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By Armando Ali – Senior Advisor

The power of citizens in shaping conversation on learning outcomes: Emerging evidences from Mozambique. By Armando Ali – Senior Advisor. NATIONAL EDUCATION CONTEXT. From 2004 to 2011 the number of children enrolled in the primary schools increased by 48% (UNICEF 2014).

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By Armando Ali – Senior Advisor

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  1. The power of citizens in shaping conversation on learning outcomes: Emerging evidences from Mozambique. By Armando Ali – Senior Advisor

  2. NATIONAL EDUCATION CONTEXT • From 2004 to 2011 the number of children enrolled in the primary schools increased by 48% (UNICEF 2014). • In 2014, the country had 11.992 level one primary schools (EP1), an increase in 9% compared with 2011 (UNICEF 2014). • The ratio of pupils per teacher decreased from 75:1 in 2006 to 63:1 in 2011 (MINED 2012). Official estimates indicate that this ratio would be 56:1 in 2016 (MINED 2012).

  3. 2. THE PROBLEM There are more children attending school but, are they learning? • Mozambique is implementing a CLA process led by Facilidade – The Institute of Citizenship and Sustainable Development. www.facilidadeicds.org • Facilidade is a local civil society organization started in 2004 as a project and transformed into a local institution in 2011. • The CLA process implemented by Facilidade takes the name of TPC Mozambique. TPC means Home Work.

  4. The concept and the approach of this program gives a real Home Work for all stakeholders. Assessment of children is meant to produce evidences for action. 3. TPC MOZAMBIQUE – CLA PROGRAM

  5. The first pilot covered 23 districts of Nampulaprovince. About 7.135 households visited. 10.040 children assessed. 844 volunteers. 4. THE PILOT IN 2016

  6. Grade 5 children - Reading Only 11% of children in grade 5 were able to complete the highest level of the simple reading test of grade 2 level. 4.1 The Pilot in 2016 - Results

  7. Grade 5 children - Arithmetic Only 10% children of grade 5 were able to complete the highest level of simple arithmetic test of grade 2 level. 4.2 The Pilot in 2016 - Results

  8. More than 800 young men and women (40% women)recruited. Completed minimum grade 10. Recruited locally, from each district. Go through 3 days training (both theory and practice). Recruited in pairs, walking long distances, regardless of the weather, they assess children in 18 households in two or three days. 5. THE VOLUNTEERS

  9. After the assessment, volunteers provide instant feedback to the parents regarding the performance of their children. They ask parents about their participation in the school management. They ask parents if they check that their children are going to school and if they know what the children are learning. 5. THE VOLUNTEERS (contd.)

  10. 6. A FOCUS ON PARENTS AND GUARDIANS

  11. 7. THREE STORIES EMERGING FROM THE PILOT Feedback to the parents is the turning point. It can be (or not be) the ‘Aha! Moment’. How you set the conversation can influence change. The role of volunteers is crucial at this point. This presentation focuses on how the process engages parents and guardians and their reactions after learning about the literacy and numeracy competences of their children.

  12. Amina is 43 years old. She completed grade 7 and is domestic. Her 3 children assessed reached the highest levels of literacy and numeracy. She is proud of that and her unmistakable smile of joy says everything. Question 1: With these results, will she relax or will she increase her oversight role to ensure that her children keep up the ‘good scores’? Question 2: What should we do further with people like Amina? 7.1. Amina’s Story

  13. Francisco is 41 and lives in Maquela. He is illiterate. His 12 year old daughter is in grade 4 and can only read basic words. She cannot do simple arithmetic. Franciso does not recognize that there is a problem. Question 3: how can we increase Francisco's awareness regarding the importance of learning? 7.2. Francisco’s Story

  14. 7.3.The story of Amade and Buana Amade and Buana have children who are not performing well. Amade is illiterate but he knows the basics of arithmetic. He is desperate when he realises that his grade 6 daughter can not do addition. Buana finished grade 7 and is running his own business. He is furious with his small boy and is wondering what the boy does when he goes to school every day? Question 4: How do we initiate constructive conversation that could increase Amade and Buana’s role in supporting their children learning at home?

  15. OBRIGADO

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