Presentation by Ms. Dogdurkul Kinderbaeva, Deputy Minister of Education, Government of Kyrgyzstan

Out of school children

August 1-3, 2013Dushanbe, Tajikistan

Presentation plan

Goal of the initiative

Methodology

Children out of school: who are they?

Barriers and bottlenecks

Policy and strategies

Conclusion and recommendations

Global initiative on out of school childrenим Школу

Goal of the initiative

Decrease the number of out of school children

Assist the national institutes in achieving project objectives as well as the Millennium Development Goals

Methodology

Conceptual and methodological structure for

Global Initiative on Out of School Children

(OOSC)

Model of five dimensions of exclusion (5 DE)

Five Dimensions of Exclusion (5DE)

Dimension 1

Preschool children

Dimension 2 Dimension 3

Attended, but

dropped out

Will enter late

Will never enter

Attended, but

dropped out

Will never enter

Will enter late

Primary age children Lower secondary age children

Dimension 4At risk of dropping out

of primary school

Dimension 5At risk of dropping out of lower secondary school

Lower secondary school students

Primary school students

Out of School

In School

Not in pre-primary school

Out of School Children: who are they?General picture of OOSC in the country

Curr

entl

y in

sc

hoo

l

Curr

entl

y ou

t of

sc

hoo

l

Dimension 1: Preschool age children

Dimension 2: Primary school age children

Dimension 4: Primary school students

Dimension 5: Lower secondary school students

In 2010 the net enrollment rate in preschool institutions amounted to only 15,7%

According to ICU data for 2010, 4.7% of children of lower secondary school did not attend schools

According to ICU data for 2010, 8.2% of children of middle secondary school did not attend schools

Approximately 40% of children go to primary school at the age of 7, 30% of children go to primary school a year earlier, another 30% go to primary school for the first time a year later.

In middle secondary school the percentage of “underage” and “overage” children is much lower. This can mean that many “overage” and even “underage” children drop out of school in senior grades.

Dimension 3: Lower secondary age children

OOSC from 7 to 15 years of age in urban (left) and rural locations in 2010.

OOSC OOSC

Ag

e (y

ears

)

Ag

e (y

ears

)

Reasons for not attending schools

Financial difficulties

39%

Parents do not want10%

Family reasons 14%

Lack of desire to study

15%

Problematic families

9%

Language barrier1%

Working children

8%

Other reasons4%

Barriers and bottlenecks– IBarriers linked to supply

Экономические барьеры, связанные со спросомOther

No documents

Need special education

Classrooms are cold

School curricula are difficult, I don’t understand

Classmates and schoolchildren bully me

School is boring/not interesting

School crime

No textbooks, school supplies

The school is a long way from home

Teachers are strict, they insult and humiliate me

Teachers

Children

Barriers and bottlenecks-IIFamily reasons for non-attendance

Other

Child is eaten at home/abused

Parent(s) abuse alcohol/drugs

Family has no money for schooling

Child without parental supervision (parents are labor migrants)

Parents don’t let/want me to go to school

Helping around the house

Earning money

Need to help family with farm work, livestock

No clothes/shoes, textbooks, school supplies

Teachers

Children

Barriers and challenges-IIIRelating to education of children with

disabilities

• Poor awareness of the society

• Lack of preparedness of parents

• Inadequate infrastructure and buildings for accepting

children with disabilities

• Insufficient preparedness of teachers

• Scarce supply of educational and technical materials

Policy and strategies- IPolicy and strategies, linked to demand

Social Policy

• Community mobilization

• Strategies for active participation of the population

• Awareness raising

• Addressing stigma towards marginalized children and children with disabilities

• Cooperation with community and

civil society organizations

Economic policy

• Free school feeding

• Decreasing indirect costs (ex. for school uniform and books)

• Implementation of measures in relation to separate groups of population (ex. distribution of food items to homes)

• Creating alternative opportunities, for working children and children with disabilities

Policy and strategies- IIPolicy and strategies, linked to supply

• Quality of education

• Improvement of educational institutions, including the infrastructure and material basis (bearing in mind conditions necessary for children with disabilities)

• Provision of schools with teachers and school books

• Implementation of school feeding programme

Recommendations

• Increase preschool attendance rate

• Carry out targeted measures in regards to special categories of

children, who are out of school, such as children with disabilities

• Increase the number of qualified teachers (including children for

inclusive schools)

• Implementation of measures for prevention of school dropout

• Review of policies and programmes for children with disabilities

• Improving the monitoring and evaluation system

Further next steps

• Introducing amendments and additions to legislation

• Increasing the network of evening classes for children, who had

gaps in education and/or are experiencing difficulties in mastering

the educational programme

• Development of special measures to return children back to school

and to provide conditions for adaptation

• Increasing the network of PMPC

• Creation of experimental platforms for increasing capacity of

teachers and developing educational and methodological materials

• Increase coverage of children with disabilities with education

through enhanced educational services

Thank you!