IDC oral evidence session on Education – follow up information

 

 

1/ UK Education ODA spent through the EU

 

According to the latest available data, the UK’s core contribution to the EU in 2015 was circa $1.39 billion. About 4% ($55,023,708) was spent on Education.

 

2/ Initial investments for Education Cannot Wait

Chad

Value of Investment: $10,037,643.00

 

Thrust of Programme: Providing a sustainable access to inclusive and equitable basic education for children and youth affected by crises in Chad, based on the Education Cluster response strategy and in line with the Chad Ten-Year Plan for the Development of Education and Literacy

 

Direct Beneficiaries:

TOTAL: 374,552

 

Syria

Value of Investment: $15,017,400.00

 

Thrust of Programme:

 

Direct Beneficiaries:

TOTAL: 68,431

Indirect Beneficiaries:

TOTAL: 1,460,000

 

Who’s Doing What Where:

 

Yemen

Value of Investment: $15,000,000.00

 

Thrust of Programme:

Help attain the goals of the Education Cluster plan by:

 

Direct Beneficiaries:

TOTAL: 266,757

 

Indirect Beneficiaries:

TOTAL: 803,633

 

Ethiopia

Value of Investment: $6,525,713.86

 

Thrust of Programme: Improve access to conflict-sensitive, risk-informed, and inclusive primary and secondary education for host and refugee children in Gambella and Benishangul-Gumuz regions

 

Direct Beneficiaries:

TOTAL: 69,382

 

Indirect Beneficiaries:

TOTAL: Not enumerated

 

 

Summary

Country

Investment

Direct Beneficiaries

Indirect Beneficiaries

Combined Beneficiaries

Chad

$10,037,643.00

374,552

(not enumerated)

374,552

Syria

$15,017,400.00

68,431

1,460,000

1,528,431

Yemen

$15,000,000.00

266,757

803,633

1,070,390

Ethiopia

$6,525,713.86

69,382

(not enumerated)

69,382

Totals

$46,580,756.86

779,122

2,263,633

3,042,755

 


3/ Bilateral programme in Kenya

 

In defining our future support to education in Kenya, we considered needs in the sector and the UK’s comparative advantage. Key factors in this analysis were:

 

 

As a result of this, we concluded that the best win for Kenya and for the UK was for us to cease our bilateral funding for basic education. Instead, through a newly recruited Basic Services Adviser, we will focus our efforts on ensuring CMP and GPE support to education delivers the best results possible, and creates sustainable system reform in the areas of early learning and equitable access to decent education.  We will continue to concentrate bilateral resources on skills development for young people and the development needs of adolescent girls.

4/ DFID’s “hidden” spend on Pre-Primary Education

Brief Responses on School Readiness Programme, EQUIP-Tanzania

 

1.     What is the School Readiness Programme and what is the scale?

 

The School Readiness Programme (SRP) was developed by the Government of Tanzania (Tanzania Institute for Education) and EQUIP-Tanzania, with support from the Aga Khan Foundation, to provide quality education to children marginalised by distance to primary school and Kiswahili language skills. It is a 16-week programme that aims to improve the readiness of these children to start primary effectively and at the right age by focussing on developing oral communication skills, confidence in approaches to learning in the classroom, socio-emotional competencies and building community demand for early years education. The centres are run by local volunteer Community Teaching Assistants (CTA) who have gone through a specially designed training process.

 

In 2015 the SRP began a pilot with a 12-week programme using play-based learning approaches built around 12 contextualised storybooks developed for this programme. 1,050 centres were established with a CTA trained for each and every centre was linked to its nearby mother school. CTAs were trained in 3 phases, 11 days in total and were supported by SMS messaging during the 12 weeks. 49,591 pupils enrolled in these pilot centres – far exceeding expectations. In 2016 the programme was expanded to 16 weeks, the number of centres expanded to 2,792 and the numbers enrolled grew to 160,000 children. New CTAs were provided with full training and continuing CTAs were given a refresher building on the learning from the pilot and all were provided with mobile phones for child safety, teaching tips and weekly monitoring given isolated locations.

