ARE OUR CHILDREN LEARNING? Literacy and Numeracy Across East Africa 2014 56 74 96 2 Are Our Children Learning? | Literacy and Numeracy Across East Africa | 2014 CONTENTS 1 ACKNOWLEDGEMENTS 1. INTRODUCTION 2. UWEZO SURVEYS 3. KEY FINDINGS 4. UWEZO ROUNDS 1-4: TRENDS IN LEARNING 5. PROGRESS AGAINST THE 2015 EDUCATION FOR ALL GOALS 19 23 APPENDIX A AND APPENDIX B APPENDIX C 6. CONCLUSION Are Our Children Learning? | Literacy and Numeracy Across East Africa | 2014 ACKNOWLEDGEMENTS THE FINALIZATION OF THIS THIRD EAST AFRICA UWEZO REPORT HAS SEEN THE CONTRIBUTION OF THOUSANDS OF INDIVIDUALS AND HUNDREDS OF INSTITUTIONS. T he report presents evidence from the data collected in the year 2013 in Kenya, Tanzania and Uganda. The ĐŽůůĞĐƟŽŶ ŽĨ ĚĂƚĂ ǁĂƐ ĐŽŽƌĚŝŶĂƚĞĚ ďLJ ŽƵƌ ĐŽŵŵŝƩĞĚ ƐƚĂī ŵĞŵďĞƌƐ͕ ůĞĚ ďLJ Dr John Mugo in Kenya, Zaida Mgalla in dĂŶnjĂŶŝĂ ĂŶĚ ƌ DĂƌLJ 'ŽƌĞƫ EĂŬĂďƵŐŽ ŝŶ hŐĂŶĚĂ͘ KǀĞƌĂůů ƌĞŐŝŽŶĂů ĐŽŽƌĚŝŶĂƟŽŶ ǁĂƐ ƉƌŽǀŝĚĞĚ ďLJ ƌ ^ĂƌĂ ZƵƚŽ͕ ƚŽŐĞƚŚĞƌ ǁŝƚŚ ZĂŬĞƐŚZĂũĂŶŝ͕ƚŚĞŶ,ĞĂĚŽĨdǁĂǁĞnjĂ͘ tĞƌĞĐŽŐŶŝnjĞƚŚĞĐŽŶƚƌŝďƵƟŽŶŽĨŽƵƌƐƚƌŽŶŐ teams of Facilitators and Trainers, Regional Coordinators, District Contact Persons and ŝƐƚƌŝĐƚ ŽŽƌĚŝŶĂƚŽƌƐ ǁŚŽ ĞŶƐƵƌĞĚ ƚŚĂƚ ƚŚĞ ĂƐƐĞƐƐŵĞŶƚ ǁĂƐ ƐƵĐĐĞƐƐĨƵů ŝŶ ĞĂĐŚ ŽĨ ƚŚĞ 366 districts across the three countries. We ƚŚĂŶŬ ƚŚĞ ƚŚŽƵƐĂŶĚƐ ŽĨ ĐŽŵŵŝƩĞĚ hǁĞnjŽ ǀŽůƵŶƚĞĞƌƐ ǁŚŽ ǁĂůŬĞĚ ĨƌŽŵ ŚŽƵƐĞ ƚŽ house and school to school to complete the assessment. We are indebted to the ministries of ĞĚƵĐĂƟŽŶ ŝŶ <ĞŶLJĂ͕ dĂŶnjĂŶŝĂ ĂŶĚ hŐĂŶĚĂ͕ ĨŽƌ ŐƌĂŶƟŶŐ ƵƐ ŵƵĐŚ ŶĞĞĚĞĚ ƐƵƉƉŽƌƚ ŝŶ ĐŽŶĚƵĐƟŶŐ ƚŚĞ hǁĞnjŽ ĂƐƐĞƐƐŵĞŶƚ͘ dŚĞ ƉĂƌƚŶĞƌƐŚŝƉ ǁŝƚŚ ƚŚĞ ŶĂƟŽŶĂů ďƵƌĞĂƵƐ ŽĨ ƐƚĂƟƐƟĐƐ ƐƚƌĞŶŐƚŚĞŶĞĚ ƚŚĞ hǁĞnjŽ ƐĂŵƉůŝŶŐ ĂŶĚ ŐĞŶĞƌĂů ŵĞƚŚŽĚŽůŽŐLJ͘ tĞ ǁŝƐŚ ƚŽ 1 Are Our Children Learning? | Literacy and Numeracy Across East Africa | 2014 ƐƉĞĐŝĮĐĂůůLJ ƌĞĐŽŐŶŝnjĞ ƚŚĞ ĐŽŶƚƌŝďƵƟŽŶ ŽĨ ƚŚĞ ŵĞŵďĞƌƐ ŽĨ ƚŚĞ EĂƟŽŶĂů ĚǀŝƐŽƌLJ ŽŵŵŝƩĞĞƐ ĂŶĚ ƚŚĞ dĞƐƚ ĞǀĞůŽƉŵĞŶƚ ƉĂŶĞůƐ͕ ǁŚŽ ŐĂǀĞ ƚŚĞŝƌ ŝŶƐŝŐŚƚ ĂŶĚ ĂĚǀŝĐĞ͘ ĂƚĂŵĂŶĂŐĞŵĞŶƚǁĂƐƐƵƉƉŽƌƚĞĚďLJŽŶƌĂĚ tĂƚŽůĂ͕ ^ƵŶĂŝ ŐĞŶĐŝĞƐ͕ ƌ ĚǁĂƌĚ ^ĂŵƵĞů Jones and Dr Youdi Schipper. dŚĞ hǁĞnjŽ ĂƐƐĞƐƐŵĞŶƚ ǁĂƐ ŵĂĚĞ ƉŽƐƐŝďůĞ through the generous support of our ĐŽŵŵŝƩĞĚ ĚŽŶŽƌƐ͕ ŝŶĐůƵĚŝŶŐ ƚŚĞ ,ĞǁůĞƩ &ŽƵŶĚĂƟŽŶ͕ ƚŚĞ ŚŝůĚƌĞŶ /ŶǀĞƐƚŵĞŶƚ &ƵŶĚ &ŽƵŶĚĂƟŽŶ ;/&&Ϳ͕ ^ŝĚĂ͕ &/͕ ,ŝǀŽƐ͕ ĂŶĚ ƚŚĞtŽƌůĚĂŶŬ͕ĂŵŽŶŐŽƚŚĞƌƐ͘dŚĞĮŶĚŝŶŐƐ ĂŶĚƌĞĐŽŵŵĞŶĚĂƟŽŶƐŽĨƚŚŝƐƌĞƉŽƌƚĚŽŶŽƚ ŶĞĐĞƐƐĂƌŝůLJ ƌĞƉƌĞƐĞŶƚ ƚŚĞ ǀŝĞǁƐ ŽĨ ĂŶLJ ŽĨ these partners. KƵƌĚĞĞƉĞƐƚĂƉƉƌĞĐŝĂƟŽŶŐŽĞƐƚŽƚŚĞŚĞĂĚƐ ŽĨ ƚŚĞ ŚŽƵƐĞŚŽůĚƐ ŝŶ ǁŚŝĐŚ ǁĞ ĂƐƐĞƐƐĞĚ ĐŚŝůĚƌĞŶ͕ ĂƐ ǁĞůů ĂƐ ƚŚĞ ŚĞĂĚ ƚĞĂĐŚĞƌƐ͕ ƚĞĂĐŚĞƌƐ ĂŶĚ ƉƵƉŝůƐ ŽĨ ƚŚĞ ƐĐŚŽŽůƐ ƚŚĂƚ ǁĞ ǀŝƐŝƚĞĚŝŶϮϬϭϯ͘tĞǁĞƌĞŝŶƐƉŝƌĞĚďLJĂůůƚŚŽƐĞ ǁŚŽ ĚŽŐŐĞĚůLJ ƉƵƌƐƵĞ ůĞĂƌŶŝŶŐ ŝŶ ƐƉŝƚĞ ŽĨ imperfect circumstances. The data used in this report can ďĞ ĚŽǁŶůŽĂĚĞĚ ĨƌŽŵ ŽƵƌ ǁĞďƐŝƚĞ www.twaweza.org 1. INTRODUCTION IS OUR HEAVY INVESTMENT IN EDUCATION LEADING TO CREATIVE, RESOURCEFUL AND KNOWLEDGEABLE STUDENTS? JOHN MUGO AND AIDAN EYAKUZE1 S ŝŶĐĞǁĞƌĞůĞĂƐĞĚƚŚĞŝŶĂƵŐƵƌĂůƌĞƉŽƌƚ ŝŶ ϮϬϭϬ͕ ŶĂƟŽŶĂů ĞĚƵĐĂƟŽŶ ďƵĚŐĞƚƐ ŚĂǀĞ ŐƌŽǁŶ͕ ŵŽƌĞ ĐŚŝůĚƌĞŶ ĂƌĞ ĂƩĞŶĚŝŶŐĂŶĚĐŽŵƉůĞƟŶŐƐĐŚŽŽůĂŶĚ the number of private schools has increased. ,ŽǁĞǀĞƌ͕ ƚŚĞ ƋƵĞƐƟŽŶ ƌĞŵĂŝŶƐ͕ Are Our Children Learning͍ /Ɛ ŽƵƌ ŚĞĂǀLJ ŝŶǀĞƐƚŵĞŶƚ ŝŶĞĚƵĐĂƟŽŶůĞĂĚŝŶŐƚŽĐƌĞĂƟǀĞ͕ƌĞƐŽƵƌĐĞĨƵů ĂŶĚ ŬŶŽǁůĞĚŐĞĂďůĞ ƐƚƵĚĞŶƚƐ͍ Ž ǁĞ ŚĂǀĞ ĂŶĞĚƵĐĂƟŽŶƐLJƐƚĞŵƚŚĂƚĂůůŽǁƐŽƵƌĐŚŝůĚƌĞŶ to have big dreams and to pursue them? &ŝŌĞĞŶ LJĞĂƌƐ ĂŐŽ͕ ŝŶ ĂŬĂƌ͕ ^ĞŶĞŐĂů͕ ϭϲϰ countries, including Kenya, Tanzania and hŐĂŶĚĂ͕ĐŽŵŵŝƩĞĚƚŽƚŚĞĚƵĐĂƟŽŶĨŽƌůů ŝŶŝƟĂƟǀĞ͘ dŚŝƐ ŝƐ ƚŚĞ LJĞĂƌ͕ ϮϬϭϱ͕ ǁŚĞŶ ƚŚĞ ƉƌŽŵŝƐĞ ŵĂĚĞ ŝŶ ĂŬĂƌ͕ ƚŚĂƚ ĞǀĞƌLJ ĐŚŝůĚ ǁŽƵůĚĂƩĞŶĚƐĐŚŽŽůĂŶĚůĞĂƌŶ͕ƐŚŽƵůĚŚĂǀĞ ďĞĞŶ ĨƵůĮůůĞĚ͘ /Ŷ ƚŚĞ ƚŚƌĞĞ ĂƐƚ ĨƌŝĐĂŶ ĐŽƵŶƚƌŝĞƐůŝƐƚĞĚĂďŽǀĞ͕ŐƌĞĂƚĞƌĨŽĐƵƐŝƐŶŽǁ put on learning outcomes rather than solely ŽŶ ŚŽǁ ŵĂŶLJ ƉƵƉŝůƐ ĂƌĞ ƉƌĞƐĞŶƚ ĞĂĐŚ ĚĂLJ͘ dŚŝƐ ŚĂƐ ďĞĞŶ Ă ƉŽƐŝƟǀĞ ƐŚŝŌ ďƵƚ͕ ĂƐ ƚŚŝƐ ƌĞƉŽƌƚ ƐŚŽǁƐ͕ ƚŚĞ ƉƌŽŵŝƐĞƐ ĐŽŵŵŝƩĞĚ ƚŽ ĂƐ ƉĂƌƚ ŽĨ ĚƵĐĂƟŽŶ ĨŽƌ ůů͕ ŚĂǀĞ ŶŽƚ ďĞĞŶ ĨƵůĮůůĞĚ͘ tŚŝůĞ ŝŵƉĂƟĞŶƚ ƚŽ ƐĞĞ ĞĂĐŚ ĐŚŝůĚ ŝŶ ĂƐƚ ĨƌŝĐĂ ŝŶ ƐĐŚŽŽů ĂŶĚ ůĞĂƌŶŝŶŐ͕ ǁĞ ƌĞĐŽŐŶŝnjĞ ƚŚĂƚ ŵĞĂŶŝŶŐĨƵů ĐŚĂŶŐĞ ǁŝůů ƚĂŬĞ ƟŵĞ͘ /ƚ ŝƐ ŽƵƌ ŚŽƉĞ ƚŚĂƚ ƚŚŝƐ ƌĞƉŽƌƚ ǁŝůů ƉƌŽǀŝĚĞ meaningful evidence to accompany the ǀĂƌŝŽƵƐĞīŽƌƚƐ͕ďŽƚŚƉƵďůŝĐĂŶĚƉƌŝǀĂƚĞ͕ƚŚĂƚ ƐĞĞŬƚŽŝŵƉƌŽǀĞůĞĂƌŶŝŶŐĂĐƌŽƐƐƚŚĞƌĞŐŝŽŶ͘ dŚƌŽƵŐŚĐŽůůĞĐƟŶŐĂŶĚĂŶĂůLJƐŝŶŐƚŚĞƐĞĚĂƚĂ͕ ǁĞ ƐĞĞŬ ƚŽ ƐŚŝŶĞ Ă ůŝŐŚƚ ŽŶ ƚŚĞ ƋƵĂůŝƚLJ ŽĨ ŽƵƌ ĞĚƵĐĂƟŽŶ ƐLJƐƚĞŵƐ͕ ƉƌŽǀŝĚŝŶŐ ŝŶƐŝŐŚƚ ĨŽƌ ŐŽǀĞƌŶŵĞŶƚƐ͕ ĂĐƟǀŝƐƚƐ ĂŶĚ ĐŝƟnjĞŶƐ ƚŽ ƵŶĚĞƌƐƚĂŶĚƚŚĞƚƌƵĞƉŝĐƚƵƌĞĂŶĚƋƵĂŶƟĨLJƚŚĞ ŝŵƉĂĐƚŽĨƌĞĨŽƌŵƐĂŶĚĐŚĂŶŐĞĞīŽƌƚƐ͘ This report presents data collected in Kenya in February 2013, in Tanzania in MayJune 2013 and in Uganda in July 2013. The ĂƐƐĞƐƐŵĞŶƚ ǁĂƐ ĐŽŶĚƵĐƚĞĚ ŝŶ ϯϲϲ ĚŝƐƚƌŝĐƚƐ ĂĐƌŽƐƐ ĂƐƚ ĨƌŝĐĂ͘ /ƚ ĐŽǀĞƌĞĚ Ă ƌĂŶĚŽŵ ƐĂŵƉůĞ ŽĨ ŶĞĂƌůLJ ϭϱϬ͕ϬϬϬ ŚŽƵƐĞŚŽůĚƐ ĂŶĚ 326,610 children aged 6-16 years in Kenya and Uganda, and 7-16 years in Tanzania.2 We assessed the ability of each individual child to read and understand English in the three countries, alongside the ability of children to ƌĞĂĚ ĂŶĚ ƵŶĚĞƌƐƚĂŶĚ <ŝƐǁĂŚŝůŝ ŝŶ dĂŶnjĂŶŝĂ and Kenya, and the ability of children to understand Luganda, Ateso, Leblango or >ƵŶLJŽƌŽͲZƵƚŽŽƌŽ ;ĚĞƉĞŶĚŝŶŐ ŽŶ ůŽĐĂƟŽŶͿ ŝŶ hŐĂŶĚĂ͘ dŚĞ ĐŚŝůĚƌĞŶ ǁĞƌĞ Ăůů ĂƐƐĞƐƐĞĚ on their ability to complete basic numeracy ƚĂƐŬƐ͘dŚĞƚĞƐƚƐƵƐĞĚƚŽĂƐƐĞƐƐĐŚŝůĚƌĞŶǁĞƌĞ based on the Standard 2 curriculum in each country. The main message is that there has been ůŝƩůĞĐŚĂŶŐĞŝŶůĞĂƌŶŝŶŐŽƵƚĐŽŵĞƐƐŝŶĐĞƚŚĞ regional assessment started in 2009/10. Only one out of three children in Standard 3 had Standard 2 competencies in literacy and numeracy. While levels of literacy are higher ƚŚĂŶƚŚŽƐĞŽĨŶƵŵĞƌĂĐLJ͕ũƵƐƚŽŶĞŽƵƚŽĨĮǀĞ children have both the literacy and numeracy ƐŬŝůůƐ Ăƚ ƚŚĞ ĞdžƉĞĐƚĞĚ ůĞǀĞůƐ͘ &ƵƌƚŚĞƌŵŽƌĞ͕ ŽŶĞ ŽƵƚ ŽĨ ĮǀĞ ĂƐƚ ĨƌŝĐĂŶ ƐĐŚŽŽů ĐŚŝůĚƌĞŶ ĂƌĞ ĐŽŵƉůĞƟŶŐ ƉƌŝŵĂƌLJ ƐĐŚŽŽůŝŶŐ ǁŝƚŚŽƵƚ ŚĂǀŝŶŐĂĐƋƵŝƌĞĚďĂƐŝĐůŝƚĞƌĂĐLJĂŶĚŶƵŵĞƌĂĐLJ ƐŬŝůůƐ͘ >ĞĂƌŶŝŶŐ ŽƵƚĐŽŵĞƐ ĂƌĞ ŚŝŐŚĞƐƚ ŝŶ <ĞŶLJĂ ĂŶĚ ůŽǁĞƐƚ ŝŶ hŐĂŶĚĂ͘ tŝƚŚŝŶ ĞĂĐŚ country, learning outcomes are best in urban ĂŶĚ ŵŽƌĞ ĚĞǀĞůŽƉĞĚ ĚŝƐƚƌŝĐƚƐ͕ ĂŶĚ ǁŽƌƐƚ ŝŶ remote, rural districts. dŚĞƌĞƉŽƌƚƉƌĞƐĞŶƚƐĮǀĞŬĞLJĮŶĚŝŶŐƐ͗ 1. dǁŽŽƵƚŽĨƚŚƌĞĞƉƵƉŝůƐĞŶƌŽůůĞĚŝŶ Standard 3 in East Africa fall short on ďĂƐŝĐůŝƚĞƌĂĐLJĂŶĚŶƵŵĞƌĂĐLJƐŬŝůůƐ͘ 2. Among pupils enrolled in Standard 7, one out of four do not have Standard 2 level literacy and numeracy competencies. 3. dŚĞƌĞĂƌĞůĂƌŐĞĚŝīĞƌĞŶĐĞƐŝŶƚĞƐƚƌĞƐƵůƚƐ among countries in East Africa. 4. dŚĞƌĞĂƌĞůĂƌŐĞĚŝīĞƌĞŶĐĞƐŝŶƉĂƐƐƌĂƚĞƐ ďĞƚǁĞĞŶĚŝƐƚƌŝĐƚƐǁŝƚŚŝŶŝŶĚŝǀŝĚƵĂů countries. ϱ͘Children from poorer households ĐŽŶƐŝƐƚĞŶƚůLJƐŚŽǁůŽǁĞƌůĞĂƌŶŝŶŐůĞǀĞůƐ͘ dŚĞƐĞ ĮŶĚŝŶŐƐ ĐŽŶĮƌŵ ƚŚĞ ĨĂĐƚ ƚŚĂƚ <ĞŶLJĂ͕ Tanzania and Uganda have missed the target ŽĨŚĂǀŝŶŐĂůůĐŚŝůĚƌĞŶĂĐĐĞƐƐƋƵĂůŝƚLJůĞĂƌŶŝŶŐ͘ tŝƚŚŽƵƚ Ă ƐƚƌŽŶŐ ĞĚƵĐĂƟŽŶĂů ĨŽƵŶĚĂƟŽŶ͕ ƐƚƵĚĞŶƚƐ ǁŝůů ůĂĐŬ ƚŚĞ ƐŬŝůůƐ ĂŶĚ ŬŶŽǁͲŚŽǁ ŶĞĞĚĞĚ ƚŽ ďĞĐŽŵĞ ĐƵƌŝŽƵƐ͕ ƋƵĞƐƟŽŶŝŶŐ͕ ĂŶĚ ŝŶĨŽƌŵĞĚ ĐŝƟnjĞŶƐ͘ Ɛ ƚŚĞ ƉŽƐƚͲϮϬϭϱ ĞĚƵĐĂƟŽŶ ĚĞďĂƚĞ ĂƉƉƌŽĂĐŚĞƐ ŝƚƐ ĐůŝŵĂdž͕ ǁŝƚŚƉƌŽďĂďůĞŶĞǁƚĂƌŐĞƚƐƚŽůĂƐƚƵŶƟůϮϬϯϬ͕ ǁĞŵĂŬĞĂůŽƵĚĐĂůůƚŽĨŽĐƵƐŽŶlearning as ƚŚĞ ƚƌƵĞ ŵĞĂƐƵƌĞ ŽĨ ƉƌŽŐƌĞƐƐ ŝŶ ĞĚƵĐĂƟŽŶ͘ dŽ ĂǀŽŝĚ Ă ƚƌĂŐŝĐ ǁĂƐƚĞ ŽĨ ůŝŵŝƚĞĚ ĮŶĂŶĐŝĂů ĂŶĚ ŚƵŵĂŶ ƌĞƐŽƵƌĐĞƐ͕ ǁĞ ŵƵƐƚ ŵĂŬĞ ƐƵƌĞ ƚŚĂƚ ĞǀĞƌLJ ĐŚŝůĚ ǁŚŽ ĂƩĞŶĚƐ ƐĐŚŽŽů ůĞĂǀĞƐ ǁŝƚŚ͕ĂƚƚŚĞǀĞƌLJůĞĂƐƚ͕ďĂƐŝĐŶƵŵĞƌĂĐLJĂŶĚ ůŝƚĞƌĂĐLJ ƐŬŝůůƐ͘ tŚĂƚ ǁĞ ŶĞĞĚ ŝƐ ĚĞĞƉ ĂŶĚ ƵŶƌĞůĞŶƟŶŐ ĐŽŵŵŝƚŵĞŶƚ ƚŽ ƚŚŝƐ ĂŵďŝƟŽƵƐ͕ ďƵƚ ĨƵŶĚĂŵĞŶƚĂů ŐŽĂů͘ /ƚ ƌĞĂůůLJ ŝƐ ƵƉ ƚŽ ƚŚĞ ŝŶĚŝǀŝĚƵĂů ĂŶĚ ĐŽůůĞĐƟǀĞ us. Ni mimi. Ni wewe. Ni sisi. Dr. John Mugo is the Director of Data and Voice ĂƚdǁĂǁĞnjĂ͘ŝĚĂŶLJĂŬƵnjĞŝƐƚŚĞdžĞĐƵƟǀĞ ŝƌĞĐƚŽƌŽĨdǁĂǁĞnjĂĂƐƚĨƌŝĐĂ͘ 2 dŚĞůŽǁĞƌĂŐĞůŝŵŝƚŝƐĚŝĐƚĂƚĞĚďLJƚŚĞŽĸĐŝĂůĂŐĞ ŽĨƉƌŝŵĂƌLJƐĐŚŽŽůĞŶƚƌLJŝŶĞĂĐŚĐŽƵŶƚƌLJ͕ǁŚŝůĞƚŚĞ ƵƉƉĞƌůŝŵŝƚƐĞĞŬƐƚŽĐĂƉƚƵƌĞŵŽƐƚŽĨƚŚĞĐŚŝůĚƌĞŶ ĂƩĞŶĚŝŶŐƉƌŝŵĂƌLJƐĐŚŽŽů͘ 