assessing progress towards universal primary education in the kassena-nankana district
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Assessing progress towards universal primary education in the Kassena-Nankana District
Cornelius DebpuurGeorge WakPaul Welaga
Navrongo Health Research Centre
Introduction Education as a critical factor in human
development Individual level Societal level
International efforts to promote access to education Several international goals for universal education
since 1934; World Education Forum (Dakar 2000) & Millennium Summit (New York 2000)
Education and the MDGs 2 of 8 MDGs on education Education central to achievement of all other MDGs
MDGs on education
GOAL TARGET INDICATORS
MDG 2:Achieve universal primary education
Ensure that by 2015 children everywhere, boys and girls alike, will be able to complete a full course of primary schooling
Net enrolment ratio Proportion of pupils starting grade 1 who reach grade 5 Literacy rate of 15-24 year olds
MDG 3:Promote gender equality and empower women
Eliminate gender disparity in primary and secondary education, preferably by 2005, and in all levels of education no later than 2015
Ratios of girls to boys in primary, secondary and tertiary education Ratio of literate women to men, 15-24 years old Share of women in wage employment in the non-agricultural sector Proportion of seats held by women in national parliament
Monitoring MDGs on Education
Data requirements Longitudinal data on schooling Longitudinal population data Ideally both population and schooling data
should be from same source Current practice
Schooling data from official MoE data Population data from UN population estimates
Uniqueness of DSS Schooling and population data from common
source
Objectives Examine trends in primary schooling in
the Kassena-Nankana District (KND) between 2000 and 2005 Focus on school participation and
attainment Emphasis on gender disparity
Assess progress towards universal primary schooling in the district
Establish framework for monitoring MDGs on education
Education in Ghana Formal education dates back to pre-colonial
times Major developments after independence,
marked by various policy changes Current educational system largely a result of
policy reforms of the 1980s 6-3-3-4 (beginning September 2007: 6-3-4-4) Official starting age is 6 years
Free compulsory basic education (9 years) a constitutional requirement
1996 – 2005 as time frame for implementation of FCUBE
NDSS data on education Data on education updated annually since 1997
Targets individuals 6 years or above Updates for members whose status is “PR” or “AB” Compound (household) respondent provides
information Updates usually done at beginning of calendar year
Information collected Ever attended school
Highest level attended Currently attending school
School attending Current level and grade
Methodology Analysis limited to 6-24 year olds Compute indicators used in monitoring
MDGs Net enrolment at Primary and JSS Ratio of girls to boys at Primary and JSS Literacy rate
Period of observation - 2000 to 2005
Profile of Kassena-Nankana District
One of 138 districts in Ghana, and one of the poorest districts
Population – 143,000 Main ethno-linguistic groups – Kassena
and Nankana Educational facilities
102 primary schools; 47 junior secondary schools; 7 senior secondary schools; 3 tertiary institutions
Summary of samples analyzed
Year Male Female Total
2000 30,607 27,439 58,046
2001 30,034 26,582 56,616
2002 30,534 27,187 57,721
2003 30,886 27,594 58,480
2004 30,944 28,116 59,060
2005 30,943 27,947 58,890
Exclusion from schoolTrends in percentage of 15-24 year olds who have never attended
school, KND 2000-2005
0
5
10
15
20
25
30
35
40
45
2000 2001 2002 2003 2004 2005
Year
Per
cen
t n
ever
att
end
ed s
cho
ol
Boys
Girls
Gross primary attendance
Trends in Gross Primary Attendance in KND, 2000-2005
0
20
40
60
80
100
120
140
160
2000 2001 2002 2003 2004 2005
Year
Gro
ss A
tten
dan
ce R
ate
Boys
Girls
Net primary attendance
Trends in Net Primary school attendance in KND, 2000-2005
0
10
20
30
40
50
60
70
80
2000 2001 2002 2003 2004 2005
Year
Net
Att
ten
dan
ce R
ate
Boys
Girls
Gross JSS attendance
Trends in Gross JSS attendnance in KND, 2000-2005
0
10
20
30
40
50
60
70
2000 2001 2002 2003 2004 2005
Year
Gro
ss A
tten
dan
ce R
ate
Boys
Girls
Net JSS attendance
Trends in Net JSS Attendance in KND, 2000-2005
0
2
4
6
8
10
12
14
2000 2001 2002 2003 2004 2005
Year
Net
Att
end
ance
Rat
e
Boys
Girls
Ratio of girls to boys in basic school
Trends in ratio of girls to boys in basic school
0
0.1
0.2
0.3
0.4
0.5
0.6
0.7
0.8
0.9
1
2000 2001 2002 2003 2004 2005
Year
Rat
io o
f g
irls
to
bo
ys
Primary
JSS
Primary school completion - I
Trends in percentage of 15-24 year olds who completed at least primary six, KND 2000-2005
0
5
10
15
20
25
30
35
2000 2001 2002 2003 2004 2005
Year
Per
cen
t
Boys
Girls
Primary school completion - II
Trends in primary school completion among 15-24 year olds who ever attended school, KND 2000-2005
0
10
20
30
40
50
60
70
80
2000 2001 2002 2003 2004 2005
Year
Per
cen
t co
mp
lete
d p
rim
ary
Boys
Girls
Summary Not all young people in KND attend
school, but many more are likely to attend today than before
More males than females attend school Females tend to attend school at
appropriate ages than males Evidence of late attendance and/or
grade repetition Gender gaps in schooling persist
Challenges to Universal Schooling
Enrolment at appropriate ages Enrolment of females Regular attendance
Retention in school Grade progression
School quality Infrastructure Quality of teaching
Next steps Examine socioeconomic disparities in
school attendance Going beyond attendance to examine
Retention Grade progression
Acknowledgements People of Kassena-Nankana District Staff of Navrongo Health Research
Centre Rockefeller Foundation
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