Title: Local data needs for the Systemic Management and Mitigation of the Impact of HIVAIDS on Education
1Local data needs for the Systemic Management and
Mitigation of the Impact of HIV/AIDS on Education
- HIV/AIDS Education Seminar,
- Mombasa, November 2002
2HIV/AIDS Impact on Education
- The primary impact of HIV/AIDS is to explode the
scale of existing systemic and management
problems in education - It will directly and indirectly affect
- Labour attrition, recruitment training
- Access, enrolment gender equity
- Increase orphaning drop out rates
- Reduce household/school fee income
- Learner transition, graduation rates quality
- Some geographic areas more than others
3EMIS System Management
- Conventional EMIS at best capture annual
snapshots of the system - Generally these systems tend to be centralised
- Often delays in providing information to
different levels of education management - Few EMIS systematically deliver timeous or
reliable data or provide basic decision support
information - Result is failure to provide reliable evidence of
HIV/AIDS impact or even regular system
performance or crisis.
4EMIS Management Demand
- Information system failure stems from lack of
management demand, yet, demand must be stimulated
by sustained evidence of useful, value-added
information and enhanced capacity - Improved EMIS and decision support information is
good for education and for HIV/AIDS management
and mitigation - HIV/AIDS managers need key indicators to inform
system management and project implications over
time - Relevant, consumable information will create
political awareness and mobilise commitment and
support for response.
5HIV/AIDS Data Requirements
- Key feature should be the capacity to capture
time-series data. - Labour Establishment and temporary permanent
loss by reason, age, gender, type and school (To
inform recruitment training, loss of contact
time/quality) - Enrolment Temporary permanent loss by reason,
age, gender, grade and school (To inform access,
gender equity, orphaning pregnancy rates)
6HIV/AIDS Data Requirements (2)
- Transition graduation rates Ex-EMIS (To
project output tertiary supply) - Orphaning Incidence by month (trends)
- Fees Loss through school exemptions
- Geographic variation Analysis by school.
7The Response
- A decentralised local level data collection tool
(DEMMIS) has been developed to test viability of
monthly data capture - The pilot system has been designed to capture key
indicators of HIV/AIDS impact on a monthly basis,
to guide response at the school, circuit and
district levels - The data captured reinforces school, circuit and
district management systems and supplements
annual EMIS data with time-series and trends.
8The DEMMIS Pilot in KwaZulu-Natal
9The Geography
- KwaZulu Natal is South Africas most populous
province at around 8.5 million - It has a school enrolment of almost 2,7 million,
taught by about 76 000 teachers in almost 6 000
schools - It is also the worst affected by HIV/AIDS with an
antenatal HIV prevalence rate of over 36 in
2002 - HIV/AIDS impact varies dramatically over the
province - Pilot districts were selected on the basis of
their demographic mix.
10Guiding Principles
- Pilot was initiated in 95 schools in the
Dannhauser District, in February 2001 - This is the first known systematic time series of
school data designed to capture indicators of
HIV/ AIDS impact - Was not heavily managed or monitored by the
regional and district officials - The role the system plays in HIV/AIDS impact and
management issues were down played viewed
rather as a general, local level management tool - Used the opportunity to provide other EMIS data
and training in data capture management and
utilisation to the District Office.
11Guiding Principles (2)
- Should not be duplicatory or onerous on
Principals or District Officials - Should dovetail with existing functions
- Must be available in average school
- Must not be difficult to capture
- Must have obvious management value
- Must be simple as to obviate fabrication or
falsification - It should be seen as an adjunct to EMIS with the
capacity to link annual data with monthly time
series and verify the reliability of conventional
EMIS.
12The DEMMIS system
- Entails the collection of monthly statistics from
schools - on teachers, learners, support staff
and school governing bodies - School summary forms are submitted monthly and
then captured at District Office Level - Data capture programme allows education managers
to access specific reports generated per school,
circuit and district - Monthly summary reports around management
reporting requirements - Exception reports, built into the programme,
identify trends that invites intervention from
managers at all levels.
13The DEMMIS System (2)
- Provides time-series data on
- enrolment, absenteeism, attrition, contact time,
drop-out, pregnancy, orphaning and fees - The school, Circuit and District and Regional
level all involved and informed - Indicators of HIV/AIDS impact can be quickly and
easily derived from these.
DEMMIS development supported by DfID
14(No Transcript)
15Information flows
District Office Captures Form A and consider
reports generated
District Office provide forms and training
Schools submit Form A on monthly basis
Schools provided with feedback summary
analysis
Schools complete Form A and B on monthly basis
Summary data provided to the Regional Office
16Reporting mechanisms
- Some of the reports that are made available
- Change in enrolment patterns
- Temporary or permanent absence of teachers and
pupils - Loss of contact time between pupil and teacher
- Pregnancy rates
- Orphaning issues
- Reduction in school fee income
- Change in composition of the School Governing
Body - Others ..