1 Are Our Children Learning? | Literacy and Numeracy Across East Africa | 2014 2 2. UWEZO SURVEYS U ǁĞnjŽ ůĞĂƌŶŝŶŐ ĂƐƐĞƐƐŵĞŶƚ ƐƵƌǀĞLJƐ ǁĞƌĞ ŝŶŝƟĂƚĞĚ ŝŶ <ĞŶLJĂ ŝŶ ϮϬϬϵ͕ ĨŽůůŽǁĞĚ ďLJ ŵĂŝŶůĂŶĚ dĂŶnjĂŶŝĂ ĂŶĚ hŐĂŶĚĂ ŝŶ ϮϬϭϬ ;hǁĞnjŽ ƌŽƵŶĚ ϭͿ͘ The surveys have been conducted annually ƐŝŶĐĞϮϬϭϭǁŝƚŚƚŚĞĨŽƵƌƚŚƌŽƵŶĚĐŽŵƉůĞƚĞĚŝŶ ϮϬϭϯ͘/ŶĞĂĐŚƌŽƵŶĚ͕hǁĞnjŽƐƵƌǀĞLJƐŚĂǀĞďĞĞŶ ĂĚŵŝŶŝƐƚĞƌĞĚ ƚŽ Ă ŶĂƟŽŶĂůůLJ ƌĞƉƌĞƐĞŶƚĂƟǀĞ random sample of children of primary school age up to age 16. Since the second round, ƚŚĞƐĂŵƉůĞŚĂƐďĞĞŶĞdžƚĞŶĚĞĚƚŽĂůůĚŝƐƚƌŝĐƚƐ ;ĂůƚŚŽƵŐŚ ĨŽƌ ĂĚŵŝŶŝƐƚƌĂƟǀĞ ĂŶĚ ƐĞĐƵƌŝƚLJ villages, in each district.4 Finally, in each EA, a ŚŽƵƐĞŚŽůĚůŝƐƟŶŐŝƐŵĂĚĞĂŶĚϮϬŚŽƵƐĞŚŽůĚƐ randomly selected. The design ensures ƌĞƉƌĞƐĞŶƚĂƟŽŶ Ăƚ ĚŝƐƚƌŝĐƚ ĂŶĚ ŶĂƟŽŶĂů ůĞǀĞůƐ ĨŽƌĂůůĐŚŝůĚƌĞŶĂŐĞĚϲ;ĂŐĞĚϳŝŶdĂŶnjĂŶŝĂͿƚŽ ϭϲ LJĞĂƌƐ͘ ^ĂŵƉůĞ ǁĞŝŐŚƚƐ ĂƌĞ ƵƐĞĚ ƚŚĂƚ ĂƌĞ ĂƉƉƌŽƉƌŝĂƚĞůLJĂĚũƵƐƚĞĚƚŽƌĞŇĞĐƚƚŚĞde facto ;ƵƐĞĚͿƐĂŵƉůĞ͘ Second, all the data used here have been ƐƵďũĞĐƚ ƚŽ ĐůĞĂŶŝŶŐ ďĂƐĞĚ ŽŶ ƚŚĞ ƐĂŵĞ ĚĂƚĂ ŵĂŶĂŐĞŵĞŶƚ ƉƌŽƚŽĐŽů͘ DŝƐƐŝŶŐ ŽďƐĞƌǀĂƟŽŶƐ on test scores have been IN ALL THREE COUNTRIES, THE UWEZO ASSESSMENT ŝŵƉƵƚĞĚ;ďĂƐĞĚŽŶĂŵƵůƟƉůĞ REACHED A TOTAL OF 326,610 CHILDREN IN 366 DISTRICTS ƌĞŐƌĞƐƐŝŽŶ ŵĞƚŚŽĚͿ ƚŽ ƌĞĚƵĐĞ ƐLJƐƚĞŵĂƟĐ ďŝĂƐ͘ &Žƌ ƌĞĂƐŽŶƐ ϭϬϬй ŽĨ ĚŝƐƚƌŝĐƚƐ ŚĂǀĞ ŶŽƚ ĂůǁĂLJƐ this reason, the results here may be slightly ďĞĞŶ ĐŽǀĞƌĞĚͿ͘3 dŚŝƐ ĂůůŽǁƐ ƵƐ ƚŽ ŝŶǀĞƐƟŐĂƚĞ ĚŝīĞƌĞŶƚ ƚŽ ƌĞƐƵůƚƐ ƌĞƉŽƌƚĞĚ ŝŶ ƉƌĞǀŝŽƵƐ ďŽƚŚ ŶĂƟŽŶĂů ĂŶĚ ƌĞŐŝŽŶĂů ƉĞƌĨŽƌŵĂŶĐĞ͕ ƌĞŐŝŽŶĂůĂŶĚŶĂƟŽŶĂůƌĞƉŽƌƚƐ͘ ƚƌĞŶĚƐ ŽǀĞƌ ƟŵĞ ĂŶĚ ƚŽ ĐŽŵƉĂƌĞ ĚŝƐƚƌŝĐƚƐ dŚŝƌĚ͕ ƚŚĞ ƚĞƐƚƐ ĐŽŶƚĂŝŶĞĚ ŝŶ ƚŚĞ hǁĞnjŽ ;ǁŝƚŚŝŶĂŶĚďĞƚǁĞĞŶĐŽƵŶƚƌŝĞƐͿ͘ ƐƵƌǀĞLJƐĂƌĞŶŽƚŝĚĞŶƟĐĂů͘ŝīĞƌĞŶĐĞƐďĞƚǁĞĞŶ countries arise because the tests are based on 2.1 UWEZO RESEARCH DESIGN ƚŚĞĐŽŶƚĞŶƚŽĨƚŚĞŶĂƟŽŶĂůĐƵƌƌŝĐƵůƵŵŽĨĞĂĐŚ Three technical aspects of the surveys and ĐŽƵŶƚƌLJ;ƐĞĞ:ŽŶĞƐĞƚĂů͕͘ϮϬϭϰĨŽƌĂĚĞƚĂŝůĞĚ ƚŚĞ ĚĂƚĂ ƵƐĞĚ ŝŶ ƚŚŝƐ ƌĞƉŽƌƚ ŵĞƌŝƚ ĂƩĞŶƟŽŶ͘ ŽǀĞƌǀŝĞǁ ŽĨ ƚŚĞ ƚĞƐƚ ĚĞƐŝŐŶͿ͘ ĚĚŝƟŽŶĂůůLJ͕ ŝŶ &ŝƌƐƚ͕ ǁŝƚŚ ƚŚĞ ĞdžĐĞƉƟŽŶ ŽĨ ƚŚĞ ĮƌƐƚ ƌŽƵŶĚ͕ ĞĂĐŚĐŽƵŶƚLJ͕ĚŝīĞƌĞŶƚƚĞƐƚƐĂƌĞƵƐĞĚŝŶĞĂĐŚ hǁĞnjŽ ƵƐĞƐ Ă ƚǁŽͲƐƚĞƉ ƐĂŵƉůŝŶŐ ĂƉƉƌŽĂĐŚ͘ ƐƵƌǀĞLJƌŽƵŶĚƚŽĂǀŽŝĚƉŽƐƐŝďůĞĐŽŶƚĂŵŝŶĂƟŽŶ The stratum is the district, and all census ĚƵĞƚŽ͚ůĞĂƌŶŝŶŐĞīĞĐƚƐ͛;ŝ͘Ğ͘ƌĞƉĞƟƟŽŶďŝĂƐͿ͘ϱ ĚŝƐƚƌŝĐƚƐ ĂƌĞ ŝŶĐůƵĚĞĚ͘ dŚĞ ŶĞdžƚ ƐƚĞƉ ŝŶǀŽůǀĞƐ These concerns are important because they ƵƐŝŶŐƉƌŽďĂďŝůŝƚLJƉƌŽƉŽƌƟŽŶĂůƚŽƐŝnjĞ;WW^ͿƚŽ ŝŶƚƌŽĚƵĐĞ ĂĚĚŝƟŽŶĂů ŶŽŝƐĞ Žƌ ŶŽŶͲƐĂŵƉůĞ ƐĞůĞĐƚ ϯϬ ĞŶƵŵĞƌĂƟŽŶ ĂƌĞĂƐ ;ƐͿ͕ ƚLJƉŝĐĂůůLJ ĞƌƌŽƌ ŝŶƚŽ ƚŚĞ ĚĂƚĂ͘ dŚĂƚ ŝƐ͕ ŝŶ ĂĚĚŝƟŽŶ ƚŽ 3 Are Our Children Learning? | Literacy and Numeracy Across East Africa | 2014 KENYA TANZANIA UGANDA ALL YEAR SCHOOLS VILLAGES DISTRICTS % HOUSEHOLDS CHILDREN 2009 2,160 2,160 70 ΈϰϰΉ 32,179 74,781 2011 3,474 3,608 123 ΈϳϴΉ ϱϯ͕ϱϮϮ ϭϮϱ͕ϲϴϭ 2012 ϰ͕ϱϯϵ ϰ͕ϱϱϵ ϭϱϱ ΈϵϴΉ 64,909 ϭϰϱ͕ϱϲϰ 2013 4,441 ϰ͕ϱϮϭ ϭϱϱ ΈϵϴΉ 62,089 ϭϯϱ͕ϭϬϵ 2010 1,010 1,062 42 ΈϯϮΉ 18,098 ϯϱ͕ϱϰϬ 2011 3,733 3,841 132 ΈϵϵΉ ϱϳ͕ϵϰϱ ϭϭϬ͕ϰϯϱ 2012 3,624 ϯ͕ϳϱϮ 126 ΈϵϱΉ ϱϲ͕ϭϬϲ ϭϬϱ͕ϯϱϮ 2013 3,770 3,828 131 ΈϵϴΉ ϱϮ͕ϴϬϴ 104,162 2010 748 786 27 ΈϯϰΉ 12,380 32,768 2011 Ϯ͕ϭϭϱ 2,329 79 ΈϵϵΉ ϯϱ͕ϯϱϵ ϭϬϬ͕ϳϭϱ 2012 2,279 2,378 80 ΈϭϬϬΉ 34,667 92,188 2013 Ϯ͕ϯϱϯ 2,372 80 ΈϭϬϬΉ 34,013 87,339 2009/10 3,918 4,008 139 ΈϯϳΉ ϲϮ͕ϲϱϳ 143,089 2011 9,322 9,778 334 ΈϵϬΉ 146,826 336,811 2012 10,442 10,689 361 ΈϵϳΉ ϭϱϱ͕ϲϴϮ 343,104 2013 ϭϬ͕ϱϲϰ 10,721 366 ΈϵϵΉ 148,910 326,610 ĚŝīĞƌĞŶĐĞƐƚŚĂƚĂƌŝƐĞďĞĐĂƵƐĞĂƌĂŶĚŽŵƐĂŵƉůĞŝƐ ƵƐĞĚ͕ŽďƐĞƌǀĞĚĚŝīĞƌĞŶĐĞƐŝŶŽƵƚĐŽŵĞƐbetween LJĞĂƌƐŝŶƚŚĞƐĂŵĞůŽĐĂƟŽŶŵŝŐŚƚƌĞŇĞĐƚŵŽĚĞƌĂƚĞ ĚŝīĞƌĞŶĐĞƐ ŝŶ ƚŚĞ ĚŝĸĐƵůƚLJ ŽĨ ƚŚĞ hǁĞnjŽ ƚĞƐƚƐ͕ rather than genuine changes in performance ;ĞĚƵĐĂƟŽŶĂů ĂƩĂŝŶŵĞŶƚͿ͘ /Ŷ ^ĞĐƟŽŶ ϰ ǁĞ ƌĞƉŽƌƚ ĞƐƟŵĂƚĞƐ ŽĨ ĞƌƌŽƌ ŵĂƌŐŝŶƐ ƚŚĂƚ ƚĂŬĞ ƚŚĞƐĞ ĚŝīĞƌĞŶĐĞƐŝŶƚŽĂĐĐŽƵŶƚ͘ 2.2 THE LITERACY AND NUMERACY TESTS dŚĞĐŽŶƚĞŶƚŽĨƚŚĞhǁĞnjŽƐƵƌǀĞLJƐŝƐĚĞƐĐƌŝďĞĚŝŶ ƚŚĞ ĐŽƵŶƚƌLJͲƐƉĞĐŝĮĐ ƐƵƌǀĞLJ ƌĞƉŽƌƚƐ ;ĂǀĂŝůĂďůĞ ŽŶ ǁǁǁ͘ƵǁĞnjŽ͘ŶĞƚͿ͘ &Žƌ ĞǀĞƌLJ ŚŽƵƐĞŚŽůĚ͕ Ă ƐŚŽƌƚ ƐĞƚŽĨƋƵĞƐƟŽŶƐŝƐĂĚŵŝŶŝƐƚĞƌĞĚƚŽƚŚĞŚŽƵƐĞŚŽůĚ ŚĞĂĚƚŽĐŽůůĞĐƚďĂƐŝĐŝŶĨŽƌŵĂƟŽŶ;Ğ͘Ő͘ŚŽƵƐĞŚŽůĚ ĐŚĂƌĂĐƚĞƌŝƐƟĐƐͿ͘dŚĞĞŶƵŵĞƌĂƚŽƌƐ͕ŵĂŶLJŽĨǁŚŽŵ are volunteers, also record details about the child, ŝŶĐůƵĚŝŶŐ ǁŚĞƚŚĞƌ ŚĞͬƐŚĞ ĂƩĞŶĚƐ ƐĐŚŽŽů ĂŶĚ Ăƚ ǁŚĂƚŐƌĂĚĞ͘ dŚĞhǁĞnjŽƚĞƐƚƐĂƌĞƐĞƚĂĐĐŽƌĚŝŶŐƚŽƚŚĞ^ƚĂŶĚĂƌĚ Ϯ ůĞǀĞů ĐƵƌƌŝĐƵůƵŵ ĨŽƌ ĞĂĐŚ ĐŽƵŶƚƌLJ͕ ǁŚŝĐŚ ŝƐ ƚŚĞ ůĞǀĞů ƚŽ ďĞ ĂƩĂŝŶĞĚ ĂŌĞƌ ƚǁŽ LJĞĂƌƐ ŽĨ ƉƌŝŵĂƌLJ ĞĚƵĐĂƟŽŶ͘ dŚƵƐ͕ ĂƐƐƵŵŝŶŐ ĞĚƵĐĂƟŽŶ ƋƵĂůŝƚLJ ƐƚĂŶĚĂƌĚƐ ĂƌĞ ŵĂŝŶƚĂŝŶĞĚ͕ ŽŶĞ ƐŚŽƵůĚ ĞdžƉĞĐƚ ƉƵƉŝůƐĂƚ^ƚĂŶĚĂƌĚϯŽƌĂďŽǀĞƚŽĐŽƌƌĞĐƚůLJĂŶƐǁĞƌ ĂůůƚŚĞƚĞƐƚƋƵĞƐƟŽŶƐ͘dŚŝƐŝƐƚĞƌŵĞĚĂ͚ƉĂƐƐ͛ŝŶƚŚĞ ƉƌĞƐĞŶƚĂƟŽŶŽĨƚŚĞƌĞƐƵůƚƐ͘ &Žƌ ĞĂĐŚ ĐŚŝůĚ ŽĨ ƐĐŚŽŽů ĂŐĞ ;ϲͲϭϲ ŝŶ <ĞŶLJĂ ĂŶĚ hŐĂŶĚĂ͖ ϳͲϭϲ ŝŶ dĂŶnjĂŶŝĂͿ ŝŶ ƚŚĞ ŚŽƵƐĞŚŽůĚ͕ Ă short literacy and numeracy test is administered. English literacy is tested in all three countries; in Kenya and Uganda English is the main medium ŽĨ ŝŶƐƚƌƵĐƟŽŶ ŝŶ ƉƌŝŵĂƌLJ ƐĐŚŽŽů͘6 Enumerators ƚĞƐƚ <ŝƐǁĂŚŝůŝ ůŝƚĞƌĂĐLJ ŝŶ <ĞŶLJĂ ĂŶĚ dĂŶnjĂŶŝĂ ĂŶĚ literacy in four local languages in Uganda. As these ůĂŶŐƵĂŐĞƐŽŶůLJĐŽǀĞƌĐĞƌƚĂŝŶƉĂƌƚƐŽĨhŐĂŶĚĂ͕ǁĞ ŽŶůLJŚĂǀĞǀĂůŝĚƌĞƐƵůƚƐĨŽƌϭϱйŽĨhŐĂŶĚĂŶĐŚŝůĚƌĞŶ in terms of local language literacy. /Ŷ ƚŚĞůŝƚĞƌĂĐLJ ƚĞƐƚƐ͕ ĐŚŝůĚƌĞŶ ĂƌĞ ĂƐŬĞĚ ƚŽ ƌĞĂĚ Ă ůĞƩĞƌ;ŽƌůĞƩĞƌƐŽƵŶĚƐͿĨƌŽŵƚŚĞĂůƉŚĂďĞƚ͕ƌĞĂĚĂ ǁŽƌĚ͕ƌĞĂĚĂƉĂƌĂŐƌĂƉŚ͕ĂŶĚƌĞĂĚĂŶĚĐŽŵƉƌĞŚĞŶĚ Ă ƐŚŽƌƚ ƐƚŽƌLJ͘ tĞ ĚĞĮŶĞ Ă ƉĂƐƐ ĂƐ ĂĐŚŝĞǀŝŶŐ ƚŚĞ ƌĞĂĚŝŶŐ ůĞǀĞů͘ dŽ ƐŝŵƉůŝĨLJ ƚŚĞ ƉƌĞƐĞŶƚĂƟŽŶ͕ ǁĞ ŽŌĞŶƉƌĞƐĞŶƚƌĞƐƵůƚƐĨŽƌĂƐŝŶŐůĞůŝƚĞƌĂĐLJƚĞƐƚ͘&Žƌ each child, this refers to the highest score on any one of the literacy tests. Thus, if a child in Tanzania ƉĞƌĨŽƌŵƐďĞƩĞƌŽŶƚŚĞŶŐůŝƐŚůŝƚĞƌĂĐLJƚŚĂŶŽŶƚŚĞ <ŝƐǁĂŚŝůŝ ƚĞƐƚ͕ ƐŚĞ ǁŽƵůĚ ƌĞĐĞŝǀĞ ƚŚĞ ƐĐŽƌĞ ĨƌŽŵ ƚŚĞŶŐůŝƐŚƚĞƐƚ;ĂŶĚǀŝĐĞǀĞƌƐĂͿ͘dŚĞƐĞŝŶƐƚĂŶĐĞƐ are labelled. /Ŷ ƚŚĞ ŶƵŵĞƌĂĐLJ ƚĞƐƚƐ͕ ĐŚŝůĚƌĞŶ ĂƌĞ ĂƐŬĞĚ ƚŽ ƌĞĐŽŐŶŝnjĞŶƵŵďĞƌƐ͕ĐŽƵŶƚ͕ŝĚĞŶƟĨLJƉůĂĐĞǀĂůƵĞĂŶĚ ƉĞƌĨŽƌŵďĂƐŝĐŽƉĞƌĂƟŽŶƐŽĨĂĚĚŝƟŽŶ͕ƐƵďƚƌĂĐƟŽŶ͕ ŵƵůƟƉůŝĐĂƟŽŶĂŶĚ͕ŝŶ<ĞŶLJĂĂŶĚhŐĂŶĚĂ͕ĚŝǀŝƐŝŽŶ͘ ƉĂƐƐ ƌĞĨĞƌƐ ƚŽ ƐƵĐĐĞƐƐĨƵů ĐŽŵƉůĞƟŽŶ ŽĨ ƚŚĞ highest competency tested, division for Kenya and hŐĂŶĚĂĂŶĚŵƵůƟƉůŝĐĂƟŽŶĨŽƌdĂŶnjĂŶŝĂ͘ 2.3 COVERAGE OF THE SURVEYS Table 1 summarizes coverage of the four survey rounds in each country, indicated by the year of ĚĂƚĂ ĐŽůůĞĐƟŽŶ͘ Ɛ ƚŚĞ ƚĂďůĞ ƐŚŽǁƐ͕ ǀŝƌƚƵĂůůLJ Ăůů ĚŝƐƚƌŝĐƚƐǁĞƌĞĐŽǀĞƌĞĚŝŶϮϬϭϯ͘KǀĞƌĂůů͕ƚŚĞƐƵƌǀĞLJ ǁĂƐ ĐŽŵƉůĞƚĞĚ ŝŶ ũƵƐƚ ƵŶĚĞƌ ϵϵй ŽĨ Ăůů ƚĂƌŐĞƚĞĚ ĚŝƐƚƌŝĐƚƐ ;ϯϲϲͬϯϳϭͿ͘ ŽŶƐĞƋƵĞŶƚůLJ͕ ƚŚĞ ϮϬϭϯ sample size is large and provides rich coverage of the diversity in learning outcomes according to ƐŽĐŝŽͲĞĐŽŶŽŵŝĐĂŶĚŐĞŽŐƌĂƉŚŝĐĚŝīĞƌĞŶĐĞƐ͘ TABLE 1 ŽǀĞƌĂŐĞŽĨhǁĞnjŽƐƵƌǀĞLJƌŽƵŶĚƐ 1–4 NOTES: % indicates the percentage of all districts covered. The district list is based on the ĂĚŵŝŶŝƐƚƌĂƟǀĞĚŝǀŝƐŝŽŶƐŝŶƚŚĞ ůĂƚĞƐƚƌĞůĞĂƐĞŽĨƉŽƉƵůĂƟŽŶĂŶĚ ŚŽƵƐŝŶŐĐĞŶƐƵƐĚĂƚĂĂƚƚŚĞƟŵĞ of the survey design. All other columns give the number of units sampled and included in the cleaned data. SOURCE: calculated from Uwezo surveys, rounds 1-4. 