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

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

Low Quality of Education Des progres en taux de participation, mais pas en qualite Pratham-JPAL 2005: –15 % des enfants and ne reconnaissent pas les lettres –61 % ne peuvent pas lire et comprendre une histoire –38% ne reconnaissent pas les nombres Pratham: tous les enfants a l ecole, et apprenant

Evidence from Elsewhere 4 InterventionImpact on Basic Skills Providing free textbooks Marginal (high achievers only) Add other supplies, inputs, e.g. flipcharts No Ameliorer la qualite des entrants sans autres reformes n aident pas forcement les enfants si ils n ont pas acquis les connaissances de base

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

Classes de rattrapage en Inde Balsakhi (friend of the child) Enseigner les enfants en difficulte 2h separement pendant la classe Classe enseignee par des enseignants communautaires (niveau lycee)

Project Design and phases Sample frame: toutes les ecoles in Vadodara, India – 122 Schools – Approx 6,000 children Tests preliminaires: – Math et langue

Baseline Comparison of Students

Project Design and phases schools 61 schools Program G3Yes G4No (Control) Program G3No (Control) G4Yes Randomization

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) 10

Follow-Up Comparison

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

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 contrat renouvelles par les commites des ecoles –Dans certaines classes, classe divisee par niveau des connaissances

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

Tracking and Extra Teachers Diviser la classe par le niveau des connaissances est efficace – les resultats sont meilleurs pour tous les enfants (deux groupes) –Apres 18 mois, difference de 0.14 sd in test scores –Un an apres la fin du programme, difference de 0.16 standard deviations Pourquoi? –Peut etre que les etudiants benefient dune instruction mieux dirigee a leur niveau, et de plus defforts de la part des professors

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

Key Insights Il est relativement facile denseigner a lire et compter aux enfants, dans une periode relativement courte, avec des materiaux simples et peu chers (Inde) Il est important de diriger l instruction au bon niveau. E.x en separant la classe par niveau de connaissances (Inde, Kenya) Il est important donc d avoir une methode simple pour identifier le niveau de connaissance de chaque enfant (Inde) Des individus peu qualifies peuvent etre formes dans une periode relativement courte (4 to 15 days) a enseigner les connaissances de bases en langue et maths (Inde). Donner aux commites des ecoles l autorite de recruiter et de superviser des professeurs recruites sur une base contractuelle, est efficace. (Kenya).

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

The Initiative The context Probleme de la qualite rendu evident par un test national (NEA) Il existe des systemes pour recruter des individus peu qulifies dans le system Il y a deja des initiatives pour ameliorer la qualite The Teaching Community Assistant Initiative Recruiter des assistants avec le Programe d Emploi pour les Jeunes Leur assigner une ecole Role: enseigner les connaissances basiques aux enfants les plus en difficulte 10 jours de formation, et materiaux simples Supervision par les SC 20

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

The intervention process 22 Recruitment Orientation and Training Children Identification and class Monitoring of intervention Mainstreaming NYEP, GES and SMCs GES Teachers Colleges GES and NYEP SMCs, GES, GNAT and NYEP Assistants and Teachers 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

Pourquoi le program est interessant pour un gouvernement? Focus sur la quality et les connaissances basiques 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 enfants regulierement Opportunites pour un point d entrée vers d autres positions pour les jeunes Rapport cout-impact 23

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

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

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

May-September: Logitsics Pilot September-December: Preparations for National Pilot December onwards: National Pilot 27

Benefits: Improved Basic Skills 28 *Approximation based on NEA report ** Estimated specific literacy competencies at NEA score cut-offs %50%35% 20%37%24% Upper East Lower Half* 63% can read at least letters** 98% 20% can read stories** 2 years 3-6 months RemedialNo change 68% 46%28%