Private Sector Participation Review the education norms, including those regarding school construction with a view to stimulating the participation of the private sector in expanding the education system The revised construction norms are distributed to private providers of education Post Primary Introduction of a new type of teachers (voluntary, SND) to address teacher deficit Establish the level of deficit in the number of teachers by subject. Discuss and adopt the methods of recruitment of the new type of personnel in the Council of Ministers. Design and agree on a national strategy for reducing the deficit of teachers in secondary education. Plan the entry into service of this specific category of teachers Provide specific training by region and organize class visits Preparation of modules for a certificate course on the pedagogic skills for the UFR options and for distance education: SVT and exact sciences for students in the first two classes of high school Organize new recruitment on the basis of estimated needs Provide teacher supervision for the new category of teachers Expand the training strategy for options in UFR and other specialties The gross enrollment rate in post-primary education rises from 21.8% in 2007 to 35 % in 2011 and 40% in 2015 Indicators: reduction in the average student teacher ratio from 54.8:1 in 2006 to 51.1:1 in 2011 then to 45.6 in 2020. reduction in the average student/class which will fall from 44.1 in 2006 to 41.9 in 2011 then to 38 in 2020 Mechanisms for more rational utilization of existing teachers and reduction in the cost of part-time teachers Design of a tool to collect information on the actual instruction time spent per high school teacher Collect and analyze data on the use of time by teachers collected by school directors Produce a synthesis report on the analysis, findings and recommendations of the study Include the conclusions of the study (OCECOS) on teaching time in the action plan Adopt regulations on the use and allocation of teachers Deployment of computers for management to schools The conditions for improving the quality of teaching are put in place Establishing a mechanism for reducing geographic and gender disparities Sign a ministerial arrêté, which identifies localities (villages with high population density) that can accommodate new secondary schools; Provide a document which Monitoring, Evaluation, and technical support of school construction conducted by technical services of the Ministry Responsible for Infrastructure Carry-out a study to identify constraints to girls participation in post primary education other than availability of schools
identifies potential school sites in collaboration with the beneficiaries and include these sites in official documents Improving internal efficiency of Post-Primary education Adoption of an ministerial arrêté limiting repetition rate in Junior High; A strategy on the causes and consequences of repetition and is integrated into the communication plan Strengthen and sustain the textbook lease system in particular for disadvantaged communities; Strengthen mechanisms for class visits and support to Teachers at the local level Evaluation of the implementation of measures limiting repetition and drop-out in secondary schools Strengthen class visits mechanisms and support to Teachers at the local level Repetition in Post-Primary are reduced; Indicators: * Repetition rate goes down from 25% in 2006 to 10% in 2015; * The textbook lease system is functional in all the priority provinces Improving quality Preschool Curriculum Improvement Update preschool curriculum The new curriculum is available The quality of the preschool education is improved Management Plan of early childhood personnel Indentify constraints to management of pre-school education Preparation and adoption of a management and training plan for staff in early childhood education Implementation of the management plan? Primary Improving the internal efficiency of the system A Ministerial Decision on limiting repetition between sub-cycles and their prohibition within sub-cycles are available and integrated into the action plan of the MEBA 2010. Effective implementation of a communication / outreach plan to various stakeholders on the extent of capping. Assessment of the implementation of the legislation introducing automatic promotion within sub-cycles to incorporate the limitation on repetitions to 10% in between cycles for the start of 2010/11 Repetition at the elementary level is reduced; Indicators: * Repetition rates go from 12% en 2007 to 8% en 2015.
Improving the learning time of the students The recommendations of the study on the learning time are translated into an agreed action plan. A section on improving the learning time of students is integrated into the communication plan and is implemented in conjunction with decentralized structures A notice indicating the prescribed number of hours and the obligation of monitoring absences and tardiness of teachers and students and the assessment of its implementation by the heads of departments and municipalities. A report on a study for assessing learning time in primary and lower secondary is available. The prescribed official number of school time is implemented (961 hours) Indicators: *The actual number of hours applied in 2007 increased from 574 hours to 800 hours in 2011 ; *The success rate in primary education certificate from 58.46% in 2008 increased to 75% in 2011 Improving the quality of learning Planning of the student learning assessment for 15 provinces is in place A notice establishing harmonized testing is widely disseminated. Implementation of student learning assessment in 15 provinces will be extended progressively to the entire country. The harmonized testing is held in each school during the school year 2009/10 and the results published. Implementation of student learning assessment in 25provinces will be extended progressively to the entire country. The average scores on tests of achievement have improved Indicators: French: - Fourth Grade: from 50 points over 100 to 60 points en 2011 and 70 points in 2015; - Six Grade: from 53,7 points over 100 in 2006 à 60 en 2011