3 &ŽƌĞdžĂŵƉůĞ͕ŝŶϮϬϭϮ͕Ɛŝdž ĚŝƐƚƌŝĐƚƐŝŶƚŚĞDƚǁĂƌĂƌĞŐŝŽŶŽĨ dĂŶnjĂŶŝĂǁĞƌĞĞdžĐůƵĚĞĚ͕ĂƐƐƵƌǀĞLJ ƉĞƌŵŝƐƐŝŽŶǁĂƐŶŽƚŐƌĂŶƚĞĚ ĨƌŽŵĂĚŵŝŶŝƐƚƌĂƟǀĞĂƵƚŚŽƌŝƟĞƐ͘ /Ŷ<ĞŶLJĂƚǁŽĚŝƐƚƌŝĐƚƐǁĞƌĞŶŽƚ covered in 2013 due to security reasons and non-performance of a ůŽĐĂůŝŵƉůĞŵĞŶƟŶŐƉĂƌƚŶĞƌ͘ 4 This means that villages or ůŽĐĂƟŽŶƐǁŝƚŚŵŽƌĞƌĞƐŝĚĞŶƚƐĂƌĞ ŵŽƌĞůŝŬĞůLJƚŽďĞƐĂŵƉůĞĚ͘ ϱ ƌŽƚĂƟŽŶĂůƉĂŶĞůŝƐƵƐĞĚǁŚĞƌĞ ĞĂĐŚLJĞĂƌϭϬŶĞǁƐ͕ĨŽƌŵŝŶŐĂ third of this sample, are added. /ŶĂĚĚŝƟŽŶ͕ŚŽƵƐĞŚŽůĚůŝƐƚƐ are generated each year. This ƌĞĚƵĐĞƐƚŚĞůŝŬĞůŝŚŽŽĚŽĨƚŚĞ same households being sampled. ǀĞŶƐŽ͕ĂƉƉƌŽdžŝŵĂƚĞůLJƚǁŽƚŚŝƌĚƐ of the EAs in each district are retained from previous rounds, ƐŽƚŚĞƌĞŝƐĂƐŵĂůůƌŝƐŬƚŚĂƚƐŽŵĞ households are surveyed in ŵƵůƟƉůĞƌŽƵŶĚƐ͘ 6 >ŽŽŬŝŶŐĂƚƚŚĞůĂŶŐƵĂŐĞƉŽůŝĐŝĞƐ͕ ŝŶůŽǁĞƌƉƌŝŵĂƌLJƐĐŚŽŽů;ŐƌĂĚĞƐ ϭͲϯͿŝŶ<ĞŶLJĂĂŶĚhŐĂŶĚĂƚŚĞ local language of the catchment area ought to be used as the ŝŶƐƚƌƵĐƟŽŶĂůŵĞĚŝƵŵ͕ǁŚŝůĞ ŶŐůŝƐŚ;ĂŶĚĂůƐŽ<ŝƐǁĂŚŝůŝŝŶ <ĞŶLJĂͿŝƐŝŶƚƌŽĚƵĐĞĚĂƐƐĞĐŽŶĚ language, this policy seems to ďĞĂĚŚĞƌĞĚƚŽŵŽƌĞǁŝĚĞůLJŝŶ Uganda. Are Our Children Learning? | Literacy and Numeracy Across East Africa | 2014 4 3. KEY FINDINGS FIGURE 1 Test pass rates for children enrolled in Standard 3, all East Africa, 2013 30% 34% 20% NOTES: “combined” refers to passes on both the numeracy test and at least one of the literacy tests in the survey. See text for further details. SOURCE: calculated from Uwezo 2013 data. Numeracy FACT 1: TWO OUT OF THREE PUPILS ENROLLED IN STANDARD 3 IN EAST AFRICA DO NOT HAVE STANDARD 2 LEVEL LITERACY OR NUMERACY SKILLS WƌĞǀŝŽƵƐ ƌŽƵŶĚƐ ŽĨ ƚŚĞ hǁĞnjŽ ƐƵƌǀĞLJƐ ƐŚŽǁĞĚ ƚŚĂƚ ďĂƐŝĐ ŶƵŵĞƌĂĐLJ ĂŶĚ ůŝƚĞƌĂĐLJ ƐŬŝůůƐ ŽĨ ƉƌŝŵĂƌLJ ƐĐŚŽŽů ĐŚŝůĚƌĞŶ ǁĞƌĞ ĚĞĮĐŝĞŶƚĂĐƌŽƐƐƚŚĞƌĞŐŝŽŶ͘ǀŝĚĞŶĐĞĨƌŽŵƚŚĞ fourth round supports the same conclusion. &ŝŐƵƌĞϭ͕ǁŚŝĐŚƉƌĞƐĞŶƚƐƚŚĞƚŚƌĞĞĐŽƵŶƚƌŝĞƐ together, reports the percentage of children ĞŶƌŽůůĞĚŝŶ^ƚĂŶĚĂƌĚϯǁŚŽĂƌĞĂďůĞƚŽƉĂƐƐ each of the Standard 2 level numeracy and literacy tests administered as part of the hǁĞnjŽ ϰ ƐƵƌǀĞLJ ;ϮϬϭϯͿ͘7 dŚĞ ĮŐƵƌĞ ĂůƐŽ ƐŚŽǁƐƚŚĞƉĞƌĐĞŶƚĂŐĞŽĨ^ƚĂŶĚĂƌĚϯƉƵƉŝůƐŝŶ the region that passed both the literacy and numeracy tests “combined”. This measures ƚŚĞ ƉƌŽƉŽƌƟŽŶ ŽĨ ĐŚŝůĚƌĞŶ ĂďůĞ ƚŽ ƉĂƐƐ ƚŚĞ numeracy test and at least one of the literacy 5 Are Our Children Learning? | Literacy and Numeracy Across East Africa | 2014 Literacy Combined ƚĞƐƚƐ͕ ǁŚĞƌĞ ǁĞ ƵƐĞ ƚŚĞ ůŝƚĞƌĂĐLJ ƚĞƐƚ ŽŶ ǁŚŝĐŚƚŚĞĐŚŝůĚƉĞƌĨŽƌŵƐďĞƐƚ͘ ƌŽƵŶĚ ƚǁŽͲƚŚŝƌĚƐ ŽĨ Ăůů ^ƚĂŶĚĂƌĚ ϯ ƉƵƉŝůƐ are unable to pass at least one of the tests. ^ƉĞĐŝĮĐĂůůLJ͕ ŽŶůLJ ϯϬй ŽĨ ^ƚĂŶĚĂƌĚ ϯ ƉƵƉŝůƐ ƉĂƐƐĞĚ ƚŚĞ ŶƵŵĞƌĂĐLJ ƚĞƐƚ ǁŚŝůĞ ϯϰй ;ŽŶĞ ŽƵƚŽĨƚŚƌĞĞͿƉĂƐƐĞĚĂƚůĞĂƐƚŽŶĞůŝƚĞƌĂĐLJƚĞƐƚ͘ :ƵƐƚŽŶĞŽƵƚŽĨĮǀĞƉƵƉŝůƐ;ŽƌϮϬйͿĂƌĞĂďůĞ to pass both a literacy and a numeracy test. /ƚ ĨŽůůŽǁƐ ƚŚĂƚ ŵĂŶLJ ĐŚŝůĚƌĞŶ ŝŶ ĂƐƚ ĨƌŝĐĂ are not learning the basic competencies ĞdžƉĞĐƚĞĚ ŽĨ ƚŚĞŵ ĚƵƌŝŶŐ ƚŚĞ ĞĂƌůLJ LJĞĂƌƐ ŽĨ ƉƌŝŵĂƌLJ ĞĚƵĐĂƟŽŶ ;ĂƐ ƐĞƚ ŽƵƚ ŝŶ ŶĂƟŽŶĂů ĐƵƌƌŝĐƵůĂͿ͘ ŽƵŶƚƌLJͲƐƉĞĐŝĮĐ ƉĂƐƐ ƌĂƚĞƐ ĨŽƌ ƚŚĞƐĞƚĞƐƚƐďLJŐƌĂĚĞĂƌĞĨŽƵŶĚŝŶƉƉĞŶĚŝdž A. 3 ƐŶŽƚĞĚŝŶ^ĞĐƟŽŶϮ͕ƚŚĞĐŚŝůĚŝƐƐĂŝĚƚŽ have passed the literacy test if he or she can read a short paragraph in any one of the tested languages. 100% FIGURE 2 dĞƐƚƉĂƐƐƌĂƚĞƐ;Ăƚ ^ƚĂŶĚĂƌĚϮͿĨŽƌĐŚŝůĚƌĞŶ enrolled in Standard 7, all East Africa, 2013 80% NOTES: “combined” refers to passes on both the numeracy test and at least one of the literacy tests included in the survey. SOURCE: calculated from Uwezo 2013 data. 0 60% 40% 20% 79% 90% 76% Numeracy Literacy Combined FACT 2: ONE OUT OF FOUR STANDARD 7 PUPILS DO NOT HAVE STANDARD 2 LEVEL LITERACY AND NUMERACY SKILLS. ůƚŚŽƵŐŚƚŚĞŵĂũŽƌŝƚLJŽĨĐŚŝůĚƌĞŶŝŶ^ƚĂŶĚĂƌĚ ϯ ĚŽ ŶŽƚ ƉŽƐƐĞƐƐ ďĂƐŝĐ ƐŬŝůůƐ ;ƐĞĞ &ĂĐƚ ϭͿ͕ ŝƚ ŝƐ ŝŵƉŽƌƚĂŶƚ ƚŽ ǀĞƌŝĨLJ ǁŚĞƚŚĞƌ ĐŚŝůĚƌĞŶ approaching the end of primary school have ĂƩĂŝŶĞĚ ƚŚĞƐĞ ƐŬŝůůƐ͘ &ŝŐƵƌĞ Ϯ ƌĞƉŽƌƚƐ ƚŚĞ ƐŚĂƌĞ ŽĨ ƉƵƉŝůƐ ĞŶƌŽůůĞĚ ŝŶ ^ƚĂŶĚĂƌĚ ϳ ;ƚŚĞ ĮŶĂůLJĞĂƌŽĨƉƌŝŵĂƌLJƐĐŚŽŽůŝŶdĂŶnjĂŶŝĂĂŶĚ hŐĂŶĚĂ͖ƚŚĞƉĞŶƵůƟŵĂƚĞLJĞĂƌŝŶ<ĞŶLJĂͿǁŚŽ ƉĂƐƐĞĚƚŚĞƐĂŵĞhǁĞnjŽƚĞƐƚƐ͘ The Standard 7 pass rates are much higher than those for Standard 3. Yet, considering ƚŚĂƚƚŚĞƐĞĂƌĞƐŬŝůůƐĞdžƉĞĐƚĞĚƚŽďĞĂƩĂŝŶĞĚ ďLJ ƚŚĞ ĞŶĚ ŽĨ ^ƚĂŶĚĂƌĚ Ϯ͕ Ă ƐŝŐŶŝĮĐĂŶƚ ƐŚĂƌĞ ŽĨ ƉƵƉŝůƐ ĐŽŶƟŶƵĞ ƚŽ ĨĂŝů ƚŚĞ ƚĞƐƚƐ ʹ especially the numeracy test. Around one ŝŶĨŽƵƌĐŚŝůĚƌĞŶĞŶƌŽůůĞĚŝŶ^ƚĂŶĚĂƌĚϳ;ũƵƐƚ ůĞƐƐ ƚŚĂŶ ϮϱйͿ ƌĞŵĂŝŶ ƵŶĂďůĞ ƚŽ pass both 68% 78% 64% 52% ƚŚĞ ůŝƚĞƌĂĐLJ ĂŶĚ ŶƵŵĞƌĂĐLJ hǁĞnjŽ ƚĞƐƚƐ ƐĞƚ Ăƚ ƚŚĞ ^ƚĂŶĚĂƌĚ Ϯ ůĞǀĞů ;͞ĐŽŵďŝŶĞĚ͟Ϳ͘ ǀŝĚĞŶƚůLJ͕ ĐŽŵƉůĞƟŶŐ Ɛŝdž LJĞĂƌƐ ŽĨ ƐĐŚŽŽůŝŶŐ does not necessarily translate into genuine ůĞĂƌŶŝŶŐ ĨŽƌ ŵĂŶLJ ƉƵƉŝůƐ͘ ŽƵŶƚƌLJͲƐƉĞĐŝĮĐ pass rates for these tests by grade are found ŝŶƉƉĞŶĚŝdž͘ FACT 3: THERE ARE LARGE DIFFERENCES IN TEST RESULTS BETWEEN COUNTRIES IN EAST AFRICA, WITH KENYA OUTPERFORMING TANZANIA AND UGANDA. ŝīĞƌĞŶĐĞƐ ŝŶ ůŝƚĞƌĂĐLJ ĂŶĚ ŶƵŵĞƌĂĐLJ ƐŬŝůůƐ among children in the three countries can be driven by many factors. These include ƚŚĞĂŐĞŽĨƚŚĞĐŚŝůĚĂŶĚǁŚĞƚŚĞƌŽƌŶŽƚƐŚĞ ŝƐ ĂƩĞŶĚŝŶŐ ƐĐŚŽŽů͘ Ɛ hǁĞnjŽ ƐƵƌǀĞLJƐ ĂƌĞ ƵŶĚĞƌƚĂŬĞŶĂƚƚŚĞŚŽƵƐĞŚŽůĚͲůĞǀĞů͕ĂŶĂůLJƐŝƐ is not restricted to children presently ĂƩĞŶĚŝŶŐ ƐĐŚŽŽů͘ /ŶĚĞĞĚ͕ Ă ŵŽƌĞ ĐŽŵƉůĞƚĞ 66% 48% 48% ĐŽŵƉĂƌĂƟǀĞ ƉŝĐƚƵƌĞ ŽĨ ůĞĂƌŶŝŶŐ ĐŚĂůůĞŶŐĞƐ can be gained from considering results for all children of a given age. &ŝŐƵƌĞ ϯ ĐŽŵƉĂƌĞƐ ƉĂƐƐ ƌĂƚĞƐ ŽŶ hǁĞnjŽ ƚĞƐƚƐ ;ϮϬϭϯͿ ĨŽƌ Ăůů ĐŚŝůĚƌĞŶ ĂŐĞĚ ϭϬͲϭϲ ŝŶ ĞĂĐŚĐŽƵŶƚƌLJ͘ƐǁĞŚĂǀĞĨŽƵŶĚŝŶƉƌĞǀŝŽƵƐ ƌŽƵŶĚƐ͕ ƚŚĞƌĞ ĂƌĞ ƐƵďƐƚĂŶƟĂů ĚŝīĞƌĞŶĐĞƐ ďĞƚǁĞĞŶ<ĞŶLJĂ͕dĂŶnjĂŶŝĂĂŶĚhŐĂŶĚĂ͘ĂƐĞĚ on the round 4 data, the average Kenyan child outperforms the average Tanzanian and Ugandan child by a notable margin. Compared to their Tanzanian counterparts, ĂƉƉƌŽdžŝŵĂƚĞůLJ ϭϱй ŵŽƌĞ <ĞŶLJĂŶ ĐŚŝůĚƌĞŶ are able to pass both tests. And nearly 30% more Kenyan children are able to pass both tests in comparison to Ugandan children. dŚƵƐ͕ŽŶĂǀĞƌĂŐĞ͕ũƵƐƚŽǀĞƌŽŶĞŽƵƚŽĨƚŚƌĞĞ Ugandan children aged 10-16 achieve the ŶƵŵĞƌĂĐLJ ĂŶĚ ůŝƚĞƌĂĐLJ ƐŬŝůůƐ ĞdžƉĞĐƚĞĚ Ăƚ Ă Standard 2 level. This compares to around ƚǁŽŽƵƚŽĨƚŚƌĞĞ<ĞŶLJĂŶĐŚŝůĚƌĞŶĂŶĚŚĂůĨŽĨ Tanzanian children of the same age. 44% 36% FIGURE 3 Test pass rates for children aged 10-16, by country NOTES: “combined” refers to passes on both the numeracy test and at least one of the literacy tests included in the survey. SOURCE: calculated from Uwezo 2013 data. Kenya Tanzania Numeracy Literacy Uganda Combined Are Our Children Learning? | Literacy and Numeracy Across East Africa | 2014 6 FACT 4: THERE ARE LARGE DIFFERENCES IN PASS RATES AMONG DISTRICTS WITHIN INDIVIDUAL COUNTRIES. District Rank dŽ ƵŶĚĞƌƐƚĂŶĚ ĚŝīĞƌĞŶĐĞƐ ŝŶ ƉĂƐƐ ƌĂƚĞƐ ǁŝƚŚŝŶ ĞĂĐŚ ĐŽƵŶƚƌLJ͕ ŝƚ ŝƐ ŚĞůƉĨƵů ƚŽ ŵĂŬĞ ĐŽŵƉĂƌŝƐŽŶƐ ďĞƚǁĞĞŶ ĂĚŵŝŶŝƐƚƌĂƟǀĞ ĚŝƐƚƌŝĐƚƐ͘ dŽ ĚŽ ƐŽ͕ ǁĞ ƌĂŶŬ ĚŝƐƚƌŝĐƚƐ ďĂƐĞĚ ŽŶ ƚŚĞ ƉƌŽƉŽƌƟŽŶ ŽĨ ĐŚŝůĚƌĞŶ ĂŐĞĚ ϭϬͲϭϲ ;ďŽƚŚ ŝŶ ĂŶĚ ŽƵƚ ŽĨ ƐĐŚŽŽůͿ ƚŚĂƚ ĐĂŶ ƉĂƐƐ both the literacy and numeracy tests. When ǁĞ ƵŶĚĞƌƚĂŬĞ ƚŚĞ ƌĂŶŬŝŶŐ ĞdžĞƌĐŝƐĞ ĨŽƌ ƚŚĞ ƌĞŐŝŽŶ ĂƐ Ă ǁŚŽůĞ ;ŝ͘Ğ͘ ƚĂŬŝŶŐ ƚŚĞ ƚŚƌĞĞ ĐŽƵŶƚƌŝĞƐƚŽŐĞƚŚĞƌͿĂĐůĞĂƌƉĂƩĞƌŶĞŵĞƌŐĞƐ͘ ƐŝůůƵƐƚƌĂƚĞĚŝŶ&ŝŐƵƌĞϰ͕ǁĞĮŶĚƚŚĂƚ<ĞŶLJĂŶ ĚŝƐƚƌŝĐƚƐ ĚŽŵŝŶĂƚĞ ƚŚĞ ƵƉƉĞƌ ƌĂŶŬƐ ;ϰϮ ŽĨ ƚŚĞ ϱϬ ƚŽƉ ĚŝƐƚƌŝĐƚƐͿ͕ dĂŶnjĂŶŝĂŶ ĚŝƐƚƌŝĐƚƐ ĂƌĞ ůĂƌŐĞůLJ ĨŽƵŶĚ ŝŶ ƚŚĞ ŵŝĚĚůĞ ƌĂŶŬƐ͕ ĂŶĚ hŐĂŶĚĂŶ ĚŝƐƚƌŝĐƚƐ ƉŽƉƵůĂƚĞ ƚŚĞ ůŽǁĞƌ ƌĂŶŬƐ͘ &Žƌ ŝŶƐƚĂŶĐĞ͕ ƚŚĞ ͚ďĞƐƚ͛ hŐĂŶĚĂŶ ĚŝƐƚƌŝĐƚ;<ĂŵƉĂůĂͿŝƐĨŽƵŶĚĂƚϴϮŶĚƉŽƐŝƟŽŶ ŽĨ ƚŚĞ ϯϲϲ ĚŝƐƚƌŝĐƚƐ ĂƐƐĞƐƐĞĚ͖ ĂŶĚ ƚŚĞ ĮŌŚ ďĞƐƚ hŐĂŶĚĂŶ ĚŝƐƚƌŝĐƚ ŝƐ ĨŽƵŶĚ Ăƚ ƌĂŶŬ ϮϭϬ͘ dŚŝƐ ƵŶĚĞƌůŝŶĞƐ ƚŚĞ ƐLJƐƚĞŵĂƟĐ ŶĂƚƵƌĞ ŽĨ ďĞƚǁĞĞŶͲĐŽƵŶƚƌLJĚŝīĞƌĞŶĐĞƐŝŶůĞĂƌŶŝŶŐ͘ 100% tĞ ƌĞĐŽŐŶŝnjĞ ƚŚĂƚ ƚŚŝƐ ĚŝƐƚƌŝĐƚ ƌĂŶŬŝŶŐ ŝƐ Ă ƌĞůĂƟǀĞůLJ ĐƌƵĚĞ ĞdžĞƌĐŝƐĞ͘ ,ŽǁĞǀĞƌ͕ ƚǁŽ ĨƵƌƚŚĞƌ ƉŽŝŶƚƐ ĚĞŵĂŶĚ ĂƩĞŶƟŽŶ͘ &ŝƌƐƚ͕ ǁŝƚŚŝŶ ĞĂĐŚ ĐŽƵŶƚƌLJ ƚŚĞƌĞ ĂƌĞ ůĂƌŐĞ ĚŝīĞƌĞŶĐĞƐ ďĞƚǁĞĞŶ ƚŚĞ ďĞƐƚ ĂŶĚ ǁŽƌƐƚ ĚŝƐƚƌŝĐƚƐ͘ dŚŝƐ ŝƐ ŝůůƵƐƚƌĂƚĞĚ ŝŶ ƚŚĞ ĮŐƵƌĞ ďLJ ƚŚĞƐƉĂŶ ;ƌĂŶŐĞͿ ŽĨ ƚŚĞ ĚĞŶƐŝƚLJ ĐƵƌǀĞƐ͘ dŚĞ ĚŝīĞƌĞŶĐĞ ŝŶ ƚŚĞ ŵĞĂŶ ƉĂƐƐ ƌĂƚĞ ďĞƚǁĞĞŶ ƚŚĞ ƚŽƉ ĂŶĚ ďŽƩŽŵ ĚŝƐƚƌŝĐƚƐ ŝƐ ĞƋƵĂů ƚŽ ŶĞĂƌůLJ ϳϬй ŝŶ <ĞŶLJĂ͕ ϲϱй ŝŶ dĂŶnjĂŶŝĂ ĂŶĚ ϱϭй ŝŶ hŐĂŶĚĂ͘ &Žƌ <ĞŶLJĂ͕ ƚŚŝƐ ŵĞĂŶƐ ƚŚĂƚ 70% more children aged 10-16 are able to pass the tests in the best performing districts ǀĞƌƐƵƐƚŚĞǁŽƌƐƚ͘dŚŝƐƉŽŝŶƚƐƚŽĂŵƵĐŚůĂƌŐĞƌ ǀĂƌŝĂƟŽŶ ŝŶ ůĞĂƌŶŝŶŐ ŽƵƚĐŽŵĞƐ ŝŶ <ĞŶLJĂ͕ ĐŽŵƉĂƌĞĚƚŽůĞƐƐǀĂƌŝĂƟŽŶ;ďƵƚůŽǁĞƌƐĐŽƌĞƐͿ ŝŶ hŐĂŶĚĂ͘ ^ĞĐŽŶĚ͕ ŵĂŶLJ ŽĨ ƚŚĞ ďŽƩŽŵ districts in each country are those that are furthest from the capital city. This indicates ƚŚĂƚƚŚĞƌĞŵĂLJďĞƐŽŵĞƐLJƐƚĞŵĂƟĐ͕ƐŚĂƌĞĚ ĨĂĐƚŽƌƐ ŝŶ ƚŚĞƐĞ ĂƌĞĂƐ ƚŚĂƚ ŝŶŇƵĞŶĐĞ ƉŽŽƌ ůĞĂƌŶĞƌĂĐŚŝĞǀĞŵĞŶƚ͕ƐƵĐŚĂƐŝƐƐƵĞƐǁŝƚŚƚŚĞ ƌĞĐƌƵŝƚŵĞŶƚ ĂŶĚ ƌĞƚĞŶƟŽŶ ŽĨ ŚŝŐŚ ƋƵĂůŝƚLJ teachers, and government monitoring of outcomes. 