des ecolesl’ autorite de recruiter et de superviser des professeursrecruitessurune base contractuelle, estefficace. (Kenya).

18. Education Quality: Evidence from elsewhere • The problem • Remedial Education in India • Extra Teachers in Kenya • Key Insights • Teaching Community Assistant Initiative Ghana • The context • Program Design • Research Design

19. The Quality Gap in Ghana • As enrollment has swelled, quality of primary education has fallen • Less than 20% meet proficiency standards in Math and English in P3 (NEA) • Large regional differences – proficiency in Greater Accra 33.5%, Upper East 6.3% • General Situation: • Teachers coping with children at a wide range of levels • Disparities in PTR between urban-rural areas: from 38:1 to 57:1 • As a consequence: • Full classes being led by untrained teachers • High teacher absenteeism 21 to 27% • Only 39% of time spent in direct instruction

20. The Initiative The context The Teaching Community Assistant Initiative Recruiter des “assistants” avec le Programe d Emploi pour les Jeunes Leur assigner uneecole Role: enseigner les connaissancesbasiques aux enfants les plus en difficulte 10 jours de formation, et materiaux simples Supervision par les SC • Probleme de la qualiterendu evident par un test national (NEA) • Il existe des systemes pour recruter des individuspeuqulifiesdans le system • Il y a deja des initiatives pour ameliorer la qualite

21. Education Quality: Evidence from elsewhere • The problem • Remedial Education in India • Extra Teachers in Kenya • Key Insights • Teaching Community Assistant Initiative Ghana • The context • Program Design • Research Design

22. The intervention process Recruitment Orientation and Training Children Identification and class Monitoring of intervention Mainstreaming NYEP, GES and SMCs GES Teachers Colleges Assistants and Teachers SMCs, GES, GNATand NYEP GES and NYEP • SMC Training • NYEP • collects • Applications • SMCs identifies • qualified • Candidates • GES tests and • screens (criteria) • NYEP finalizes • Assistants: • 10 days • Teachers: • 2 days • 1 day • orientation for • Districts reps • Using a simple • 5 scale oral test • Simple materials • based on NALAP • Focusing on • basic skills – • Reading and • Maths • Regular testing • A part of teaching • SMC: daily • Checks on • attendance and • assigned task • GES Circuit • Supervisors, • NYEP Coord: • as part of • routine job • GNAT • Coordinators: • regular checks; • Feedback from • teachers • Training for • NYEP • “graduates”? • Having been • an assistant a • condition? • Facilitate entry • In Teachers • Colleges

23. Pourquoi le program estinteressantpour un gouvernement? • Focus sur la quality et les connaissancesbasiques en P1,2,3 • Collaboration entre le Syndicat, le Minister de l Education et de la Jeunesse • Les concepts de “rattrapage” on ete testes rigoureusement • Complementarities avec le the Strategic Plan et autres initiatives– NALAP • Tester les enfantsregulierement • Opportunites pour un point d entrée vers d autres positions pour les jeunes • Rapport cout-impact

24. Education Quality: Evidence from elsewhere • The problem • Remedial Education in India • Extra Teachers in Kenya • Key Insights • Teaching Community Assistant Initiative Ghana • The context • Program Design • Research Design • Next Steps

25. National Pilot – Impact Evaluation Randomly allocate 440 schools into one of the following group: A TCAI: Remedial education during school B TCAI: Remedial education after school C Add an assistant.Split Class randomly D • Train teachers only in testing and teaching low performing E Control Randomly allocate students to teacher or assistant. A.1 Lowest performers B.1 Lowest performers D.1 Lowest performers CB.1 Students assigned to regular teacher CB.2 Students assigned to the assistant A.2 Best performers B.2 Best performers D.2 Best performers

26. Education Quality: Evidence from elsewhere • The problem • Remedial Education in India • Extra Teachers in Kenya • Key Insights • Teaching Community Assistant Initiative Ghana • The context • Program Design • Research Design • Next Steps

27. Next Steps • May-September: Logitsics Pilot • September-December: Preparations for National Pilot • December onwards: National Pilot