Math: - Fourth Grade: from 38 points over 100 to 50 points in 2011 an 60 points in 2015 - Six Grade: from 49,8 points over 100 to 55 points in 2011 and 60 points in 2015 Science: - Fourth Grade: from 46 points over 100 to 55 points in 2011 and 65 points in 2015 Retention in primary education has improved. * TAP will increase from 40,7 en 2007/2008 to 58% in 2011 and 75,1% in 2015 and to 100% in 2020 ; Adult Literacy Shared classrooms Developing an action plan for the pilot schools Education awareness campaign for communities Notice to supervisors for effective monitoring of CPAF Training of trainers and educational supervisors Literacy rate has improved *The current stock of illiterate adults from 15 to 49 years will be reduced to 50%; * Number (150) of shared classes and the number (30) of CEBNF functional classes including 450 in 2011
planning, implementation and monitoring and evaluation of TVET Indicators: * The offer of short training courses for self-employment has increased ESTP institutions. Indicators: *Intake to the post-primary are streamlined between the various sub-sectors (general education and TVET) Indicateurs:* Introduction of dual learning in institutions of ESTP Adoption of a main document detailing the implementation mechanisms of learning in institutions of ESTP Adoption of statutory instrument regulating the introduction of learning in ESTP Conducting a pilot on new learning approaches in at least four institutions of ESTP Establishment of modalities to guide Primary School graduates in the training structures of MJE Inventory of the capacity of the Vocational Training of MJE Development of a framework document to guide primary school graduates in the vocational training scheme of MJE Adoption of a statutory instrument regulating the vocational guidance given to primary school graduates in the training scheme of MJE Establishing a mechanism for sharing human and material resources between training institutions and structures of TVET Development of a framework document on the pooling of material and human resources between institutions and structures of training of TVET (MESSRS, JE, MEBA, private sector) Development of a framework document on self-management of TVET institutions and training facilities Adoption of regulations (MESSRS, JE, MEBA) on self-managed institutions and training facilities TVET Adoption of a statutory instrument on the sharing of resources between institutions and TVET training facilities (MESSRS, MJE, MEBA, private sector) *The pooling of resources between institutions and TVET training structures make sustainable the increase in the supply of vocational training and apprenticeship Indicators: * Number of schools with autonomy; * The number of institutions using the mechanism for sharing; * % of public schools practicing TVET as a training mechanism
planned as part of the 2009 annual budget, and with respect to which construction and management responsibilities have been transferred to the urban Commune in which the relevant school complex is located. commission with regional representations to monitor and evaluate school construction by, and provide technical support to, these Communes. Management Committee on the implementation of such construction program; and (b) ensuring that starting Fiscal Year 2011, the school construction programs in at least 12 of said Municipalities have been finalized and initiated only after such consultations with their Local Education Management Committees. Issuance by the Recipient's ministry responsible for Secondary Education of guidelines (note de cadrage) dated June 15, 2009, for the development of a national strategy for reducing the deficit of teachers in Secondary Education, and establishment of an ad hoc committee comprised of representatives of all interested ministries of the Recipient, to be responsible for the preparation of a proposed strategy consistent with said guidelines, to be submitted for approval by the Recipient's Cabinet not later than August 15, 2009. In order to reduce teaching deficit in math and science, the Recipient has prepared training modules in math and science for certificate teaching courses for university students to be used for regular and distance education courses. The Recipient has introduced a new distance education training program for students training to become math and/or science teachers in Secondary Schools and has enrolled at least twenty-five new students in said program for Academic Year The new university teacher training programs for math and science are in place Improving Internal efficiency Issuance by the Recipient's ministries responsible for Basic Education and Secondary Education respectively of an inter-ministerial regulation (arrêté), limiting the repetition by students of grades between two prohibiting repetition by students of grades within each sub-cycle in Primary Education, and limiting the repetition by students of grades in the first cycle of In order to reduce the repetition rate and increase the students’ chances to successfully complete each teaching cycle, the Recipient has trained the teachers to enable them to teach the curriculum as a unified program by cycle (as opposed to a succession of annual programs within the cycle). Repetition rates go from 10.6% in 2008/09 to 10,12% in 2009/10, to 10% in 2010/11and 2011/12, and then to 8% en 2015 in Primary; * Repetition rate goes down from 25.7% in 2008/09 to 24.6% in 2009/10, to 19.2% in 2010/11, to 16.5% in 2011/12, and then to 9% en 2015 in lower
education (Girls) (10,13%) Completion rate in primary 26,2% 29,5% 38,9% 41,7% 45,9% 51,4% 75,7% Gross Enrollment rate in lower secondary (Girls) 13.6% (10.6%) 15.4 % (12.4%) 21.6% (18.2%) 24.2 % (20.5%) 29.7% (25.8%) 38.5% (34.2%) 59% (55%) Number of students enrolled in Secondary VET Cycle court 6 426 6 789 6 787 6 581 7112 Cycle moyen 4 179 5 005 8 311 8 693 8943 Cycle long 4 583 6 378 10 489 10 603 9749 total 15 188 18 172 25587 25 877 25804 30000 35000 Number of young out-of-school trained in professional training centers 323 559 8 549 13 929 29 502 35000 Number of classrooms available 17,037 20,251 31,809 35,129 38 269 42000 55000 Number of multi-grade teaching classes 3073 4116 4748 4014 2910 10000 13000 Annual number of Instructional Hours for Students ND ND 574 ND ND 800 920 Number of TVET curriculum revised and adapted to the economy 7 9 16 70 Pupil/teacher ratio 51 51 55 55 54,2 53.4 48 Proportion of teachers not assigned to a classroom 4,2% 12,4% 10,8% 10,1% ND 10% 7% Share of Education as a % of GDP in national Budget 4.7 3.1% 3.1 3.2 3.4
Average Cost of school Construction (000 CFA) Public Community 8,624 ?? N/A 7,840 4,200 ND ND ND Number of communes receiving funds for: (i)Investments (ii)Schools operations 0 0 33 69 69 69 49 351 351 351