60% 90% 80% Pass Rate 70% 50% 40% 30% 20% The full ranking of districts is found in Appendix B. 10% FIGURE 4 Ordered bar chart of district-level test pass rates for children aged 10-16 NOTES: district ranks run from 1 (best) to 366 (worst) and are colour coded by country. SOURCE: calculated from Uwezo 2013 data. 7 0 Kenya Are Our Children Learning? | Literacy and Numeracy Across East Africa | 2014 Tanzania Uganda FACT 5: CHILDREN FROM POORER HOUSEHOLDS CONSISTENTLY SHOW LOWER LEARNING LEVELS. Ŷ ĂůƚĞƌŶĂƟǀĞ ŵĞĂŶƐ ŽĨ ĐŽŵƉĂƌŝŶŐ ůĞĂƌŶŝŶŐ ŽƵƚĐŽŵĞƐ ǁŝƚŚŝŶ ĂŶĚ ďĞƚǁĞĞŶ ĐŽƵŶƚƌŝĞƐ ŝƐ ƚŽĂŶĂůLJƐĞƌĞƐƵůƚƐĨŽƌĐŚŝůĚƌĞŶĨƌŽŵĚŝīĞƌĞŶƚ ďĂĐŬŐƌŽƵŶĚƐ͘ dŽ ĚŽ ƐŽ͕ ŚŽƵƐĞŚŽůĚƐ ŝŶ ƚŚĞ ƐƵƌǀĞLJ ǁĞƌĞ ĐĂƚĞŐŽƌŝnjĞĚ ŝŶƚŽ ƚŚƌĞĞ ƐŽĐŝŽͲ economic groups according to a number of basic criteria – namely the durable assets ŽǁŶĞĚ ;ds͕ ƌĂĚŝŽ͕ ƚĞůĞƉŚŽŶĞͿ͕ ǁŚĞƚŚĞƌ they have access to electricity and/or clean ǁĂƚĞƌ͕ ĂŶĚ ǁŚĞƚŚĞƌ ƚŚĞLJ ŽǁŶ ĂŶLJ ŽŶĞ ŵĞĂŶƐŽĨƚƌĂŶƐƉŽƌƚ;ďŝĐLJĐůĞ͕ĐĂƌ͕ŵŽƚŽƌďŝŬĞͿ͘ ĐŽŵďŝŶĂƟŽŶ ŽĨ ƚŚĞƐĞ ĐƌŝƚĞƌŝĂ LJŝĞůĚƐ Ɛŝdž ĚŝŵĞŶƐŝŽŶƐĚĞƉĞŶĚŝŶŐŽŶƚŚĞƋƵĂŶƟƟĞƐĂŶĚ ƚLJƉĞŽĨĂƐƐĞƚƐŽǁŶĞĚ͘hůƚƌĂͲƉŽŽƌŚŽƵƐĞŚŽůĚƐ ĂƌĞƚŚŽƐĞĚĞƉƌŝǀĞĚŽŶĂůůƐŝdžĚŝŵĞŶƐŝŽŶƐ͖ĂŶĚ poor households are deprived on four or ĮǀĞ ĚŝŵĞŶƐŝŽŶƐ͘ EŽŶͲƉŽŽƌ ŚŽƵƐĞŚŽůĚƐ ĂƌĞ deprived in three or less of the dimensions. tŚŝůƐƚƚŚŝƐĐĂƚĞŐŽƌŝnjĂƟŽŶŝƐĐƌƵĚĞ͕ŝƚƉŽŝŶƚƐƚŽ ůĂƌŐĞĚŝīĞƌĞŶĐĞƐĂĐƌŽƐƐƚŚĞŐƌŽƵƉƐŝŶƚĞƌŵƐŽĨ ůŝƚĞƌĂĐLJĂŶĚŶƵŵĞƌĂĐLJƐŬŝůůƐ;&ŝŐƵƌĞϱͿ͘ &ŝŐƵƌĞϱƐŚŽǁƐƚŚĂƚƚŚĞƉƌŽƉŽƌƟŽŶŽĨĐŚŝůĚƌĞŶ passing both the literacy and numeracy tests in non-poor households in each country is around 20 percentage points above the pass rate of children in ultra-poor households. dŚĞ ŐĂƉ ďĞƚǁĞĞŶ ŶŽŶͲƉŽŽƌ ĂŶĚ ƵůƚƌĂͲƉŽŽƌ households is largest in absolute terms in <ĞŶLJĂ ;Ϯϲ ƉĞƌĐĞŶƚĂŐĞ ƉŽŝŶƚƐͿ͕ ĂŶĚ ůŽǁĞƐƚ ŝŶ dĂŶnjĂŶŝĂ ;ϭϲ ƉĞƌĐĞŶƚĂŐĞ ƉŽŝŶƚƐͿ͘ EŽƚĞ͕ ŚŽǁĞǀĞƌ͕ƚŚĂƚƵůƚƌĂͲƉŽŽƌŚŽƵƐĞŚŽůĚƐŝŶ<ĞŶLJĂ͕ on average, outperform non-poor households in Uganda. Percentage of Pupils Passing 70% 55% 42% 59% 44% 30% 44% 39% 24% Kenya Tanzania Uganda Non-Poor Poor Ultra-poor FIGURE 5 Average pass rates on both the literacy and numeracy tests by household socio-economic status, all children aged 10-16 SOURCE: calculated from Uwezo 2013 data. Are Our Children Learning? | Literacy and Numeracy Across East Africa | 2014 8 4. UWEZO ROUNDS 1-4: TRENDS IN LEARNING THE UWEZO SURVEYS ARE REPRESENTATIVE AT REGIONAL AND NATIONAL >s>^Έ^W/d^KD^DW>/E'/&&ZE^dtEd,ZKhE^Ή͘ t/d,&KhZZKhE^KDW>dΈEKd,Zzd,EhDZ^ϭ d,ZKh',ϰΉ͕d,/^WZD/d^DE/E'&h>E>z^/^K&dZE^KsZd/D͘ By country FACT 1: TRENDS IN ENROLMENT HAVE BEEN STABLE ACROSS THE REGION SINCE 2009/10. Figure 7 plots the share of children enrolled ŝŶ ƐĐŚŽŽů ĨŽƌ ƚŚĞ ƌĞŐŝŽŶ ĂƐ Ă ǁŚŽůĞ ĂŶĚ ĨŽƌ ĞĂĐŚĐŽƵŶƚƌLJ͘ƐǁĞĐĂŶƐĞĞ͕ƚŚĞƌĞŝƐŶŽĐůĞĂƌ ĞǀŝĚĞŶĐĞŽĨĂŶLJƵƉǁĂƌĚŽƌĚŽǁŶǁĂƌĚƚƌĞŶĚ in any case. Although enrolment rates in Tanzania do appear to have fallen, it should ďĞ ŶŽƚĞĚ ƚŚĂƚ ƚŚĞ ƐƵƌǀĞLJ ŝŶ ZŽƵŶĚ ϭ ǁĂƐ ŶŽƚĐŽŵƉƌĞŚĞŶƐŝǀĞĂŶĚĞdžĐůƵĚĞĚĂŶƵŵďĞƌ ŽĨ ƌĞŐŝŽŶƐ ;ĚŝƐƚƌŝĐƚƐͿ͘ KǀĞƌĂůů͕ ƚŚĞ ƌĞƉŽƌƚĞĚ ĞŶƌŽůŵĞŶƚĚŝīĞƌĞŶĐĞƐďĞƚǁĞĞŶƚŚĞLJĞĂƌƐďLJ ĐŽƵŶƚƌLJ ĂƌĞ ŶŽƚ ƐƚĂƟƐƟĐĂůůLJ ƐŝŐŶŝĮĐĂŶƚ ĂŶĚ ǁĞƐŚŽƵůĚƚƌĞĂƚƚŚĞƐĞĚŝīĞƌĞŶĐĞƐĂƐnjĞƌŽ͘ FIGURE 6 Average rates of enrolment, by survey round and country ;ĂůůĐŚŝůĚƌĞŶͿ Survey Round Enrolment % 1 91% 2 90% 3 91% 4 90% 1 90% 2 88% 3 88% 4 87% 1 91% 2 92% 3 93% 4 92% Kenya Tanzania Uganda NOTES: enrolment refers to either primary or secondary schooling, not pre-school. SOURCE: calculated with data from Uwezo survey rounds 1-4. NOTES: enrolment refers to either primary or secondary schooling, not pre-school. 90% 90% 90% 90% 1 2 3 4 Enrolment % FIGURE 7 Average rates of enrolment, ďLJƐƵƌǀĞLJƌŽƵŶĚ;ĂůůĐŚŝůĚƌĞŶͿ All SOURCE: calculated with data from Uwezo survey rounds 1-4. 9 Are Our Children Learning? | Literacy and Numeracy Across East Africa | 2014 FIGURE 8 Average total scores in % for East Africa, by survey round (all children) SOURCE: calculated with data from Uwezo survey rounds 1-4. 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0 1 2 Total Score FACT 2: TRENDS IN TEST SCORES HAVE BEEN STABLE ACROSS THE REGION SINCE 2009/10 The evidence from four rounds of data ĐŽůůĞĐƟŽŶ ŝƐ ĐůĞĂƌ͗ ƚŚĞƌĞ ŚĂǀĞ ďĞĞŶ ŶŽ ĂƉƉƌĞĐŝĂďůĞ͕ ƐLJƐƚĞŵĂƟĐ ĐŚĂŶŐĞƐ ŝŶ ůĞĂƌŶŝŶŐ outcomes since 2010 across the three countries. Figure 8 summarises the mean ŽǀĞƌĂůů Žƌ ƚŽƚĂů ƚĞƐƚ ƐĐŽƌĞ ;ŝŶ ƉĞƌĐĞŶƚĂŐĞ ƉŽŝŶƚƐͿ ĨŽƌ ƚŚĞ ƌĞŐŝŽŶ ĂĐƌŽƐƐ ƐƵƌǀĞLJ ƌŽƵŶĚƐ ĨŽƌ Ăůů ƚŚĞ ĂƐƐĞƐƐĞĚ ĐŚŝůĚƌĞŶ ;ϲͲϭϲ LJĞĂƌƐ in Kenya and Uganda, and 7-16 years in dĂŶnjĂŶŝĂͿ͘ /Ŷ ĞĂĐŚ ĐŽƵŶƚƌLJ ƚŚĞ ƚŽƚĂů ƐĐŽƌĞ is calculated as the sum of all individual 3 4 95% Cl ůŝƚĞƌĂĐLJĂŶĚŶƵŵĞƌĂĐLJŝƚĞŵƐĐŽƌĞƐ͘/ŶŽƌĚĞƌ ƚŽ ŵĂŬĞ ŵĂdžŝŵƵŵ ƵƐĞ ŽĨ ŝŶĨŽƌŵĂƟŽŶ ĂǀĂŝůĂďůĞĨƌŽŵƚŚĞhǁĞnjŽƚĞƐƚƐ͕ƚŚŝƐŝŶĐůƵĚĞƐ ƚŚĞ ĐŽŵƉƌĞŚĞŶƐŝŽŶ ƋƵĞƐƟŽŶƐ ďƵƚ ĞdžĐůƵĚĞƐ the local language test in Uganda, due to the ůĂƌŐĞ ŶƵŵďĞƌƐ ŽĨ ŵŝƐƐŝŶŐ ŽďƐĞƌǀĂƟŽŶƐ͘ dŽ ĂƐƐŝƐƚ ĐŽŵƉĂƌŝƐŽŶ ďĞƚǁĞĞŶ ĐŽƵŶƚƌŝĞƐ͕ ƚĞƐƚ scores are stated as percentages - i.e., they ĂƌĞĞƋƵĂůƚŽϭϬϬƟŵĞƐƚŚĞƌĂǁƐĐŽƌĞĚŝǀŝĚĞĚ ďLJƚŚĞŵĂdžŝŵƵŵ͘ &ŝŐƵƌĞ ϴ ŝŶĐůƵĚĞƐ ϵϱй ĐŽŶĮĚĞŶĐĞ ŝŶƚĞƌǀĂůƐ ĂƌŽƵŶĚ ƚŚĞ ƚŽƚĂů ;ƉůŽƩĞĚ ďLJ ƚŚĞ ƌĂŶŐĞ ďĂƌ ŝŶƌĞĚͿ͕ǁŚŝĐŚƚĂŬĞŝŶƚŽĂĐĐŽƵŶƚƵŶĐĞƌƚĂŝŶƚLJ ĂƌŝƐŝŶŐ ĨƌŽŵ ĚŝīĞƌĞŶĐĞƐ ŝŶ ƚĞƐƚ ĚŝĸĐƵůƟĞƐ ďĞƚǁĞĞŶ ƌŽƵŶĚƐ ǁŝƚŚŝŶ ĞĂĐŚ ĐŽƵŶƚƌLJ͘ dŚĂƚ ŝƐ͕ƚŚĞLJŝŶĚŝĐĂƚĞƚŚĞƌĂŶŐĞŝŶǁŚŝĐŚƚŚĞĂƐƚ ĨƌŝĐĂǁŝĚĞƐĐŽƌĞǁŽƵůĚďĞĨŽƵŶĚŝĨĂůůŬŝĚƐ ǁĞƌĞƚĞƐƚĞĚǁŝƚŚƚŚĞƐĂŵĞƚĞƐƚ͘&ŽƌĂŶLJŐŝǀĞŶ LJĞĂƌƚŚĞŵĞĂŶƚĞƐƚƐĐŽƌĞ;ŐŝǀĞŶďLJƚŚĞŚĞŝŐŚƚ ŽĨ ƚŚĞ ďĂƌͿ ůŝĞƐ ƐƋƵĂƌĞůLJ ŝŶ ƚŚĞ ĐŽŶĮĚĞŶĐĞ ŝŶƚĞƌǀĂů ĨƌŽŵ ƚŚĞ ŽƚŚĞƌ LJĞĂƌƐ ;ŐŝǀĞŶ ďLJ ƚŚĞ ƌĞĚ ƌĂŶŐĞ ďĂƌƐͿ͘ tŚŝůƐƚ ƚŚĞƐĞ ŝŶƚĞƌǀĂůƐ ĂƌĞ ĐŽŶƐĞƌǀĂƟǀĞƚŚĞLJƌĞŵĂŝŶĨĂŝƌůLJůĂƌŐĞĚƵĞƚŽ the small number of items included in each ƚĞƐƚ͕ ĂƐ ǁĞůů ĂƐ ĚƵĞ ƚŽ ƚŚĞ ƌĞůĂƟǀĞůLJ ůĂƌŐĞ changes in mean scores observed in certain ĐŽƵŶƚƌŝĞƐďĞƚǁĞĞŶLJĞĂƌƐ͘ Are Our Children Learning? | Literacy and Numeracy Across East Africa | 2014 10 Total 100% 90% 92% 91% 93% 78% 78% 81% 82% 51% 51% 54% 55% 1 2 3 4 80% 60% 73% 76% 76% 75% 75% 74% 77% 59% 59% 57% 61% 1 2 3 4 77% 40% 20% 0 1 2 3 Kenya 4 Tanzania Uganda FACT 3: THERE IS NO EVIDENCE OF SYSTEMATIC CHANGES IN LEARNING OUTCOMES IN ANY INDIVIDUAL EAST AFRICAN COUNTRY SINCE 2009/10. THIS REFERS TO THE OVERALL TEST ^KZ^t>>^^h:dͳ^W/&/^KZ^͘ &ŝŐƵƌĞϵĐŽŶƐŝĚĞƌƐĐŽƵŶƚƌLJͲƐƉĞĐŝĮĐƚƌĞŶĚƐŝŶƚŚĞƚŽƚĂůƐĐŽƌĞ͕ĂƐǁĞůů ĂƐ ƐƵďũĞĐƚͲƐƉĞĐŝĮĐ ƐĐŽƌĞƐ͘ dŚĞ ƚŽƚĂů ƐĐŽƌĞ ŝƐ ĐĂůĐƵůĂƚĞĚ ĂƐ ďĞĨŽƌĞ ;&ŝŐƵƌĞϴͿ͖ƐƵďũĞĐƚͲƐƉĞĐŝĮĐƐĐŽƌĞƐĂƌĞƐŝŵƉůLJƚŚĞƐƵďͲĐŽŵƉŽŶĞŶƚƐŽĨ ƚŚŝƐƚŽƚĂů͘/ŶĂůůĐĂƐĞƐ͕ƐĐŽƌĞƐĂƌĞĐŽŶǀĞƌƚĞĚƚŽƉĞƌĐĞŶƚĂŐĞƉŽŝŶƚƐ͘&Žƌ ďĞƩĞƌĐŽŵƉĂƌĂďŝůŝƚLJ͕ƚŚĞƐĂŵƉůĞŚĞƌĞŝƐƌĞƐƚƌŝĐƚĞĚƚŽĐŚŝůĚƌĞŶĂŐĞĚ ϭϬͲϭϲ͕ǁŚĞƚŚĞƌĞŶƌŽůůĞĚŽƌŶŽƚ͘dŚŝƐĐŽŚŽƌƚƐŚŽƵůĚŚĂǀĞĐŽŵƉůĞƚĞĚ ĂƚůĞĂƐƚƚǁŽLJĞĂƌƐŽĨƐĐŚŽŽůŝŶŐŝĨƚŚĞLJŚĂĚĞŶƌŽůůĞĚŝŶƐĐŚŽŽůĂƚƚŚĞ ĐŽƌƌĞĐƚƐƚĂƌƟŶŐĂŐĞ͘ ŐĂŝŶ͕ ƚŚĞ ƌĞƐƵůƚƐ ĂƉƉĞĂƌ ƐƚĂďůĞ ŽǀĞƌ ƟŵĞ͘ KŶĐĞ ŽŶĞ ƚĂŬĞƐ ŝŶƚŽ ĂĐĐŽƵŶƚƚŚĞƵŶĐĞƌƚĂŝŶƚLJŝŶƚĞƐƚƐĐŽƌĞƐĂƐƐŽĐŝĂƚĞĚǁŝƚŚƵƐŝŶŐĚŝīĞƌĞŶƚ ƚĞƐƚ ĨŽƌŵƐ ŝŶ ĞĂĐŚ LJĞĂƌ͕ ŝƚ ĂƉƉĞĂƌƐ ƚŚĞƌĞ ŚĂƐ ďĞĞŶ ŶŽ ƐŝŐŶŝĮĐĂŶƚ ŝŵƉƌŽǀĞŵĞŶƚ Žƌ ĚĞƚĞƌŝŽƌĂƟŽŶ ŝŶ ůĞĂƌŶŝŶŐ ŽǀĞƌ ƟŵĞ͘ dŚŝƐ ŚŽůĚƐ ŝŶ ĞĂĐŚĐŽƵŶƚƌLJĨŽƌƚŚĞƚŽƚĂůƐĐŽƌĞ͕ĂƐǁĞůůĂƐƚŚĞƐƵďũĞĐƚͲƐƉĞĐŝĮĐƐĐŽƌĞƐ͘ WƵƚ ĚŝīĞƌĞŶƚůLJ͕ ǁŚŝůƐƚ ǁĞ do ŽďƐĞƌǀĞ ƐŽŵĞ ĚŝīĞƌĞŶĐĞƐ ŝŶ ƌĞƐƵůƚƐ ĂĐƌŽƐƐ ƌŽƵŶĚƐ ;Ğ͘Ő͘ ŵĂƚŚĞŵĂƟĐƐ ŝŶ dĂŶnjĂŶŝĂͿ͕ ǁĞ ĐĂŶŶŽƚ ĚŝƐŵŝƐƐ ƚŚĞĐŽŶĐůƵƐŝŽŶƚŚĂƚƚŚŝƐƐŝŵƉůLJƌĞŇĞĐƚƐĚŝīĞƌĞŶĐĞƐŝŶƚŚĞƚĞƐƚĨŽƌŵƐ rather than genuine changes in learning outcomes. ĞƐƉŝƚĞ ƚŚĞ ĂďƐĞŶĐĞ ŽĨ ĐůĞĂƌ ƚƌĞŶĚƐ ŝŶ ůĞĂƌŶŝŶŐ͕ ƚŚĞ ĮŐƵƌĞƐ ĚŽ ƌĞŝŶĨŽƌĐĞ ƚŚĞ ĮŶĚŝŶŐ ŽĨ ůĂƌŐĞ ďĞƚǁĞĞŶͲĐŽƵŶƚƌLJ ĚŝīĞƌĞŶĐĞƐ͘ &Žƌ ĞdžĂŵƉůĞ͕ǁĞŶŽƚĞƚŚĂƚŶŐůŝƐŚůŝƚĞƌĂĐLJƐŬŝůůƐĂƌĞƐLJƐƚĞŵĂƟĐĂůůLJƉŽŽƌĞƌ ;ǁŽƌƐĞͿ ƚŚĂŶ ŶƵŵĞƌĂĐLJ ƐŬŝůůƐ ŝŶ both Tanzania and Uganda among ϭϬͲϭϲLJĞĂƌŽůĚƐ͘,ŽǁĞǀĞƌ͕ƚŚŝƐŝƐŶŽƚƚŚĞĐĂƐĞŝŶ<ĞŶLJĂ͘;dŚŝƐĮŶĚŝŶŐ ĐĂŶďĞƐĞĞŶŝŶ&ŝŐƵƌĞϵͿ͘ 11 Are Our Children Learning? | Literacy and Numeracy Across East Africa | 2014 Numeracy 100% 98% 98% 98% 98% 87% 95% 99% 89% 85% 83% 79% 83% 69% 67% 62% 67% 1 2 3 4 80% 75% 78% 78% 78% 60% 40% 60% 68% 72% 62% 1 2 3 4 20% 0 1 2 3 4 Kenya Tanzania Uganda English 100% 86% 88% 88% 90% 74% 76% 76% 78% 80% 60% 62% 60% 63% 67% 36% 35% 38% 42% 1 2 3 4 40% 63% 66% 68% 69% 47% 50% 52% 53% 1 2 3 4 20% 0 1 2 3 4 Kenya Tanzania Uganda Kiswahili 100% 85% 88% 86% 89% 83% 76% 78% 87% 80% 60% 72% 74% 73% 76% 40% 55% 48% 50% 59% FIGURE 9 Average total scores in % ;ƉĂŐĞϭϭͿĂŶĚĂǀĞƌĂŐĞƐĐŽƌĞƐ ŝŶйďLJƐƵďũĞĐƚ;ƉĂŐĞϭϮͿĨŽƌ Kenya, Tanzania and Uganda ;ĐŚŝůĚƌĞŶϭϬͲϭϲͿ SOURCE: calculated with data from Uwezo survey rounds 1-4. 