 

SRP Overview (double click to open)

 

2.     What evidence of impact is there so far?

 

A small-scale learning assessment was completed in early 2016 to provide some concrete evidence of the impact of SRP on children at the beginning of Standard 1 in primary school. The learning assessment was done using the IDELA tool developed and internationally tested by Save the Children. It covers 22 items across four development domains: emergent literacy and language, emergent numeracy, gross and fine motor development and socio-emotional development. The pilot assessment was carried out in collaboration with University of Dodoma and Save the Children and was based on a sample of 326 children (158 boys and 168 girls) across two regions.

The study reinforced anecdotal observations by finding  that for all domains and many items within domains the SRP children scored similarly to those who had attended the formal pre-primary (usually at least for 12 months) and considerably higher than the children who had no access to pre-primary education. Figure 1 shows a summary of the findings across the four domains.

 

A large, more representative assessment is currently underway in relation to the 2016 SRP cohort. Evidence is also still being collected on transition rates from SRP to primary school. Results from a few areas in 2016 indicate 40-75% of SRP students have been able to transition despite the distance. We are also seeing centres being used as community immunisation locations in some places, as was suggested during centre formation and many communities are requesting satellite schools so pupils can continue their learning locally.

3.     What has SRP cost to develop and implement?

 

The development of SRP began at the start of 2015 and implementation/assessment of the pilot phase ran until March 2016. From April 2016 preparations for the expansion took over. The main costs specific to SRP are listed below. In 2015 all costs went through the managing agent, but in 2016 training costs went through LGA decentralised funding.

 

It should be noted that this doesn’t tell the whole story on cost as the effectiveness of SRP implementation is also linked to the system strengthening of the broader EQUIP-Tanzania input to the sub-national education management system, e.g. the motorbikes that have enabled WEO to travel more easily and the support given to schools who provide support and oversight to SRP centres. It also does not cover the costs of permanent EQUIP-Tanzania and GoT staff who have worked on SRP alongside other things.

 

Cost line

2015-16

2016-17

Total costs so far

 

£

£

£

Overall costs

707,035

1,574,494

2,281,529

Training of Community Teaching Assistants and support structures

395,508

1,152,763

1,548,271

Big books and toolkits

64,695

212,002

276,697

Mobile phones and SMS messaging/monitoring

36,836

63,005

99,841

IDELA learning assessment

12,184

40,469

52,653

Technical Assistance

197,812

106,255

304,067

 

What is also not included in this cost analysis is the substantial level of voluntary community input, both financial and in kind such as: the CTA volunteer’s time, the provision of porridge daily, stipends for the volunteer CTA and land or buildings for the centre to use.

 

Overall EQUIP-T has spent around £41.2m in the 2015/16 – 2016/17 period[1], thus SRP spending on pre-primary education represents approximately 5.5% of overall expenditure.  Whilst not generalisable across DFID’s portfolio, it does illustrate likely under reporting of support to the pre-primary education sub-sector.

4.     SRP unit costs

 

 

2015/16

2016/17

Number of SRP Centres

1,050

2,792

Number of SRP Pupils Enrolled

49,591

160,000

Overall annual cost

£707,035

£1,574,494

Cost per centre

£673.37

£563.93

Cost per pupil

£14.26

£9.84

 

In 2016 it cost £9.84 per child for 16 weeks, 4 days a week (64 days). That means just £0.15 per child per day. The return is not just in the learning during the 16 weeks, but also in the potential impact that accessing quality pre-primary can have on various aspects of children’s lives in the longer term. 

 

In addition to value for money in relation to implementation, the influence of the SRP on national approaches to pre-primary improvement, e.g. wider use of SRP storybooks and influence of SRP competency framework and training approaches, adds further value across the system.

 


[1] https://devtracker.dfid.gov.uk/projects/GB-1-203363  data extracted 31/3/2017