Summary of conclusions Questions for Discussion Prior Questions

Summary of conclusions

Questions for Discussion Prior Questions Some Answers How interested are government s in Strand C What is the policy question This is a PILOT; high-level political considerations may determine level and nature of country participation in Strand C Principally OECD/PISA intention to cover all 15 year olds Secondarily, country-specific, why are they out of school? , why did they drop out? , etc Who wants to do what with information? Combining in-school and OOS samples not very sensible: difficult to get different contractors to collaborate; Areas with schools will have different OOS profile than non-school areas

2 a Counting and Locating Questions for Discussion What is our cohort? 15. 316. 2? Some Answers 1. extending age range especially for contextual questionnaire. 2. interviewing and testing all 15 yo children What is an Out- Take care when labelling a 15 year old as in-or of-School 15 out- of school. Reality is more complex year old? Some alternative instruction patterns may be leading to a recognised examination Is our overall Consensus was that the overall picture was picture correct? largely correct. To be confirmed at country level Where are out- Consensus was that identification of rural poor of-school 15 year and urban slums was about right.

2 b Finding and Identifying (1) Questions for Some Answers Discussion How to survey OOS 1. Most solutions have started from school 15 year olds sample and searched for OOS 15 yo; also search for OOS 15 yo at home and then go to school 2. Area-census may be problematic Advantages and Nearly everyone agreed, with partial disadvantages of exception of Senegal, they would or are Options 1 (RPS) already planning a targeted approach and 2 (Targeting) because an RPS would be inefficient Are these options NO: e. g. Senegal will go for an RPS with mutually exclusive overweighting of sample in vulnerable areas.

Finding and Identifying (2) Questions for Discussion Some Answers ADDITIONAL How do Local knowledge, poverty maps, include an we identify marginal educational anthropologist/ sociologist on and vulnerable national team goups Can you think of any Ask the following questions other options Which are most useful questions Which 15 year olds can I help Who are the 15 yos I should interview to reach those conclusions If there is a functioning EMIS over several years then, conditional on migration patterns, one can estimate from cohort How about synergies If comparability is the aim, then that with other strands defines the appropriate sample

2 c. Administering a Survey (1) Questions for Discussion How to administer the survey? Some Answers Don’t use term ‘child’ use ‘young adult’ or ’ 15 year old whether married, in school or working What can we learn ASER selects enumerators from Districts, from other UWEZO from local village; latter experiences? preferred? What do you think of Consensus on two stage approach with the recommended option for interviewing all youths, say approach? between 14 -16 and only testing 15 year old

2 c Administering a Survey (2) Questions for Some Answers Discussion Any other alternatives Use of mobile, etc. DHS and MICS have to be considered? experimented with tablets; to be explored by contractors Some of f 2 f questions could be movd to observation checklist ADDITIONAL How to tackle possible Local knowledge and support difficulty of mini-census What are minimum Need 200 -400 responses from each numbers to be in response item Conformity with PISA Standards

Options for Testing (1) Questions for Some Answers Discussion How to administer If administered in evening be aware of the survey? possible bias from other members of the household being present What can we learn In small rural areas, pre contact with head of from other village, head Buddha or Iman or priest experiences? essential; any child welfare officer or equivalent will also be very useful What do you think Generally agreed of the recommended approach?

Options for Testing (2) Questions for Discussion Some Answers Any other alternatives to be considered? Adaptive computer testing is a possibility (LAMP) ADDITIONAL Are these PISA scores? NO; but some wanted a couple of PISA low level items in order to provide a baseline for trends. How will security of 1. Security only an issue with cognitive PISA items be instrument ensured? 2. Only professional interviewers

Designing the Instrument Questions for Some Answers Discussion What is the policy issue Issue of inclusion because they are a In taking disability higher proportion of Out-of-School seriously? What are implications Difficult and costly to assess disabled of taking disability Items would have to be properly adapted seriously? to accommodate range of disabilities Other Issues Can responses of Yes using available mathematical/ Strand C be scaled with statistical procedures; but not from standard PISA commercial software

Contextual Questionnaire Questions for Discussion How much integration should there be between Strands B and C Some Answers Strong feeling that the contextual questionnaire should be as similar as possible, with exception of school-based questions (resources on the one hand impediments on the other) What mechanisms can Contract of To. R be put in place to Anything else? encourage collaboration?

Contextual Questionnaire Questions for Discussion How much should we ask about Special Needs? Some Answers Probably best limited to their identification and collection o contextual data rather than attempting to assess competencies? How much should we Simple observable indicators relevant to collect information the factors that might influence the 15 about the community? yo to drop-out or to re-enter school Who should be Must be in conformity with Strands A respondent? and B But for knowing about process of dropout, parent has to be involved