20% 0 1 2 3 Kenya 4 1 2 3 4 Tanzania Are Our Children Learning? | Literacy and Numeracy Across East Africa | 2014 12 5. PROGRESS AGAINST THE 2015 EDUCATION FOR ALL GOALS GOAL DEFINITION 1 džƉĂŶĚŝŶŐĂŶĚŝŵƉƌŽǀŝŶŐĐŽŵƉƌĞŚĞŶƐŝǀĞĞĂƌůLJĐŚŝůĚŚŽŽĚĐĂƌĞĂŶĚ ĞĚƵĐĂƟŽŶ͕ ĞƐƉĞĐŝĂůůLJ ĨŽƌ ƚŚĞ ŵŽƐƚ ǀƵůŶĞƌĂďůĞ ĂŶĚ ĚŝƐĂĚǀĂŶƚĂŐĞĚ children. DdZ/Έ^ΉZ/s&ZKDhtKd ^ŚĂƌĞŽĨĐŚŝůĚƌĞŶǁŚŽŚĂǀĞĂƩĞŶĚĞĚƉƌĞƐĐŚŽŽů͘ ;ĂͿ ^ŚĂƌĞŽĨĐŚŝůĚƌĞŶŽĨƉƌŝŵĂƌLJƐĐŚŽŽůĂŐĞǁŚŽĂƌĞĞŶƌŽůůĞĚŶĞƚ enrolment rate]. ;ďͿ zĞĂƌƐŽĨĐŽŵƉůĞƚĞĚƐĐŚŽŽůŝŶŐ͘Ğ͘Ő͘ĂĐŚŝůĚĂƩĞŶĚŝŶŐ^ƚĂŶĚĂƌĚ 2 has completed one year/grade]. ;ĐͿ 'ĂƉ ďĞƚǁĞĞŶ ĞdžƉĞĐƚĞĚ ĂŶĚ ĂĐƚƵĂů LJĞĂƌƐ ŽĨ ĐŽŵƉůĞƚĞĚ schooling. 2 ŶƐƵƌŝŶŐ ƚŚĂƚ ďLJ ϮϬϭϱ Ăůů ĐŚŝůĚƌĞŶ͕ ƉĂƌƟĐƵůĂƌůLJ ŐŝƌůƐ͕ ĐŚŝůĚƌĞŶ ŝŶ ĚŝĸĐƵůƚ ĐŝƌĐƵŵƐƚĂŶĐĞƐ ĂŶĚ ƚŚŽƐĞ ďĞůŽŶŐŝŶŐ ƚŽ ĞƚŚŶŝĐ ŵŝŶŽƌŝƟĞƐ͕ have access to, and complete, free and compulsory primary ĞĚƵĐĂƟŽŶŽĨŐŽŽĚƋƵĂůŝƚLJ͘ 3 Ensuring that the learning needs of all young people and adults are ŵĞƚƚŚƌŽƵŐŚĞƋƵŝƚĂďůĞĂĐĐĞƐƐƚŽĂƉƉƌŽƉƌŝĂƚĞůĞĂƌŶŝŶŐĂŶĚůŝĨĞͲƐŬŝůůƐ programmes. Not possible. 4 ĐŚŝĞǀŝŶŐ Ă ϱϬ ƉĞƌ ĐĞŶƚ ŝŵƉƌŽǀĞŵĞŶƚ ŝŶ ůĞǀĞůƐ ŽĨ ĂĚƵůƚ ůŝƚĞƌĂĐLJ ďLJϮϬϭϱ͕ĞƐƉĞĐŝĂůůLJĨŽƌǁŽŵĞŶ͕ĂŶĚĞƋƵŝƚĂďůĞĂĐĐĞƐƐƚŽďĂƐŝĐĂŶĚ ĐŽŶƟŶƵŝŶŐĞĚƵĐĂƟŽŶĨŽƌĂůůĂĚƵůƚƐ͘ Not possible. 5 ůŝŵŝŶĂƟŶŐŐĞŶĚĞƌĚŝƐƉĂƌŝƟĞƐŝŶƉƌŝŵĂƌLJĂŶĚƐĞĐŽŶĚĂƌLJĞĚƵĐĂƟŽŶ ďLJϮϬϬϱ͕ĂŶĚĂĐŚŝĞǀŝŶŐŐĞŶĚĞƌĞƋƵĂůŝƚLJŝŶĞĚƵĐĂƟŽŶďLJϮϬϭϱ͕ǁŝƚŚ ĂĨŽĐƵƐŽŶĞŶƐƵƌŝŶŐŐŝƌůƐ͛ĨƵůůĂŶĚĞƋƵĂůĂĐĐĞƐƐƚŽĂŶĚĂĐŚŝĞǀĞŵĞŶƚ ŝŶďĂƐŝĐĞĚƵĐĂƟŽŶŽĨŐŽŽĚƋƵĂůŝƚLJ͘ 6 /ŵƉƌŽǀŝŶŐ Ăůů ĂƐƉĞĐƚƐ ŽĨ ƚŚĞ ƋƵĂůŝƚLJ ŽĨ ĞĚƵĐĂƟŽŶ ĂŶĚ ĞŶƐƵƌŝŶŐ ĞdžĐĞůůĞŶĐĞ ŽĨ Ăůů ƐŽ ƚŚĂƚ ƌĞĐŽŐŶŝnjĞĚ ĂŶĚ ŵĞĂƐƵƌĂďůĞ ůĞĂƌŶŝŶŐ outcomes are achieved by all, especially in literacy, numeracy and ĞƐƐĞŶƟĂůůŝĨĞƐŬŝůůƐ͘ ;ĂͿ EƵŵďĞƌŽĨŐŝƌůƐĞŶƌŽůůĞĚŝŶƐĐŚŽŽůĨŽƌĞǀĞƌLJϭϬϬďŽLJƐŐĞŶĚĞƌ parity/access]. ;ďͿ ǀĞƌĂŐĞĚŝīĞƌĞŶĐĞďĞƚǁĞĞŶŐŝƌůƐĂŶĚďŽLJƐŽŶƚŽƚĂůƚĞƐƚƐĐŽƌĞƐ͕ ĐĂůĐƵůĂƚĞĚďLJĂŐĞĂŶĚĚŝƐƚƌŝĐƚŐĞŶĚĞƌĞƋƵĂůŝƚLJͬĂĐŚŝĞǀĞŵĞŶƚ͘ ;ĂͿ ^ŚĂƌĞ ŽĨ ĐŚŝůĚƌĞŶ ĂďůĞ ƚŽ ƉĂƐƐ ^ƚĂŶĚĂƌĚ Ϯ ůĞǀĞů ůŝƚĞƌĂĐLJ ĂŶĚ ŶƵŵĞƌĂĐLJƚĞƐƚƐ;ďŽƚŚͿƋƵĂůŝƚLJ͘ ;ďͿ ^ŚĂƌĞŽĨĐŚŝůĚƌĞŶĂďůĞƚŽĐŽƌƌĞĐƚůLJĂŶƐǁĞƌĂ͚ďŽŶƵƐ͛ŐĞŶĞƌĂů ŬŶŽǁůĞĚŐĞƋƵĞƐƟŽŶůŝĨĞƐŬŝůůƐ͘ TABLE 2 ^ƵŵŵĂƌLJŽĨĚƵĐĂƟŽŶĨŽƌůůŐŽĂůƐĂŶĚƋƵĂŶƟĮĐĂƟŽŶ T ŚĞ ĚƵĐĂƟŽŶ ĨŽƌ ůů ŐŽĂůƐ ǁĞƌĞ launched at the 2000 World ĚƵĐĂƟŽŶ &ŽƌƵŵ ŝŶ ĂŬĂƌ͕ ^ĞŶĞŐĂů͕ ǁŝƚŚ Ă ϮϬϭϱ ĚĞĂĚůŝŶĞ ĨŽƌ ĂĐŚŝĞǀĞŵĞŶƚ͘tŚŝůĞƚŚĞůĂƚĞƐƚƐĞƚŽĨhǁĞnjŽ ĚĂƚĂ ƉĞƌƚĂŝŶƐ ƚŽ ϮϬϭϯ͕ ŝƚ ŝƐ ƟŵĞůLJ ƚŽ ĂƐƐĞƐƐ ƉƌŽŐƌĞƐƐĂŐĂŝŶƐƚƚŚĞŐŽĂůƐ͘dĂďůĞϮƐŚŽǁƐƚŚĞ ƐŝdžĚƵĐĂƟŽŶĨŽƌůůŐŽĂůƐĂŶĚƚŚĞĂƐƐŽĐŝĂƚĞĚ ŵĞƚƌŝĐƐƚŚĂƚĐĂŶďĞĚĞƌŝǀĞĚĨƌŽŵƚŚĞhǁĞnjŽ ƐƵƌǀĞLJƐ͘ /Ŷ ƐŽŵĞ ĐĂƐĞƐ ŝŶĚŝǀŝĚƵĂů ŐŽĂůƐ ŝŶĐŽƌƉŽƌĂƚĞ Ă ŶƵŵďĞƌ ŽĨ ƐƵďͲŐŽĂůƐ ;Ğ͘Ő͘ 'ŽĂůƐϮ͕ϱĂŶĚϲͿ͘&ŽƌŝŶƐƚĂŶĐĞ͕'ŽĂůϱƌĞĨĞƌƐ ƚŽŐĞŶĚĞƌƉĂƌŝƚLJŝŶĂĐĐĞƐƐƚŽĞĚƵĐĂƟŽŶĂŶĚ ĞƋƵĂůŝƚLJ ŝŶ ƚĞƌŵƐ ŽĨ ůĞĂƌŶŝŶŐ ŽƵƚĐŽŵĞƐ͘ Ɛ ĂĐŽŶƐĞƋƵĞŶĐĞ͕ǁĞŚĂǀĞŝĚĞŶƟĮĞĚƐĞƉĂƌĂƚĞ ƐƵďͲŵĞƚƌŝĐƐǁŚĞƌĞƌĞůĞǀĂŶƚ͘ dŚĞƌĞ ĂƌĞ ĐĞƌƚĂŝŶ ŐŽĂůƐ ĨŽƌ ǁŚŝĐŚ hǁĞnjŽ data cannot shed light – namely Goals 3 ĂŶĚϰ͕ďŽƚŚŽĨǁŚŝĐŚƌĞĨĞƌƚŽĂĚƵůƚůĞĂƌŶŝŶŐ outcomes. Table 3 provides a summary of results according to the metrics proposed in Table 2, ĚŝƐƟŶŐƵŝƐŚĞĚ ďLJ ĐŽƵŶƚƌLJ ĂŶĚ ƐƵƌǀĞLJ ƌŽƵŶĚ͘ 13 Selected results are also illustrated in Figure ϭϮ͘/ŶĂůůĐĂƐĞƐ͕ǁĞƌĞƐƚƌŝĐƚƚŚĞĂŶĂůLJƐŝƐƚŽĂůů children aged 10-16 by country, regardless of ƚŚĞŝƌĞŶƌŽůŵĞŶƚƐƚĂƚƵƐ;ĂƐďĞĨŽƌĞͿ͘ ƐŝŐŶŝĮĐĂŶƚůLJ ŚŝŐŚĞƌ ƚŚĂŶ ƚŚĞ ĐŽƌƌĞƐƉŽŶĚŝŶŐ share of Tanzania and Ugandan children from non-poor households. This is evidently ĂŶĂƌĞĂĨŽƌƉŽůŝĐLJĂƩĞŶƟŽŶ͘ With respect to Goal 1͕ ǁĞ ŶŽƚĞ ƚŚĂƚ ĂĐĐĞƐƐ ƚŽ ƉƌĞƐĐŚŽŽů ĞĚƵĐĂƟŽŶ ŝƐ ĨĂƌ ĨƌŽŵ universal. Less than half of all children in either Tanzania or Uganda report to have ĂƩĞŶĚĞĚ ĂŶLJ ĨŽƌŵ ŽĨ ƉƌĞƐĐŚŽŽů͘ DŽƌĞŽǀĞƌ͕ ƚŚĞƐŚĂƌĞŝƐŵƵĐŚůŽǁĞƌĂŵŽŶŐƚŚĞƉŽŽƌĞƐƚ ŚŽƵƐĞŚŽůĚƐ;ŝ͘Ğ͘ƚŚŽƐĞǁŚŽǁĞĚĞĮŶĞĂƐƚŚĞ ͞ƵůƚƌĂͲƉŽŽƌ͖͟ƐĞĞ&ĂĐƚϱͿ͕ǁŚŽĂƌĞŵŽƌĞůŝŬĞůLJ ƚŽ ďĞ ŝŶ ƌƵƌĂů ůŽĐĂƟŽŶƐ ǁŚĞƌĞ ƚŚĞ ĐŽƐƚƐ ŽĨ ƉƌŽǀŝĚŝŶŐ;ĐĞŶƚƌĂůͿƉƵďůŝĐƐĞƌǀŝĐĞƐƚĞŶĚƚŽďĞ ŚŝŐŚĞƌ͘/ŶĂůůĐŽƵŶƚƌŝĞƐ͕ƚŚĞƐŚĂƌĞŽĨĐŚŝůĚƌĞŶ ĨƌŽŵ ƵůƚƌĂͲƉŽŽƌ ŚŽƵƐĞŚŽůĚƐ ĂƩĞŶĚŝŶŐ preschool is at least 10 percentage points ůŽǁĞƌ ƚŚĂŶ ƚŚĂƚ ŽĨ ĐŚŝůĚƌĞŶ ĨƌŽŵ ŶŽŶͲƉŽŽƌ ŚŽƵƐĞŚŽůĚƐ͘/ŶhŐĂŶĚĂ͕ůĞƐƐƚŚĂŶϭŽƵƚŽĨϰ children from ultra-poor households reports ƚŽ ŚĂǀĞ ĂƩĞŶĚĞĚ ƉƌĞƐĐŚŽŽů͘ dŚĞ ƐŚĂƌĞ ŝŶ <ĞŶLJĂ ŝƐ ƐƵďƐƚĂŶƟĂůůLJ ŚŝŐŚĞƌ ʹ Ϯ ŽƵƚ ŽĨ ϯ Kenyan children from ultra-poor households ƌĞƉŽƌƚƚŽŚĂǀĞĂƩĞŶĚĞĚƉƌĞƐĐŚŽŽů͕ǁŚŝĐŚŝƐ Goal 2 refers to access to a full, free primary ĞĚƵĐĂƟŽŶ͘/ŶĂůůƚŚƌĞĞĐŽƵŶƚƌŝĞƐŽĸĐŝĂůĨĞĞƐ for primary schooling have been abolished. EŽŶĞƚŚĞůĞƐƐ͕ ǁĞ ŶŽƚĞ ƚŚĂƚ Ă ŵŝŶŽƌŝƚLJ ŽĨ children of primary school age remain out ŽĨ ƐĐŚŽŽů͘ dŚŝƐ ƐŝƚƵĂƟŽŶ ŝƐ ŵŽƐƚ ĂĐƵƚĞ ŝŶ dĂŶnjĂŶŝĂ ǁŚĞƌĞ ĂƌŽƵŶĚ ϭϬй ŽĨ ĞůŝŐŝďůĞ ĐŚŝůĚƌĞŶ ŚĂǀĞ ĞŝƚŚĞƌ ŶĞǀĞƌ ĂƩĞŶĚĞĚ Žƌ ŚĂǀĞ ĚƌŽƉƉĞĚ ŽƵƚ͘ tĞ ĂůƐŽ ĮŶĚ ƚŚĂƚ ŝŶ Ăůů countries more than 1 in 10 eligible children from ultra-poor households remain out of school. Furthermore, as indicated by metrics Ϯď ĂŶĚ ϮĐ͕ ǁĞ ĮŶĚ ƚŚĂƚ ŵĂŶLJ ĐŚŝůĚƌĞŶ ƉƌŽŐƌĞƐƐ ƚŚƌŽƵŐŚ ƚŚĞ ƐĐŚŽŽů ƐLJƐƚĞŵ ƐůŽǁůLJ͘ On average, children aged 10-16 in all three countries have completed around 2-3 years ĨĞǁĞƌƐĐŚŽŽůŐƌĂĚĞƐƚŚĂŶǁŽƵůĚďĞĞdžƉĞĐƚĞĚ ŝĨƚŚĞLJĞŶƚĞƌĞĚƉƌŝŵĂƌLJƐĐŚŽŽůĂƚƚŚĞŽĸĐŝĂů ƐƚĂƌƟŶŐ ĂŐĞ ĂŶĚ ƉƌŽŐƌĞƐƐĞĚ ͚ŶŽƌŵĂůůLJ͛ ;ŝ͘Ğ͘ ƉĂƐƐŝŶŐ ĨƌŽŵ ŽŶĞ ŐƌĂĚĞ ƚŽ ƚŚĞ ŶĞdžƚ ĞĂĐŚ Are Our Children Learning? | Literacy and Numeracy Across East Africa | 2014 TABLE 3 WƌŽŐƌĞƐƐĂŐĂŝŶƐƚĚƵĐĂƟŽŶĨŽƌůůŐŽĂůƐ͕ďLJ country and survey round KENYA GOAL 1 TANZANIA UGANDA DdZ/ 2 3 4 2 3 4 2 3 4 Z>z,/>,KKhd/KE ͳ ͳ 79.9 ͳ ͳ 44.8 ͳ ͳ 39.7 2A NET ENROLLMENT 96.1 ϵϲ͘ϱ ϵϰ͘ϱ 91.7 92.7 ϵϬ͘ϱ 97.1 ϵϳ͘ϱ ϵϱ͘ϵ 2B zZ^K&^,KK>KDW>d 4.7 4.8 4.7 4.1 4.2 3.9 3.8 3.8 3.2 2C ^,KK>/E''W 2.0 2.0 2.0 1.7 ϭ͘ϱ 1.9 3.0 2.9 ϯ͘ϱ 5A 'EZWZ/dz 100.0 99.7 100.0 100.8 ϭϬϬ͘ϱ 101.7 99.4 99.8 100.4 5B >ZE/E'KhdKD^z'EZ 2.2 2.3 2.3 2.4 2.2 2.4 1.8 0.8 1.8 6A >/dZzEEhDZz 64.8 63.4 63.7 48.3 49.9 48.4 36.4 37.9 ϯϱ͘ϴ 6B GENERAL KNOWLEDGE 94.7 ϵϱ͘ϭ 96.7 89.8 ϲϯ͘ϱ 90.2 ϲϯ͘ϱ 88.7 94.6 LJĞĂƌͿ͘EŽƚĞƚŚĂƚƚŚŝƐŝƐŶŽƚĚƌŝǀĞŶďLJĂĐĐĞƐƐ ʹ dĂŶnjĂŶŝĂ ŚĂƐ ƚŚĞ ůŽǁĞƐƚ ͚ŐĂƉ͛ ;ŵĞƚƌŝĐ ϮĐͿ ďƵƚĂůƐŽƚŚĞůŽǁĞƐƚĂĐĐĞƐƐƌĂƚĞƐ͘dŚĞƉŽŝŶƚŝƐ that, aside from access challenges, primary ƐĐŚŽŽůƐLJƐƚĞŵƐŝŶƚŚĞƌĞŐŝŽŶĂƌĞŶŽƚĞīĞĐƟǀĞ ŝŶ ĂƐƐƵƌŝŶŐ ƟŵĞůLJ ĐŽŵƉůĞƟŽŶ ;ĨŽƌ ĨƵƌƚŚĞƌ ĚŝƐĐƵƐƐŝŽŶƐĞĞ:ŽŶĞƐĞƚĂů͕͘ϮϬϭϰͿ͘ Goal 5 ĂĚĚƌĞƐƐĞƐ ŐĞŶĚĞƌ ĚŝƐƉĂƌŝƟĞƐ͘ ,ĞƌĞ ǁĞ ĐŽŵĞ ƚŽ Ă ŵŽƌĞ ƉŽƐŝƟǀĞ ĞǀĂůƵĂƟŽŶ͘ /Ŷ ƚĞƌŵƐ ŽĨ ďŽƚŚ ĂĐĐĞƐƐ ĂŶĚ ůĞĂƌŶŝŶŐ ŽƵƚĐŽŵĞƐ͕ƚŚĞƌĞĂƌĞĞƐƐĞŶƟĂůůLJŶŽŵĂƚĞƌŝĂů ĚŝīĞƌĞŶĐĞƐ ďĞƚǁĞĞŶ ďŽLJƐ ĂŶĚ ŐŝƌůƐ͘ dŚŝƐ conclusion holds regardless of household ƐŽĐŝŽͲĞĐŽŶŽŵŝĐƐƚĂƚƵƐ͘,ŽǁĞǀĞƌ͕ƚŚŝƐŝƐŽŶůLJ ĂĐŽƵŶƚƌLJǁŝĚĞ͚ĂǀĞƌĂŐĞ͛ƌĞƐƵůƚĂŶĚƚŚƵƐŵĂLJ ŵĂƐŬ ƐƵďƐƚĂŶƟĂů ůŽĐĂů ĚŝīĞƌĞŶĐĞƐ ;ƉŽƐŝƟǀĞ ĂŶĚŶĞŐĂƟǀĞͿ͘ Goal 6ƌĞĨĞƌƐƚŽƋƵĂůŝƚLJŽĨůĞĂƌŶŝŶŐŽƵƚĐŽŵĞƐ͘ ƐďĞĨŽƌĞ͕ǁĞĮŶĚƚŚĂƚƐƵĐŚŽƵƚĐŽŵĞƐůĞĂǀĞ much to be desired as many children aged ϭϬͲϭϲ ;ĞŶƌŽůůĞĚ ĂďŽǀĞ ^ƚĂŶĚĂƌĚ ϮͿ ĂƌĞ ŶŽƚ able to achieve basic reading and literacy ĐŽŵƉĞƚĞŶĐŝĞƐ͘ƚƚŚĞƐĂŵĞƟŵĞ͕ĂŶƐǁĞƌƐƚŽ ŐĞŶĞƌĂůŬŶŽǁůĞĚŐĞ͚ďŽŶƵƐ͛ƋƵĞƐƟŽŶƐ8 – not analysed above – yield a more favourable impression. While results vary across survey ƌŽƵŶĚƐ͕ ƌĞŇĞĐƟŶŐ ĚŝīĞƌĞŶĐĞƐ ŝŶ ƋƵĞƐƟŽŶƐ͕ ŝŶĂůůƚŚƌĞĞĐŽƵŶƚƌŝĞƐǁĞĮŶĚƚŚĂƚŵŽƌĞƚŚĂŶ 90% of children aged 10-16 are able to pass Ăƚ ůĞĂƐƚ ŽŶĞ ďŽŶƵƐ ƋƵĞƐƟŽŶ ŝŶ ŽŶĞ ŽĨ ƚŚĞ ƐƵƌǀĞLJ ƌŽƵŶĚƐ͘ tŚĞƚŚĞƌ ƚŚŝƐ ŝŶĨŽƌŵĂƟŽŶ ŝƐ ůĞĂƌŶƚ ŝŶ ƐĐŚŽŽů