17Preliminary analysis-Findings within 32
schoolsFebruary to November 2001
18Ladysmith Region, KwaZulu-Natal
Dannhauser District
Ladysmith Region
19Normandien Circuit, Dannhauser District
Dannhauser District
Normandien Circuit
20Profile of Dannhauser District
- Circuit Schools Teachers Pupils
- Buffalo Flats 20 342 12 261
- Normandien 38 392 14 081
- Osizweni East 23 475 18 229
- Osizweni West 14 307 11 321
- Total 95 1 516 55 892
- Dannhauser District
- as of Region 12 16 15
Snap 2001 figures, KZNDEC EMIS Unit
21Profile of Dannhauser District
- Circuit Schools Teachers Pupils
- Buffalo Flats 20 342 12 261
- Normandien 38 392 14 081
- Osizweni East 23 475 18 229
- Osizweni West 14 307 11 321
- Total 95 1 516 55 892
- Dannhauser District
- as of Region 12 16 15
Snap 2001 figures, KZNDEC EMIS Unit
22Return Rate of Forms
Focus on the 32 schools which submitted for the
period Feb to Nov
23Pupil enrolment
- Enrolment fluctuated significantly over the
period - February 13 177 pupils
- March peaked with 13 219 pupils
- November12 910 pupils
- A net cumulative decline of 2.2, equivalent to
an annualized decline of 2.6
24Change in enrolment figures
Net decline 2.2 over the period Annualised
2.6 decline
-21
-29
-13
-33
42
-35
-103
-43
-32
25Absenteeism Rates
- Absenteeism rates for pupils and teachers
followed similar trends - Absenteeism rates peak in July and for teachers
in October too - The net effect of educator absenteeism and leave
was a loss of 7 of available contact time over
the period
26Absenteeism rates days lost as of available
time
27Loss of contact time - teachers
Annualised loss of 8.4 time
28Pupil attrition or drop-out
- Over the 10 month period 517 pupils left school
- More female pupils (51) left that males
- Reason for loss
- Drop-out (49)
- Unknown reason (21)
- Pregnancy was responsible for 5 of the total
loss. - 26 pupils (5) cited orphaning
- 3 loss due to death
- 1loss indicated due to financial stress
29Pupils that left the system
13 177 pupils in Feb 4 cumulative loss 5
annualised loss
30Reported reasons for pupils leaving the system
31Teacher attrition
- Of the 371 teachers in the sample in February, 16
left their school posts by end of November - Annualized rate of 5.1 loss
- Reasons cited
- Promotion 44
- Leaving the ministry 13
- Other 36 (includes illness and death)
32Cumulative loss of teachers
371 teachers in Feb 4.3 cumulative loss
5 annualised loss
33Teachers loss from the system, indicating reason
34Teacher and pupil loss to the system
35Number of pupils orphaned -reported month by
month
Schools 32 Enrolment 13 177 Annualised 1.5
36Number of new orphans reported - cumulatively
37Orphans at one school
Enrolment 684 Additional Orphans 13 School
leavers 29
38School Fee exemptions
- Useful indicator of economic impact
- 3 categories of exemption provided
- Full doubled to 203 granted
- Partial trebled to 79 granted
- Conditional grew from 0 to 37 granted
- There is a correlation when comparing fee
exemptions to the incidence of orphaning
39Number of Orphans, Normandien Schools
Ladysmith Region
Urban Areas
Towns
No orphans
1 orphan
2 13 orphans
More than13 orphans
40Cummulative number of school feeexemptions
granted, by category
41Fee exemptions in relation to number of reported
orphans
42School Governing Body Resignations
43Data utilization
44Data utilization illustrative examples
- Strengthen links between the district office and
schools district officials more empowered - Improved reporting on schools
- more detail available, more complete picture
sketched and tracking of changes within the
academic year - Improving quality of data strengthening EMIS,
information utilization and reporting - Tracking policy implementation
- Prioritizing interventions and targeting
programmes of intervention - Feedback to schools and sharing of information
with regional office - Monitoring impact of HIV/AIDS on schools
45Lessons Learnt
46The Lessons
- Confirms it is possible to identify and collect
school-level indicators and analyse these at the
district level - Confirms that a time series of monthly returns
can provide unprecedented insights into impact
and trends - Shows trends previously unseen in annual school
census data and analysis - Confirms HIV/AIDS is exacerbating existing levels
of dysfunction - Impact appears lower than some projections
perhaps due to sample but confirms upward
trends.
47The Lessons (2)
- Proves viability of systematising routine
data/indicator collection to inform local level
management response - Provides basis for regular monitoring and early
warning of HIV/AIDS impact and generation of
HIV/AIDS specific indicators - Pilot results suggest that DEMMIS provides an
effective, complementary method of collecting and
analysing key HIV/AIDS indicators - Alerts local officials to the relevance and
importance of education data strengthens EMIS
and informed decision making.
48Conclusions
- HIV/AIDS is a management issue and impact on
every aspect of education system management - In order to manage and mitigate we need to be
able to regularly measure and evaluate the
situation - This can be achieved through the collection of
simple, available indictors using existing
structures and personnel - Monthly analysis empowers management reporting
and focuses response and promotes HIV/AIDS
awareness at all levels.