1. UNIVERSAL PRIMARY EDUCATION
National Targets
100% access
100% completion of Primary Education
100% attainment of Mastery Level in ELC at transition from primary

2. Primary Education Policies
Compulsory education policy (5-14) age group
Separate financial vote for primary education
Competency based curriculum. (National wide) revised every 8 years
Access within mandatory distance (2 km)
3 Key Stages in Primary Level

3. Primary Education Policies
Same teacher for each Key Stage.
Identification of Entry Competencies.
Continuous assessment system.
Identification of ELC for each key stage
Capacity building.
Text books, Teachers’ guides, Mid-Day meals, School uniforms, Quality inputs
Co-ordination Network

4. Indicators
EFA core indicators and other possible additional indicators are being used.

5. Studies related to primary education
NEREC Study
Primary School Survey (UNESCO)
Studies done by NIE and other
agencies.

6. KEY ISSUES Access Net Enrolment ratio - 97.2%
2.8% of school going age children are out of school.

7. KEY ISSUES Dropping out of primary education.
Absenteeism of primary pupil.
Mechanism for deployment of primary teachers ignored.

8. KEY ISSUES Inadequacy of qualified primary teachers.
Infrastructure facilities inadequate for primary grades.
Low achievement of mastery level in ELC in each key stage.

9. KEY ISSUES
Inadequate facilities for implementation of inclusive education in primary grades
No mechanism for catering to the gifted pupils.

10. Gaps and Disparities Non availability of relevant data on:
children with special needs (Physical disabilities)
Children in families moving from one place to another for employment purposes.
Children of migrant parents
Sharing of information between the school and other relevant agencies inadequate.
Lack of proper mechanism to identify domestic violence against children.

11. Gaps 2 Inability to collect data from conflict affected areas
3. Mismatch between the teacher recruitment and needs
4. Primary classes are serviced by non-primary teachers
5. Lack of different approaches in teacher training programmes to cater for socio-economic differences in the school environment.

12. Gaps
6. Teachers and parents do not have the know how to identify and use the learning opportunities available in the home environment to make parents partners in the education of their children.
7. Facility based disparities between urban and rural schools.
8. Continuation of assessment reports from one key stage to another is inefficient.

13. Universal Primary Education
Analysis production work plan (for each analysis product)
Universal Primary Education
Issue : 2.8% of school going age children are out of school
Gap : Lack of relevant data to a identify the actual percentage
Assessment Tasks
Expected
Outputs
Activities
Start-End dates
Required resource and expertise inputs/technical support or assistance, cost
Responsible Unit/
persons
1 Analysis team organization
Creation of the school attendance committees
 Formation of the team
May
 ZEO / DEO / DS & MOH
 EFA Co: P/Z
principal
2. Define assessment scope and coverage
Catchment area of each school
Mapping
ZEO / DEO
 Principal
3. Design of data collection instruments
Data collection format
 Preparing data collection format, Define the required data
June
 Members of National Technical Team
 National sub Technical Team
4. Design of analysis and reports
Draft report outline
Indicators,
 preparing draft report
July
5. Capacity Building
Awareness about the instruments.
Conducting awareness programme.
August.
 Zonal level technical committee
ZEO
6. Data Collection
Completed formats
Survey to collect data
Sept
School attendance committee
7. Data Processing
Data base
 Work session
Oct
 Computer programmer
 Provincial Technical Team
8. Report production provincial level
Analytical report
Preparing report
Nov
Provincial Technical Team
 Provincial EFA coordinator
9. Report production National level
National report
Compilation of provincial level reports.
Nov /Dec
National level Technical Team
National EFA coordinator

14. Thank You