ŝƐ ŝŵƉŽƐƐŝďůĞ ƚŽ ũƵĚŐĞ͕ ďƵƚ it does suggest that children are gaining ŝŵƉŽƌƚĂŶƚ ůŝĨĞ ƐŬŝůůƐ ŝŶĐůƵĚŝŶŐ ŬŶŽǁůĞĚŐĞ ŽĨ ƚŚĞǁŝĚĞƌƐŽĐŝĞƚLJŝŶǁŚŝĐŚƚŚĞLJůŝǀĞ͘ dŚĞ ƋƵĞƐƟŽŶ ŽŶ ƚŚĞ ŶƵŵďĞƌ ŽĨ LJĞĂƌƐ ĐŚŝůĚƌĞŶŝŶƉƌŝŵĂƌLJƐĐŚŽŽůŚĂĚĂƩĞŶĚĞĚƉƌĞͲ ƐĐŚŽŽůǁĂƐŽŶůLJŝŶĐůƵĚĞĚŝŶZŽƵŶĚϰ͘ 8 /ŶĂůůƚŚƌĞĞĐŽƵŶƚƌŝĞƐĂŶĚĨŽƌĞĂĐŚƌŽƵŶĚ͕Ă ŐĞŶĞƌĂůŬŶŽǁůĞĚŐĞƋƵĞƐƟŽŶŝƐƉŽƐĞĚ͕ǁŚŝĐŚ ƐĞĞŬƐŬŶŽǁůĞĚŐĞƚŚĂƚĞǀĞŶĐŚŝůĚƌĞŶŶŽƚĂƩĞŶĚŝŶŐ school should access. For instance in 2013, ĐŚŝůĚƌĞŶǁĞƌĞĂƐŬĞĚƚŽŝĚĞŶƟĨLJƚŚƌĞĞǁŝůĚĂŶŝŵĂůƐ from pictures in Tanzania, and name parts of a ƚƌĞĞŝŶ<ĞŶLJĂ͘dŚĞĐŚŝůĚĂŶƐǁĞƌƐŝŶƚŚĞŝƌƉƌĞĨĞƌƌĞĚ language, and orally. Are Our Children Learning? | Literacy and Numeracy Across East Africa | 2014 14 FIGURE 12 Outcome measures for ƐĞůĞĐƚĞĚĚƵĐĂƟŽŶĨŽƌůů goals, by country and survey ƌŽƵŶĚ;ĐŚŝůĚƌĞŶϭϬͲϭϲͿ SOURCE:ĐĂůĐƵůĂƚĞĚǁŝƚŚĚĂƚĂ ĨƌŽŵhǁĞnjŽƐƵƌǀĞLJƌŽƵŶĚƐ ϮͲϰ͘ZŽƵŶĚϭŝƐĞdžĐůƵĚĞĚ ďĞĐĂƵƐĞŽĨƚŚĞĚŝīĞƌĞŶĐĞŝŶ ƐĐĂůĞǁŝƚŚƚŚĞŽƚŚĞƌƌŽƵŶĚƐ͘͘ Goal 2a - Net Enrolment 92% 93% 91% 96% 97% 95% 100% 97% 98% 96% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0 2 3 4 2 Kenya 3 4 2 Tanzania 3 4 Uganda Goal 2c - Years of Schooling Gap 3 3.5 2.9 3.5 3 Gap in Years 2.5 2 2 2 2 2 3 4 1.7 1.5 1.9 1.5 1 0.5 0 Kenya 15 Are Our Children Learning? | Literacy and Numeracy Across East Africa | 2014 2 3 4 Tanzania 2 3 4 Uganda 'ŽĂůϱĂͲ'ĞŶĚĞƌWĂƌŝƚLJ 100% 100% 100% 101% 101% 102% 99% 100% 100% 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0 2 3 4 2 Kenya 3 4 2 Tanzania 3 4 Uganda Goal 6a - Education Quality 100% 90% Pass Rate (%) 80% 70% 65% 63% 64% 60% 48% 50% 48% 50% 36% 38% 36% 40% 30% 20% 10% 0 2 3 4 Kenya 2 3 4 Tanzania 2 3 4 Uganda 6. CONCLUSION T ŚŝƐ ƌĞƉŽƌƚ ƐƵŵŵĂƌŝƐĞƐ ƚŚĞ ŵĂŝŶ ĮŶĚŝŶŐƐ ĨƌŽŵ ƚŚĞ ϮϬϭϯ hǁĞnjŽĂƐƐĞƐƐŵĞŶƚ͕ƵŶĚĞƌƚĂŬĞŶŝŶ<ĞŶLJĂ͕DĂŝŶůĂŶĚdĂŶnjĂŶŝĂ and Uganda. With coverage of virtually all districts in these ĐŽƵŶƚƌŝĞƐ͕ĂƐǁĞůůĂƐůĂƌŐĞƐĂŵƉůĞƐŝnjĞƐǁŝƚŚŝŶĞĂĐŚĚŝƐƚƌŝĐƚ͕ ƚŚĞhǁĞnjŽƐƵƌǀĞLJƐƌĞƉƌĞƐĞŶƚĂŶĞdžƚƌĞŵĞůLJƌŝĐŚƐŽƵƌĐĞŽĨŝŶĨŽƌŵĂƟŽŶ to monitor trends in learning and to compare such outcomes both ǁŝƚŚŝŶĂŶĚďĞƚǁĞĞŶĐŽƵŶƚƌŝĞƐĂĐƌŽƐƐƚŚĞƌĞŐŝŽŶ͘ dŚĞ hǁĞnjŽ ϮϬϭϯ ƌĞƐƵůƚƐ ĂƌĞ ĐŽŶƐŝƐƚĞŶƚ ǁŝƚŚ ƚŚŽƐĞ ŽĨ ƚŚĞ ƉƌĞǀŝŽƵƐ ƌŽƵŶĚƐ͘ Ɛ ďĞĨŽƌĞ͕ ǁĞ ĮŶĚ ƚŚĂƚ ŵĂŶLJ ĐŚŝůĚƌĞŶ ĂƩĞŶĚŝŶŐ ƐĐŚŽŽů ĂƌĞŶŽƚůĞĂƌŶŝŶŐďĂƐŝĐƐŬŝůůƐǁŝƚŚŝŶƚŚĞĮƌƐƚĨĞǁLJĞĂƌƐŽĨĞĚƵĐĂƟŽŶ͘ DŽƌĞŽǀĞƌ͕ Ă ƐƵďƐƚĂŶƟĂů ƉƌŽƉŽƌƟŽŶ ŽĨ ĐŚŝůĚƌĞŶ ŝŶ ƚŚĞŝƌ ĮŶĂů LJĞĂƌƐ ŽĨ ƉƌŝŵĂƌLJ ƐĐŚŽŽů ƐƟůů ŚĂǀĞ ŶŽƚ ĨƵůůLJ ŵĂƐƚĞƌĞĚ ^ƚĂŶĚĂƌĚ Ϯ ůĞǀĞů ĐŽŵƉĞƚĞŶĐŝĞƐ͘/ŶƐƵŵ͕ƚŚĞĞĚƵĐĂƟŽŶƐLJƐƚĞŵĐŽŶƟŶƵĞƐƚŽĨĂŝůŵĂŶLJ of our children. Ɛ ƚŚĞ ƉƌĞǀŝŽƵƐ ƐƵƌǀĞLJ ƌŽƵŶĚƐ ƐŚŽǁĞĚ͕ ƚŚĞƌĞ ĂƌĞ ĐŽŶƐŝĚĞƌĂďůĞ ĚŝīĞƌĞŶĐĞƐ ďĞƚǁĞĞŶ ĂŶĚ ǁŝƚŚŝŶ ƚŚĞ ƚŚƌĞĞ ĐŽƵŶƚƌŝĞƐ͘ ƌŝƟĐĂůůLJ͕ hŐĂŶĚĂŶĐŚŝůĚƌĞŶƉĞƌĨŽƌŵůĞĂƐƚǁĞůůŽŶƚŚĞƚĞƐƚƐŽŶĂǀĞƌĂŐĞ͖ĂŶĚƚŚĞ ŶŐůŝƐŚƐŬŝůůƐŽĨdĂŶnjĂŶŝĂŶĐŚŝůĚƌĞŶĂƌĞƉĂƌƟĐƵůĂƌůLJǁĞĂŬ͘tĞĂůƐŽĮŶĚ ůĂƌŐĞ ĚŝīĞƌĞŶĐĞƐ ŝŶ ůĞĂƌŶŝŶŐ ŽƵƚĐŽŵĞƐ ďĞƚǁĞĞŶ ĚŝƐƚƌŝĐƚƐ ĂƐ ǁĞůů ĂƐ ďĞƚǁĞĞŶƐŽĐŝŽͲĞĐŽŶŽŵŝĐŐƌŽƵƉƐǁŝƚŚŝŶƚŚĞƚŚƌĞĞĐŽƵŶƚƌŝĞƐ͘KǀĞƌĂůů͕ ůĞĂƌŶŝŶŐ ŝŶĞƋƵĂůŝƟĞƐ ;ĂŵŽŶŐ ĚŝƐƚƌŝĐƚƐ ĂŶĚ ƐĐŚŽŽůƐͿ ĂƌĞ ŚŝŐŚĞƐƚ ŝŶ <ĞŶLJĂĂŶĚůŽǁĞƐƚŝŶhŐĂŶĚĂ͕ǁŚŝůĞŝŶĞƋƵĂůŝƟĞƐĂůŽŶŐƐŽĐŝŽͲĞĐŽŶŽŵŝĐ ƐƚĂƚƵƐ ĂƌĞ ĂŐĂŝŶ ŚŝŐŚĞƐƚ ŝŶ <ĞŶLJĂ ďƵƚ ůŽǁĞƐƚ ŝŶ dĂŶnjĂŶŝĂ͘ dŚŝƐ ŝŶĚŝĐĂƚĞƐƚŚĂƚ͕ĚĞƐƉŝƚĞĂĐŽŵŵŝƚŵĞŶƚƚŽƵŶŝǀĞƌƐĂůƉƌŝŵĂƌLJĞĚƵĐĂƟŽŶ͕ ĚŝƐƉĂƌŝƟĞƐŝŶĞĚƵĐĂƟŽŶĂůŽƉƉŽƌƚƵŶŝƟĞƐƌĞŵĂŝŶ͘ ŽŶƐŝĚĞƌŝŶŐƚŚĞƌĞƐƵůƚƐĨƌŽŵĚŝīĞƌĞŶƚƌŽƵŶĚƐŽĨƚŚĞhǁĞnjŽƐƵƌǀĞLJƐ͕ ƚŚĞƌĞ ŝƐ ůŝƩůĞ ĞǀŝĚĞŶĐĞ ŽĨ ůĂƌŐĞ ĐŚĂŶŐĞƐ ŝŶ ůĞĂƌŶŝŶŐ ŽƵƚĐŽŵĞƐ͘ dŚŝƐ ŝƐƌĞŝŶĨŽƌĐĞĚŽŶĐĞǁĞƚĂŬĞĚƵĞĂĐĐŽƵŶƚŽĨŶŽŶͲƐĂŵƉůĞĚŝīĞƌĞŶĐĞƐ͘ ^ŝŵƉůLJ ƉƵƚ͕ ǁĞ ĐĂŶŶŽƚ ƌŽďƵƐƚůLJ ŝĚĞŶƟĨLJ ĂŶLJ ĐŚĂŶŐĞƐ ŽǀĞƌ ƟŵĞ ŝŶ ůĞĂƌŶŝŶŐ ŽƵƚĐŽŵĞƐ͘ ǀŝĚĞŶƚůLJ͕ ŝŶĞƋƵĂůŝƟĞƐ ŚĂǀĞ ĂůƐŽ ƉĞƌƐŝƐƚĞĚ ŽǀĞƌ ƟŵĞ͕ǁŝƚŚĐŚŝůĚƌĞŶŽĨƵƌďĂŶĂŶĚǁĞĂůƚŚŝĞƌŚŽƵƐĞŚŽůĚƐĐŽŶƐŝƐƚĞŶƚůLJ ƉĞƌĨŽƌŵŝŶŐ ďĞƩĞƌ ƚŚĂŶ ƚŚĞŝƌ ĐŽƵŶƚĞƌƉĂƌƚƐ ĨƌŽŵ ƌƵƌĂů ĂŶĚ ƉŽŽƌĞƌ households. 17 The evidence presented in this report demonstrates that the ĚƵĐĂƟŽŶĨŽƌůů;&ͿƚĂƌŐĞƚƐƐĞƚĚƵƌŝŶŐƚŚĞtŽƌůĚĚƵĐĂƟŽŶ&ŽƌƵŵ ŝŶϮϬϬϬŝŶĂŬĂƌŚĂǀĞŶŽƚďĞĞŶŵĞƚŝŶ<ĞŶLJĂ͕hŐĂŶĚĂĂŶĚdĂŶnjĂŶŝĂ͘ ĂƐƚ ĨƌŝĐĂ ŝƐ ĨĂĐŝŶŐ ĂŶ ĞĚƵĐĂƟŽŶ ĐƌŝƐŝƐ ǁŝƚŚ ƚŚŽƵƐĂŶĚƐ ŽĨ ĐŚŝůĚƌĞŶ ƉĂƐƐŝŶŐ ƚŚƌŽƵŐŚ ƚŚĞ ƉƌŝŵĂƌLJ ĞĚƵĐĂƟŽŶ ƐLJƐƚĞŵ ǁŝƚŚŽƵƚ ŵĂƐƚĞƌŝŶŐ ĞǀĞŶƚŚĞŵŽƐƚďĂƐŝĐƐŬŝůůƐ͘ĂĐŚŽĨƚŚĞĐŽƵŶƚƌŝĞƐŵƵƐƚǁĂŬĞƵƉƚŽƚŚŝƐ ƌĞĂůŝƚLJ͕ĂŶĚĞŶƐƵƌĞƚŚĂƚĞǀĞƌLJĐŚŝůĚĂƩĞŶĚŝŶŐƐĐŚŽŽůƚŽĚĂLJůĞĂƌŶƐ͘WƵƚ ŵŽƌĞƐƚĂƌŬůLJ͕ǁĞŚĂǀĞĨĂŝůĞĚƚŽůŝǀĞƵƉƚŽŽƵƌƉƌŽŵŝƐĞƐƚŽŽƵƌĐŚŝůĚƌĞŶ ĂŶĚǁĞŶĞĞĚƚŽƌĞǀŝĞǁĂŶĚƌĞĐƟĨLJƵŶůĞƐƐǁĞǁĂŶƚƚŽĮŶĚŽƵƌƐĞůǀĞƐ ƌĞĂĚŝŶŐƚŚĞƐĞƐĂŵĞƐĞŶƚĞŶĐĞƐŝŶĂŶŽƚŚĞƌĮŌĞĞŶLJĞĂƌƐ͘ ƐdǁĂǁĞnjĂ͕ǁĞǁŝůůĐŽŶƟŶƵĞƚŽƉůĂLJŽƵƌƉĂƌƚ͘dŚĞhǁĞnjŽĂƐƐĞƐƐŵĞŶƚ ǁŝůů ďĞ ĐŽŶĚƵĐƚĞĚ ĂŶŶƵĂůůLJ ƚŽ ŵŽŶŝƚŽƌ ƉƌŽŐƌĞƐƐ ŝŶ ůĞĂƌŶŝŶŐ ĂŶĚ ƐƵƉƉůLJ ĞǀŝĚĞŶĐĞ ƚŽ ƚŚĞ ǀĂƌŝŽƵƐ ƉůĂLJĞƌƐ ŝŶ ďŽƚŚ ŝŶƚĞƌǀĞŶƟŽŶ ĂŶĚ ƉŽůŝĐLJƐƉĂĐĞƐ͘ĞLJŽŶĚƚŚŝƐŚŽǁĞǀĞƌ͕ǁĞŚĂǀĞĐŽŵĞƚŽƌĞĐŽŐŶŝƐĞƚŚĂƚ ǁĞĐĂŶƉůĂLJĂĐƌŝƟĐĂůƌŽůĞŝŶĐƵƌĂƟŶŐĞdžŝƐƟŶŐĞǀŝĚĞŶĐĞŽŶŝŵƉƌŽǀŝŶŐ ƚŚĞƋƵĂůŝƚLJŽĨĞĚƵĐĂƟŽŶĂŶĚŵĂŬĞƚŚŝƐĂǀĂŝůĂďůĞƚŽƚŚŽƐĞƌĞƐƉŽŶƐŝďůĞ ĨŽƌ ĞĚƵĐĂƟŽŶ ƉŽůŝĐLJ ĂŶĚ ŝŵƉůĞŵĞŶƚĂƟŽŶ͘ ŽŵďŝŶĞĚ ǁŝƚŚ ƌƵŶŶŝŶŐ ƐŽŵĞƐŵĂůůŝŶƚĞƌǀĞŶƟŽŶƐŽƌƚƌŝĂůƐŝŶƚŚĞƚŚƌĞĞĐŽƵŶƚƌŝĞƐ͕ǁĞďĞůŝĞǀĞ ƚŚĂƚǁĞĐĂŶďƌŝŶŐŶĞǁŝĚĞĂƐĂŶĚĚŝƐĐŽƵƌƐĞŝŶƚŽƚŚĞĚĞďĂƚĞŽŶŚŽǁƚŽ ĞŶƐƵƌĞƋƵĂůŝƚLJĞĚƵĐĂƟŽŶĨŽƌŽƵƌĐŚŝůĚƌĞŶ͘ KǀĞƌƚŚĞĐŽŵŝŶŐLJĞĂƌƐ͕ƚŚŝƐĂƌĞĂŽĨǁŽƌŬǁŝůůĨŽĐƵƐŽŶĂŶƵŵďĞƌŽĨ ĐƌŝƟĐĂůŝƐƐƵĞƐŝŶĞĚƵĐĂƟŽŶ͗ • • • • dŚĞůĂĐŬŽĨůĞĂƌŶŝŶŐŝŶƐĐŚŽŽůƐĂŶĚƚŚĞůĂĐŬŽĨƐLJƐƚĞŵŝĐĨŽĐƵƐŽŶ learning outcomes KǀĞƌͲĂŵďŝƟŽƵƐ ĐƵƌƌŝĐƵůĂ ĂŶĚ ƚĞĂĐŚŝŶŐ ĂŚĞĂĚ ŽĨ ƐƚƵĚĞŶƚƐ͛ learning levels dĞĂĐŚĞƌŵŽƟǀĂƟŽŶ͕ƐƵƉƉŽƌƚĂŶĚĂĐĐŽƵŶƚĂďŝůŝƚLJ The limited ability of school leadership and management to ensure that children learn dŚŝƐŵĂƌŬƐĂŶĞǁĚĞƉĂƌƚƵƌĞĨŽƌdǁĂǁĞnjĂ͘/ĨǁĞĐĂŶŵĂŬĞŝŶĚĞŶƚƐŝŶ ƚŚĞƐĞ ƐĞĞŵŝŶŐůLJ ŝŶƚƌĂĐƚĂďůĞ ĞĚƵĐĂƟŽŶĂů ĐŚĂůůĞŶŐĞƐ͕ ǁĞ ĂƌĞ ĐĞƌƚĂŝŶ ƚŚĂƚĂƐƚĨƌŝĐĂŶĐŚŝůĚƌĞŶǁŝůůůĞĂƌŶďĞƩĞƌĂŶĚĨĂƐƚĞƌ͘ Are Our Children Learning? | Literacy and Numeracy Across East Africa | 2014 Are Our Children Learning? | Literacy and Numeracy Across East Africa | 2014 18 COUNTRY LEVEL FINDINGS APPENDIX A FIGURE A.1 Test score pass rates for individual tests in Kenya, Tanzania and Uganda, ďLJŐƌĂĚĞŝŶǁŚŝĐŚĐŚŝůĚŝƐ ĞŶƌŽůůĞĚ;ϭͲϳͿ English Test 10% 0 1 2 56% 19% 18% 15% 14% 12% 8% 11% 9% 30% 28% 30% 31% 40% 36% 50% 47% 60% 51% 53% 70% Pass Rate (%) 72% 69% 80% 86% 84% 90% 20% 92% 100% 3 4 Kenya Tanzania 5 6 7 Uganda 10% 0 1 2 3 Kenya 19 83% 6% 20% 14% 9% 30% 21% 17% 40% 32% 31% 27% 50% 51% 45% 39% 60% 13% Pass Rate (%) 70% 70% 80% 63% 57% 57% 90% 76% 66% 73% 100% 83% Numeracy Test 4 Tanzania 5 6 Uganda Are Our Children Learning? | Literacy and Numeracy Across East Africa | 2014 7 SOURCE: calculated from Uwezo 2013 data. Swahili Test 93% 81% 59% 32% 40% 20% 30% 7 8% 20% 35% 50% 10% 6 45% 60% 20% Pass Rate (%) 70% 60% 73% 80% 71% 90% 80% 86% 100% 0 1 2 3 4 5 Kenya Tanzania Combined 80% 58% 53% 50% 0 1 2 21% 13% 17% 9% 10% 9% 20% 12% 7% 30% 23% 26% 40% 40% 43% 40% 60% 4% Pass Rate (%) 70% 63% 61% 73% 90% 82% 67% 76% 100% 3 Kenya 4 5 Tanzania 6 7 Uganda Are Our Children Learning? | Literacy and Numeracy Across East Africa | 2014 20 91% 91% 91% 90% 1 2 3 4 90% 88% 89% 88% 1 2 3 4 1 2 3 4 Kenya Tanzania Uganda 73% 74% 74% 76% 65% 66% 68% 67% 54% 53% 52% 56% 1 2 3 Kenya 4 1 2 3 4 Tanzania FIGURE A.2 dƌĞŶĚƐŝŶĞŶƌŽůŵĞŶƚ;ƚŽƉ ƉĂŶĞůͿĂŶĚĐŽŵďŝŶĞĚ ƚĞƐƚƐĐŽƌĞŵĂƌŬƐ;ďŽƩŽŵ ƉĂŶĞůͿ;ŝŶйͿ͕ďLJĐŽƵŶƚƌLJ and survey round SOURCE: calculated from Uwezo rounds 1-4. 