Summary of conclusions

Questions for Discussion

Prior Questions
Some Answers

How interested are This is a PILOT; high-level political

government s in considerations may determine level and nature
Strand C of country participation in Strand C
What is the policy  Principally OECD/PISA intention to cover all
question 15 year olds
 Secondarily, country-specific, why are they
out of school?, why did they drop out?, etc

Who wants to do Combining in-school and OOS samples not very

what with sensible:
information?  difficult to get different contractors to
collaborate;
 Areas with schools will have different OOS
profile than non-school areas
 2a Counting and Locating
Questions for Some Answers
Discussion
What is our 1. extending age range especially for contextual
cohort? 15.3- questionnaire.
16.2? 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 and urban slums was about right.
year olds Importance of ‘missing’ vulnerable groups;
possible use of estimation procedures
 2b 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 15yo; 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.
or complementary
 Finding and Identifying (2)
Questions for Discussion Some Answers

ADDITIONAL How Local knowledge, poverty maps, include

do we identify an educational anthropologist/ sociologist
marginal and on national team
vulnerable 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 If comparability is the aim, then that
synergies with other defines the appropriate sample
strands
 2c. Administering a Survey (1)
Questions for Some Answers
Discussion
How to administer Don’t use term ‘child’ use ‘young adult’ or
the survey? ’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
 2c 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 f2f 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 Some Answers
Discussion
Any other Adaptive computer testing is a possibility
alternatives to be (LAMP)
considered?

ADDITIONAL  
Are these PISA NO; but some wanted a couple of PISA
scores? 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
administer test not citizen volunteers
 Designing the Instrument
Questions for Some Answers
Discussion
What is the policy  Issue of inclusion because they are a
issue In taking higher proportion of Out-of-School
disability 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 Some Answers
Discussion
How much integrationStrong feeling that the contextual
should there be questionnaire should be as similar as
between Strands B possible, with exception of school-based
and C questions (resources on the one hand
and impediments on the other)
What mechanisms can Contract of ToR
be put in place to Anything else?
encourage  
collaboration?
 Contextual Questionnaire
Questions for Some Answers
Discussion
How much should we Probably best limited to their
ask about Special identification and collection o contextual
Needs? 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 drop-
out, parent has to be involved