Behavior Profile: Households use quality education services| Education Goal: Strengthen the chain of accountability in basic schools to improve learning outcomes and equity | ||
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Vulnerable households use quality education services Percentage of households where all eligible children were enrolled in quality (as defined by national education authorities) schools within the last academic year
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Behavior Analysis |
Strategy | ||
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BEHAVIOR AND STEPSWhat steps are needed to practice this behavior?Vulnerable households use quality education services
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FACTORSWhat factors may prevent or support practice of this behavior?StructuralAccessibility: Vulnerable children do not attend school because there is a lack of funding in the national education budget. Accessibility: Vulnerable children do not attend or complete school because there is a lack of safety net programs in education to identify and support their learning outcomes. Service Experience: Vulnerable households do not send their children to school due to economic and social hardships. SocialFamily and Community Support: Vulnerable children do not attend school because parent-teacher associations (PTAs) and communities do not have the means and skills to support them. Norms: Vulnerable households do not use quality education services because PTA standards are not clear nor widely disseminated. InternalKnowledge: Vulnerable households do not use quality educations services because parents and PTAs are not informed on roles and responsibilities. Knowledge: Vulnerable households do not use quality education services because parents and PTAs often do not know their rights and responsibilities. Skills: Vulnerable households do not use quality education services because parents and PTAs are not trained to support improved learning outcomes at home. |
SUPPORTING ACTORS AND ACTIONSWho must support the practice of this behavior, and what actions must they take?InstitutionalPolicymakers: Ensure education accountability framework addresses how system will meet the needs of vulnerable children. Private Sector: Collaborate to support deprived schools in deprived districts in competitive grant program to improve education accountability and learning outcomes. CommunityTeachers: Identify and refer struggling children for additional services including home visits by PTA. Community Leaders and PTAs: Investigate decentralized solutions to address local challenges. Community Leaders and PTAs: Work with local education services to track attendance and learning outcomes of vulnerable children; visit families of vulnerable children to coach them on attendance and supporting learning at home; and work with local resources to address vulnerability. Parent Teacher Associations: Visit families of vulnerable children to coach them on attendance and supporting learning at home. Parent Teacher Associations: Work with local resources to identify opportunities to meet needs of vulnerable children. |
POSSIBLE PROGRAM STRATEGIESWhat strategies will best focus our efforts based on this analysis?Strategy requires Communication Support Enabling EnvironmentFinancing: Collaborate to support competitive grant program in deprived schools in deprived districts to improve education accountability. Financing: Leverage government funding to support competitive grant program to improve learning outcomes for deprived districts. Institutional Capacity Building: Ensure education personnel training includes addressing inclusion, differently-abled, and learning challenges. Policies and Governance: Support the drafting of an education accountability framework that addresses the needs of vulnerable children, equity, and special needs. Demand and UseSkills Building: Ensure training for education personnel in deprived schools in districts to improve education accountability and learning outcomes for vulnerable and differently-abled children. |