21 91% 93% 93% 92% Are Our Children Learning? | Literacy and Numeracy Across East Africa | 2014 1 2 3 Uganda 4 SAMPLE TESTS APPENDIX B SAMPLE ENGLISH STORY DLJŶĂŵĞŝƐDƵŬĂƐĂ͘/ĂŵƐŝdžLJĞĂƌƐŽůĚ͘DLJƐĐŚŽŽůŝƐ<ĂƐĞƐĞWƌŝŵĂƌLJ ƐĐŚŽŽů͘ DLJ ĮƌƐƚ ĚĂLJ Ăƚ ƐĐŚŽŽů ǁĂƐ ǀĞƌLJ ŐŽŽĚ͘ / ŐŽƚ ŵĂŶLJ ĨƌŝĞŶĚƐ͘ / ƉůĂLJĞĚ ǁŝƚŚ ƚŚĞŵ͘ / ƐĂǁ ŵĂŶLJ ŐŽŽĚ ƚŚŝŶŐƐ Ăƚ ƐĐŚŽŽů͘ ǀĞƌLJ ĐŚŝůĚ should go to school. SAMPLE DIVISION TEST 4 ÷2= 12 ÷ 3 = 6÷3= 21 ÷ 3 = 22 ÷ 2 = 9 ÷3= 18 ÷ 3 = 8÷2= Are Our Children Learning? | Literacy and Numeracy Across East Africa | 2014 22 DISTRICT RANKING, BY MEAN PASS RATE ON COMBINED TEST FOR ALL CHILDREN AGED 10-16 APPENDIX C RANK 23 COUNTRY DISTRICT REGION W^^ZdΈйΉ 1 Tanzania Mbeya Urban Mbeya 86.1 2 1 Kenya Gatundu Central ϴϱ͘Ϭ 3 2 Kenya Nyeri North Central 84.7 4 3 Kenya Nairobi East Nairobi ϴϰ͘ϱ 5 4 Kenya >ĂŝŬŝƉŝĂĂƐƚ ZŝŌsĂůůĞLJ 82.2 6 ϱ Kenya Kiambu Central 81.6 7 6 Kenya Lari Central 81.1 8 7 Kenya /ŵĞŶƟEŽƌƚŚ Eastern 80.8 9 8 Kenya Ruiru Central 80.2 10 9 Kenya Tigania Eastern 80.1 11 10 Kenya Maara Eastern 79.9 12 2 Tanzania ƵŬŽďĂhƌďĂŶ Kagera 79.7 13 11 Kenya Nairobi North Nairobi 79.0 14 12 Kenya Limuru Central 78.1 15 13 Kenya dŚŝŬĂtĞƐƚ Central 78.0 16 14 Kenya Naivasha ZŝŌsĂůůĞLJ 77.9 17 ϭϱ Kenya Nairobi West Nairobi 77.6 18 16 Kenya /ŵĞŶƟ^ŽƵƚŚ Eastern ϳϳ͘ϱ 19 3 Tanzania Arusha Arusha 77.4 20 17 Kenya <ŝŬƵLJƵ Central 76.7 21 18 Kenya DĂŬƵĞŶŝ Eastern 76.3 22 19 Kenya Muranga North Central 76.2 23 20 Kenya DĂƌĂŬǁĞƚ ZŝŌsĂůůĞLJ 76.0 24 21 Kenya Githunguri Central ϳϱ͘ϵ 25 22 Kenya Nandi North ZŝŌsĂůůĞLJ ϳϱ͘ϵ REGIONAL COUNTRY 1 26 4 Tanzania Morogoro Urban Morogoro ϳϱ͘ϰ 27 23 Kenya Muranga South Central ϳϱ͘ϰ 28 24 Kenya Nyandarua South Central ϳϱ͘Ϯ 29 Ϯϱ Kenya <ĂũŝĂĚŽEŽƌƚŚ ZŝŌsĂůůĞLJ 74.8 30 26 Kenya Mbooni Eastern 74.7 31 27 Kenya EĂŬƵƌƵ ZŝŌsĂůůĞLJ 74.4 32 ϱ Tanzania /ƌŝŶŐĂhƌďĂŶ /ƌŝŶŐĂ 72.8 33 28 Kenya ^ŽƟŬ ZŝŌsĂůůĞLJ ϳϮ͘ϱ 34 29 Kenya Keiyo ZŝŌsĂůůĞLJ 72.4 35 30 Kenya >ĂŝŬŝƉŝĂtĞƐƚ ZŝŌsĂůůĞLJ 72.0 36 31 Kenya <ŝďǁĞnjŝ Eastern 71.9 37 32 Kenya Kitui North Eastern 71.9 38 33 Kenya Molo ZŝŌsĂůůĞLJ 71.7 39 34 Kenya Nyamira Nyanza 71.6 40 ϯϱ Kenya Mandera East North Eastern 71.4 41 36 Kenya Manga Nyanza 71.3 Are Our Children Learning? | Literacy and Numeracy Across East Africa | 2014 RANK COUNTRY DISTRICT REGION W^^ZdΈйΉ 37 Kenya Mbeere Eastern 71.2 43 38 Kenya Kericho ZŝŌsĂůůĞLJ ϳϬ͘ϱ 44 39 Kenya Kangundo Eastern 69.9 45 40 Kenya Borabu Nyanza 69.6 46 6 Tanzania Kinondoni Dar Es Salaam ϲϵ͘ϱ 47 41 Kenya <ŽŝďĂƚĞŬ ZŝŌsĂůůĞLJ 69.2 48 7 Tanzania ,Ăŝ <ŝůŝŵĂŶũĂƌŽ 69.1 49 8 Tanzania DǁĂŶŐĂ <ŝůŝŵĂŶũĂƌŽ 68.9 50 42 Kenya DǁĂůĂ Eastern 68.7 51 43 Kenya Kilindini Coast 68.6 52 44 Kenya EĂŬƵƌƵEŽƌƚŚ ZŝŌsĂůůĞLJ 68.6 53 9 Tanzania /ůĞŵĞůĂ DǁĂŶnjĂ 68.1 54 ϰϱ Kenya Nandi South ZŝŌsĂůůĞLJ 68.1 55 46 Kenya DĂĐŚĂŬŽƐ Eastern 68.1 56 47 Kenya Eldoret West ZŝŌsĂůůĞLJ 67.9 57 48 Kenya Taita Coast 67.8 58 49 Kenya <ĂŬĂŵĞŐĂEŽƌƚŚ Western 67.6 59 ϱϬ Kenya Nzaui Eastern 67.6 60 ϱϭ Kenya Lamu Coast ϲϳ͘ϱ 61 10 Tanzania DƉĂŶĚĂDũŝŶŝ ZƵŬǁĂ 67.4 62 ϱϮ Kenya /ŐĞŵďĞ Eastern 67.3 63 ϱϯ Kenya zĂƩĂ Eastern 67.3 64 11 Tanzania Kilolo /ƌŝŶŐĂ 67.0 65 12 Tanzania Kibaha Rural WǁĂŶŝ 67.0 66 ϱϰ Kenya Embu Eastern 66.8 67 13 Tanzania /ůĂůĂ Dar Es Salaam 66.8 68 14 Tanzania /ƌŝŶŐĂZƵƌĂů /ƌŝŶŐĂ 66.8 69 ϭϱ Tanzania Rombo <ŝůŝŵĂŶũĂƌŽ 66.7 70 16 Tanzania DƚǁĂƌĂhƌďĂŶ DƚǁĂƌĂ 66.6 REGIONAL COUNTRY 42 71 ϱϱ Kenya Nandi Central ZŝŌsĂůůĞLJ 66.2 72 ϱϲ Kenya Meru Central Eastern ϲϱ͘ϴ 73 ϱϳ Kenya Kaloleni Coast ϲϱ͘ϴ 74 ϱϴ Kenya Trans Nzoia East ZŝŌsĂůůĞLJ ϲϱ͘ϳ 75 ϱϵ Kenya ƵƌĞƟ ZŝŌsĂůůĞLJ ϲϱ͘ϲ 76 60 Kenya Mombasa Coast ϲϱ͘ϰ 77 17 Tanzania Tanga Urban Tanga ϲϱ͘ϯ 78 18 Tanzania dĞŵĞŬĞ Dar Es Salaam ϲϱ͘Ϭ 79 61 Kenya Nandi East ZŝŌsĂůůĞLJ 64.9 80 19 Tanzania Kyela Mbeya 64.8 81 62 Kenya Rongo Nyanza 64.7 82 1 Uganda Kampala Central 64.7 83 63 Kenya Rarieda Nyanza 64.7 84 64 Kenya Nyandarua North Central 64.6 85 ϲϱ Kenya <ĂũŝĂĚŽĞŶƚƌĂů ZŝŌsĂůůĞLJ 64.6 86 66 Kenya Bomet ZŝŌsĂůůĞLJ ϲϰ͘ϱ 87 20 Tanzania Shinyanga Urban Shinyanga 64.2 88 67 Kenya Bungoma West Western 64.0 89 68 Kenya Bondo Nyanza 63.8 Are Our Children Learning? | Literacy and Numeracy Across East Africa | 2014 24 RANK COUNTRY DISTRICT REGION W^^ZdΈйΉ 69 Kenya Baringo North ZŝŌsĂůůĞLJ 63.7 91 70 Kenya <ŝƉŬĞůŝŽŶ ZŝŌsĂůůĞLJ 63.7 92 71 Kenya Kisumu East Nyanza 63.7 93 72 Kenya Baringo Central ZŝŌsĂůůĞLJ 63.6 94 73 Kenya Masaba Nyanza 63.4 95 74 Kenya Nyando Nyanza 63.4 96 ϳϱ Kenya <ĂŬĂŵĞŐĂ^ŽƵƚŚ Western 63.4 97 21 Tanzania Dodoma Urban Dodoma 63.3 98 22 Tanzania <ŽƌŽŐǁĞhƌďĂŶ Tanga 63.1 REGIONAL COUNTRY 90 25 99 76 Kenya DǁŝŶŐŝ Eastern 63.0 100 77 Kenya Trans Nzoia West ZŝŌsĂůůĞLJ ϲϮ͘ϱ 101 78 Kenya Lugari Western ϲϮ͘ϱ 102 23 Tanzania Moshi Urban <ŝůŝŵĂŶũĂƌŽ 62.1 103 79 Kenya ,ĂŵŝƐŝ Western 62.0 104 80 Kenya Gucha Nyanza 61.9 105 81 Kenya Meru South Eastern 61.9 106 24 Tanzania Arusha Rural Arusha 61.7 107 82 Kenya Mutomo Eastern 61.6 108 Ϯϱ Tanzania Kahama Shinyanga 61.4 109 83 Kenya <ĂŬĂŵĞŐĂĞŶƚƌĂů Western 61.4 110 84 Kenya Rachuonyo Nyanza 61.2 111 ϴϱ Kenya Gatanga Central 61.1 112 86 Kenya dŚŝŬĂĂƐƚ Central 60.9 113 87 Kenya Bungoma East Western 60.9 114 88 Kenya Tinderet ZŝŌsĂůůĞLJ 60.8 115 26 Tanzania Same <ŝůŝŵĂŶũĂƌŽ 60.7 116 89 Kenya Taveta Coast 60.7 117 90 Kenya Mt Elgon Western 60.7 118 2 Uganda Mbarara Western 60.4 119 91 Kenya Teso North Western 60.4 120 27 Tanzania Nyamagana DǁĂŶnjĂ 60.3 121 3 Uganda tĂŬŝƐŽ Central 60.3 122 92 Kenya Siaya Nyanza 60.2 123 28 Tanzania Moshi Rural <ŝůŝŵĂŶũĂƌŽ 60.2 124 29 Tanzania Bagamoyo WǁĂŶŝ 60.1 125 93 Kenya Vihiga Western 60.1 126 94 Kenya ,ŽŵĂĂLJ Nyanza 60.0 127 ϵϱ Kenya Emuhaya Western ϱϵ͘ϱ 128 96 Kenya Bunyala Western ϱϵ͘ϰ 129 30 Tanzania <ǁŝŵďĂ DǁĂŶnjĂ ϱϵ͘ϰ 130 97 Kenya Butere Western ϱϵ͘Ϯ 131 98 Kenya Mumias Western ϱϵ͘Ϯ 132 31 Tanzania Singida Urban Singida ϱϵ͘ϭ 133 99 Kenya <ĂŬĂŵĞŐĂĂƐƚ Western ϱϴ͘ϵ 134 32 Tanzania Kigoma Urban Kigoma ϱϴ͘ϴ 135 100 Kenya <ǁĂŶnjĂ ZŝŌsĂůůĞLJ ϱϴ͘ϲ 136 101 Kenya Kisii Central Nyanza ϱϴ͘ϲ 137 33 Tanzania EũŽŵďĞDũŝŶŝ /ƌŝŶŐĂ ϱϴ͘ϰ Are Our Children Learning? | Literacy and Numeracy Across East Africa | 2014 RANK COUNTRY DISTRICT REGION W^^ZdΈйΉ 102 Kenya Samia Western ϱϴ͘ϯ 34 Tanzania Siha <ŝůŝŵĂŶũĂƌŽ ϱϴ͘ϯ 140 ϯϱ Tanzania Karatu Arusha ϱϴ͘ϭ 141 103 Kenya Eldoret East ZŝŌsĂůůĞLJ ϱϴ͘ϭ 142 36 Tanzania ĂďĂƟhƌďĂŶ Manyara ϱϳ͘ϳ 143 37 Tanzania /ůĞũĞ Mbeya ϱϳ͘ϲ REGIONAL COUNTRY 138 139 144 104 Kenya EĂƌŽŬEŽƌƚŚ ZŝŌsĂůůĞLJ ϱϳ͘ϲ 145 ϭϬϱ Kenya DƐĂŵďǁĞŶŝ Coast ϱϳ͘ϱ 146 106 Kenya Marsabit Eastern ϱϳ͘ϯ 147 38 Tanzania Misenyi Kagera ϱϳ͘Ϭ 148 107 Kenya Suba Nyanza ϱϲ͘ϵ 149 39 Tanzania ,ĂŶĂŶŐ Manyara ϱϲ͘ϳ 150 108 Kenya <ŝůŝĮ Coast ϱϲ͘ϳ 151 40 Tanzania Kilombero Morogoro ϱϲ͘ϱ 152 109 Kenya dŚĂƌĂŬĂ Eastern ϱϲ͘ϰ 153 110 Kenya Busia Western ϱϲ͘Ϯ 154 111 Kenya WŽŬŽƚĞŶƚƌĂů ZŝŌsĂůůĞLJ ϱϲ͘ϭ 155 41 Tanzania >ƵĚĞǁĂ /ƌŝŶŐĂ ϱϱ͘ϵ 156 112 Kenya Gucha South Nyanza ϱϱ͘ϳ 157 113 Kenya Kisumu West Nyanza ϱϱ͘ϳ 158 114 Kenya Teso South Western ϱϱ͘ϰ 159 42 Tanzania Mbeya Rural Mbeya ϱϱ͘ϰ 160 43 Tanzania DĂƐǁĂ Shinyanga ϱϱ͘ϯ 161 ϭϭϱ Kenya tĞƐƚWŽŬŽƚ ZŝŌsĂůůĞLJ ϱϰ͘Ϯ 162 116 Kenya Moyale Eastern ϱϰ͘Ϯ 163 44 Tanzania Mbinga Ruvuma ϱϰ͘ϭ 164 ϰϱ Tanzania DĂŬĞƚĞ /ƌŝŶŐĂ ϱϰ͘ϭ 165 46 Tanzania Songea Urban Ruvuma ϱϰ͘Ϭ 166 117 Kenya Wareng ZŝŌsĂůůĞLJ ϱϯ͘ϴ 167 47 Tanzania Magu DǁĂŶnjĂ ϱϯ͘ϲ 168 118 Kenya Bungoma North Western ϱϯ͘Ϯ 169 48 Tanzania DƵĮŶĚŝ /ƌŝŶŐĂ ϱϯ͘Ϯ 170 119 Kenya Kisii South Nyanza ϱϯ͘ϭ 171 49 Tanzania ZƵŶŐǁĞ Mbeya ϱϮ͘ϵ 172 120 Kenya Trans Mara ZŝŌsĂůůĞLJ ϱϮ͘ϴ 173 ϱϬ Tanzania Nanyumbu DƚǁĂƌĂ ϱϮ͘ϳ 174 121 Kenya Bungoma South Western ϱϮ͘ϰ 175 ϱϭ Tanzania DĂĮĂ WǁĂŶŝ ϱϮ͘ϯ 176 ϱϮ Tanzania Lushoto Tanga ϱϮ͘ϯ 177 ϱϯ Tanzania Monduli Arusha ϱϮ͘Ϯ 178 ϱϰ Tanzania <ŽƌŽŐǁĞ Tanga ϱϮ͘Ϯ 179 ϱϱ Tanzania Manyoni Singida ϱϮ͘ϭ 180 ϱϲ Tanzania Musoma Urban Mara ϱϭ͘ϲ 181 122 Kenya Tana Delta Coast ϱϭ͘ϱ 182 123 Kenya Malindi Coast ϱϭ͘Ϯ 183 ϱϳ Tanzania ZƵĮũŝ WǁĂŶŝ ϱϭ͘ϭ 184 124 Kenya <ǁĂůĞ Coast ϱϬ͘ϲ 185 ϭϮϱ Kenya Migori Nyanza ϱϬ͘ϰ Are Our Children Learning? | Literacy and Numeracy Across East Africa | 2014 26 RANK 27 COUNTRY DISTRICT REGION W^^ZdΈйΉ 126 Kenya