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Title: NCORPORATING OUT-OF-SCHOOL 15- YEAR- OLDS IN THE ASSESSMENT

Citation Type: Working Paper

Publication Year: 2015

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Abstract: The success of PISA since its first survey administration in 2000 has attracted an ever increasing number of participating countries. With an increasingly diverse group of countries, the targeting of the original assessment may be less appropriate than when it was first conceived for a smaller more uniform group of countries. The purpose of this paper is to identify the technical issues in respect of Strand C (assessing competencies of those out-of-school) and to discuss and present ways of addressing these issues.  Counting and locating the out-of-school: Fifteen-year-olds are rare: the project would need to visit around 10 households to find one 15-year-old. The Annual Status of Education Report (ASER) and Uwezo surveys involved interviewing all children between 6- and 16-year-olds. This exercise, targeted on a single year age group is, rather obviously, more difficult and needs some different approaches.  Constructing a sampling frame and finding 15-year-olds: A two-stage process is recommended: first identifying households reporting that they have a 15-year-old and then returning with an appointment to verify age, establish her/his status vis-a-vis school and then, if appropriate, administering the questionnaire and the test. A probability sample can be designed but will involve an initial listing of 30 times as many households as the target population of out-of-school (OOS) 15-year-olds. The alternative is to target marginal, vulnerable areas where there are likely to be a higher percentage of OOS 15-year-olds: these would include isolated rural areas and urban slum areas. Poverty maps can be consulted to select the poorer rural and urban areas.  Surveying, testing and administering an interview: The interview and test are, in most cases, probably best administered at home, as that is where most of the OOS 15-year-olds will be living and working; street children, etc. will have to be interviewed and tested where they can be found.  Design and development of instruments: Given the range of education experiences of 15-year- olds, a set of instruments is needed ranging from the PISA booklets, to the national component for students below grade 7 that will be prepared under Strand A, to some of the PASEC/SACMEQ items, to a basic literacy assessment such as the ASER-type or EGRA early years assessment, to a pictorial/verbal assessment. A particular concern is that the OOS (‘failed’) 15-year-old is not further stigmatised through taking the test.

Url: http://nespap.unescobkk.org/wp-content/uploads/2015/06/PISA-for-Dev-Tech-Strand-C.pdf

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Authors: Carr-Hill, Roy

Series Title: OECD Education Working Papers

Publication Number: 120

Institution: OECD

Pages: 63

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Data Collections: IPUMS Global Health - DHS

Topics: Health

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