tĂũŝƌEŽƌƚŚ North Eastern ϱϬ͘Ϭ 187 ϱϴ Tanzania <ŝůǁĂ Lindi 49.8 188 ϱϵ Tanzania Mbarali Mbeya 49.6 189 60 Tanzania >ŝǁĂůĞ Lindi 49.6 190 61 Tanzania ^ƵŵďĂǁĂŶŐĂhƌďĂŶ ZƵŬǁĂ 48.8 191 127 Kenya Kirinyaga Central 48.8 192 62 Tanzania Chato Kagera 48.7 193 128 Kenya Samburu Central ZŝŌsĂůůĞLJ 48.7 194 129 Kenya Garbatula Eastern ϰϴ͘ϱ 195 63 Tanzania ŚĂŵǁŝŶŽ Dodoma 48.2 196 64 Tanzania Pangani Tanga 48.2 197 ϲϱ Tanzania <ŝƐĂƌĂǁĞ WǁĂŶŝ 48.1 REGIONAL COUNTRY 186 198 130 Kenya >ĂŝŬŝƉŝĂEŽƌƚŚ ZŝŌsĂůůĞLJ 48.0 199 131 Kenya tĂũŝƌtĞƐƚ North Eastern 47.9 200 66 Tanzania Kigoma Rural Kigoma 47.8 201 67 Tanzania ƵŬŽďĂZƵƌĂů Kagera 47.8 202 132 Kenya Kyuso Eastern 47.6 203 4 Uganda :ŝŶũĂ Eastern 47.0 204 133 Kenya >ŽŝƚŽŬŝƚŽŬ ZŝŌsĂůůĞLJ 46.9 205 68 Tanzania ZƵĂŶŐǁĂ Lindi 46.9 206 134 Kenya tĂũŝƌĂƐƚ North Eastern 46.9 207 69 Tanzania DŬŝŶŐĂ Tanga 46.8 208 70 Tanzania Mbulu Manyara 46.7 209 71 Tanzania EũŽŵďĞ /ƌŝŶŐĂ 46.7 210 ϱ Uganda Mityana Central 46.6 211 6 Uganda ƵŬǁŽ Eastern 46.4 212 ϭϯϱ Kenya Kuria East Nyanza 46.4 213 7 Uganda /ďĂŶĚĂ Western 46.4 214 136 Kenya dƵƌŬĂŶĂĞŶƚƌĂů ZŝŌsĂůůĞLJ 46.3 215 8 Uganda Bushenyi Western 46.2 216 137 Kenya EĂƌŽŬ^ŽƵƚŚ ZŝŌsĂůůĞLJ ϰϱ͘ϴ 217 9 Uganda Kalangala Central ϰϱ͘ϴ 218 72 Tanzania Chunya Mbeya ϰϱ͘ϴ 219 73 Tanzania Mpanda ZƵŬǁĂ ϰϱ͘ϳ 220 138 Kenya Garissa North Eastern ϰϱ͘Ϯ 221 74 Tanzania Lindi Urban Lindi ϰϱ͘Ϯ 222 ϳϱ Tanzania Kibaha Urban WǁĂŶŝ ϰϱ͘ϭ 223 10 Uganda DƵŬŽŶŽ Central 44.8 224 76 Tanzania Tabora Urban Tabora 44.3 225 139 Kenya /ũĂƌĂ North Eastern 44.3 226 77 Tanzania Singida Rural Singida 44.2 227 78 Tanzania Muheza Tanga 44.0 228 79 Tanzania ƵŬŽŵďĞ Shinyanga 43.9 229 80 Tanzania ĂďĂƟZƵƌĂů Manyara 43.8 230 81 Tanzania Bunda Mara 43.8 231 82 Tanzania hŬĞƌĞǁĞ DǁĂŶnjĂ ϰϯ͘ϱ 232 11 Uganda Kabale Western 43.1 233 83 Tanzania Namtumbo Ruvuma 43.0 Are Our Children Learning? | Literacy and Numeracy Across East Africa | 2014 RANK COUNTRY DISTRICT REGION W^^ZdΈйΉ 12 Uganda >ƵǁĞƌŽ Central 42.8 13 Uganda Mbale Eastern 42.7 236 14 Uganda Mpigi Central ϰϮ͘ϱ 237 140 Kenya /ƐŝŽůŽ Eastern 42.4 238 84 Tanzania ^ŝŵĂŶũŝƌŽ Manyara 42.0 239 ϭϱ Uganda Kaabong Nothern 41.9 240 ϴϱ Tanzania Kilosa Morogoro 41.9 241 86 Tanzania Sengerema DǁĂŶnjĂ 41.8 242 16 Uganda ZƵŬƵŶŐŝƌŝ Western 41.8 243 87 Tanzania /ƌĂŵďĂ Singida 41.7 244 88 Tanzania Meru Arusha 41.6 245 89 Tanzania <ĂƌĂŐǁĞ Kagera ϰϭ͘ϱ 246 141 Kenya Kinango Coast 41.2 247 17 Uganda Kanungu Western 41.1 248 18 Uganda Abim Nothern 40.9 249 90 Tanzania EĞǁĂůĂ DƚǁĂƌĂ 40.6 250 19 Uganda Kasese Western 40.2 251 91 Tanzania Nzega Tabora 40.1 REGIONAL COUNTRY 234 235 252 92 Tanzania Mbozi Mbeya 40.0 253 93 Tanzania Geita DǁĂŶnjĂ 40.0 254 20 Uganda EĂŬĂƐĞŬĞ Central 39.7 255 94 Tanzania ^ĞƌĞŶŐĞƟ Mara 39.6 256 21 Uganda DĂƐĂŬĂ Central ϯϵ͘ϱ 257 22 Uganda <ĂƉĐŚŽƌǁĂ Eastern ϯϵ͘ϱ 258 23 Uganda Amolatar Nothern ϯϵ͘ϱ 259 24 Uganda Masindi Western 39.2 260 ϵϱ Tanzania Lindi Rural Lindi 38.9 261 Ϯϱ Uganda ĚũƵŵĂŶŝ Nothern 38.8 262 26 Uganda /ƐŝŶŐŝƌŽ Western 38.7 263 27 Uganda EĂŬĂƐŽŶŐŽůĂ Central 38.7 264 96 Tanzania Bariadi Shinyanga ϯϴ͘ϱ 265 97 Tanzania Tarime Mara 38.0 266 98 Tanzania Rorya Mara 37.9 267 99 Tanzania EĂĐŚŝŶŐǁĞĂ Lindi 37.8 268 100 Tanzania Urambo Tabora 37.7 269 28 Uganda Lyantonde Central 37.6 270 29 Uganda Kabarole Western ϯϳ͘ϱ 271 30 Uganda Mubende Central 37.4 272 101 Tanzania Masasi DƚǁĂƌĂ 37.3 273 102 Tanzania Kiteto Manyara 36.3 274 142 Kenya WŽŬŽƚEŽƌƚŚ ZŝŌsĂůůĞLJ 36.3 275 103 Tanzania Songea Rural Ruvuma 36.3 276 104 Tanzania Muleba Kagera 36.2 277 31 Uganda Buliisa Western 36.2 278 ϭϬϱ Tanzania <ŽŶŐǁĂ Dodoma 36.0 279 143 Kenya Kuria West Nyanza ϯϱ͘ϵ 280 32 Uganda ^ŝƌŽŶŬŽ Eastern ϯϱ͘ϴ 281 33 Uganda Ntungamo Western ϯϱ͘Ϭ Are Our Children Learning? | Literacy and Numeracy Across East Africa | 2014 28 RANK COUNTRY DISTRICT REGION W^^ZdΈйΉ 34 Uganda ^ŽƌŽƟ Eastern ϯϱ͘Ϭ 106 Tanzania Ngara Kagera 34.8 REGIONAL COUNTRY 282 283 29 284 107 Tanzania Tunduru Ruvuma 34.7 285 108 Tanzania DƉǁĂƉǁĂ Dodoma 34.6 286 144 Kenya Tana River Coast 34.4 287 ϯϱ Uganda Arua Nothern 34.3 288 36 Uganda Kiboga Central 34.0 289 ϭϰϱ Kenya ĂƐƚWŽŬŽƚ ZŝŌsĂůůĞLJ 33.9 290 109 Tanzania Kondoa Dodoma 33.8 291 110 Tanzania Bahi Dodoma 33.6 292 37 Uganda Kibaale Western ϯϯ͘ϱ 293 111 Tanzania Kishapu Shinyanga 33.4 294 38 Uganda Kisoro Western 33.1 295 146 Kenya dƵƌŬĂŶĂ^ŽƵƚŚ ZŝŌsĂůůĞLJ 32.9 296 39 Uganda Bundibugyo Western 32.9 297 112 Tanzania Ulanga Morogoro 32.8 298 40 Uganda ,ŽŝŵĂ Western 32.8 299 41 Uganda Gulu Nothern 32.3 300 42 Uganda Pader Nothern 32.3 301 113 Tanzania Kibondo Kigoma 32.3 302 43 Uganda /ŐĂŶŐĂ Eastern 31.9 303 147 Kenya &ĂĮ North Eastern 31.8 304 44 Uganda <LJĞŶũŽũŽ Western 31.7 305 ϰϱ Uganda Ssembabule Central ϯϭ͘ϱ 306 46 Uganda Kamuli Eastern ϯϭ͘ϱ 307 47 Uganda ƵŬĞĚĞĂ Eastern 31.4 308 148 Kenya Chalbi Eastern 31.4 309 114 Tanzania Mvomero Morogoro 31.2 310 ϭϭϱ Tanzania DƚǁĂƌĂZƵƌĂů DƚǁĂƌĂ 31.0 311 116 Tanzania Shinyanga Rural Shinyanga 30.9 312 117 Tanzania Kasulu Kigoma 30.8 313 118 Tanzania Meatu Shinyanga 30.8 314 149 Kenya Samburu East ZŝŌsĂůůĞLJ 30.6 315 48 Uganda <ĂŵǁĞŶŐĞ Western 30.2 316 49 Uganda ZĂŬĂŝ Central 29.9 317 ϱϬ Uganda Kayunga Central 29.9 318 119 Tanzania Musoma Rural Mara 29.7 319 ϱϭ Uganda Kumi Eastern Ϯϵ͘ϱ 320 ϱϮ Uganda Moroto Nothern Ϯϵ͘ϱ 321 ϱϯ Uganda Amuria Eastern 29.3 322 ϱϰ Uganda Kiruhura Western 29.2 323 120 Tanzania Kilindi Tanga 28.9 324 121 Tanzania DŝƐƐƵŶŐǁŝ DǁĂŶnjĂ 28.9 325 122 Tanzania Uyui Tabora 28.8 326 ϭϱϬ Kenya Lagdera North Eastern 28.7 327 ϱϱ Uganda Tororo Eastern 28.6 328 123 Tanzania ^ŝŬŽŶŐĞ Tabora 28.6 329 ϱϲ Uganda Kaliro Eastern Ϯϴ͘ϱ Are Our Children Learning? | Literacy and Numeracy Across East Africa | 2014 RANK COUNTRY DISTRICT REGION W^^ZdΈйΉ ϱϳ Uganda Nebbi Nothern Ϯϴ͘ϱ 331 ϭϱϭ Kenya dƵƌŬĂŶĂEŽƌƚŚ ZŝŌsĂůůĞLJ 28.2 332 ϱϴ Uganda Buduuda Eastern 28.1 333 ϱϵ Uganda Kitgum Nothern 27.9 334 60 Uganda <ŽďŽŬŽ Nothern 27.6 335 ϭϱϮ Kenya Laisamis Eastern 26.9 REGIONAL COUNTRY 330 336 124 Tanzania /ŐƵŶŐĂ Tabora 26.9 337 61 Uganda Namutumba Eastern 26.7 338 ϭϮϱ Tanzania EŬĂƐŝ ZƵŬǁĂ Ϯϲ͘ϱ 339 126 Tanzania Biharamulo Kagera 26.4 340 62 Uganda Lira Nothern 26.1 341 127 Tanzania Ngorongoro Arusha 26.0 342 63 Uganda Amuru Nothern Ϯϱ͘ϳ 343 64 Uganda Mayuge Eastern Ϯϱ͘ϲ 344 128 Tanzania Tandahimba DƚǁĂƌĂ Ϯϱ͘ϭ 345 ϲϱ Uganda Pallisa Eastern Ϯϱ͘Ϭ 346 66 Uganda Moyo Nothern 24.6 347 67 Uganda Nyadri Nothern 24.1 348 ϭϱϯ Kenya tĂũŝƌ^ŽƵƚŚ North Eastern 23.7 349 129 Tanzania Morogoro Morogoro 23.7 350 68 Uganda DĂŶĂĨǁĂ Eastern 23.3 351 69 Uganda Kaberamaido Eastern 23.0 352 130 Tanzania Longido Arusha 23.0 353 70 Uganda ƵƚĂůĞũĂ Eastern 22.7 354 71 Uganda ƵĚĂŬĂ Eastern 21.6 355 72 Uganda <ĂƚĂŬǁŝ Eastern 21.1 356 131 Tanzania DŬƵƌĂŶŐĂ WǁĂŶŝ 20.8 357 ϭϱϰ Kenya Mandera Central North Eastern ϮϬ͘ϱ 358 73 Uganda Apac Nothern 20.0 359 74 Uganda Busia Eastern 19.2 360 ϳϱ Uganda EĂŬĂƉŝƌŝƉŝƌŝƚ Nothern 19.1 361 76 Uganda Yumbe Nothern 18.0 362 77 Uganda <ŽƟĚŽ Nothern 18.0 363 78 Uganda Bugiri Eastern 17.2 364 ϭϱϱ Kenya Mandera West North Eastern 17.0 365 79 Uganda ŽŬŽůŽ Nothern 16.8 366 80 Uganda Oyam Nothern 13.1 Are Our Children Learning? | Literacy and Numeracy Across East Africa | 2014 30 31 Are Our Children Learning? | Literacy and Numeracy Across East Africa | 2014 Design by tŽŶĚ͘ĐŽ͘ƵŬ Are Our Children Learning? | Literacy and Numeracy Across East Africa | 2014 32
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