| The EFA 2000 Assessment: Country Reports | ||
| Seychelles |
7.0 PART II ANALYTIC SECTIONS
7.1 Early Childhood Care and Development
During this decade the government through different social and welfare programmes established the basic mechanism to ensure that early childhood care and development is
attainable by all children within this age-group. Several million were spent to laid the minimum standards set for this form of education. All creches have now attained this minimum standard. Early childhood care and development is formally organised in all creches irrespectively of their geographycal locations. Creches education, although optional, is considered part of the
formal education system operated by government. It caters for pre-school children aged 3½ to5½ years. It is non fee-paying and available to all residents. Attendance rate at this year programme is virtually 100 percent of this age of this age group. As part of the formal system it has its own curriculum and are implemented by teachers specialising in early childhood
education. Administratively the creche falls under the schools section of the Ministry of Education and is attached to a primary school in accordance with its location. Prior to creche education government in 1994 gave out license to private individuals to organise and run day care centres for the very young aged 3 month up to creche age. Day care is non-compulsory
just like creche, however, this is fee paying and privately operated enterprise catering for the needs of mostly working parents especially single mothers.
Day care centre falls, under the part folio responsibility of the Ministry of Education which provides guidance in order to maintain minimum standards and opportunity for improvement. These two establishments facilitate women socio-economic integration and enables them to
assume their rightful place in society in the dual role of motherhood and the persuance of a personal socio-economic career. In line with the enrolment 1999 Education Reform and year 2000 target early childhood age has been redefined as being 3½ to 8 years. During this period
early childhood education will lay the foundations for further attainment and learning. This covers creche year 1 to the end of primary 2. During this period the programme set will ensure that the child:
The year 2000 Target with regard to early childhood education focuses on the child as agent of the learning process. The teachers role is to organise and to draw out those learning mostly
through play especially in the two years of creche education. Parents are regarded as the first teachers and educators of their children the necessary mechanism will be reinforced to encourage them to collaborate even closer with school especially at this early stage of the childrens development as learners. This link between the school and home will be strengthened through the use of the mother tongue during that period, hence ensuring the smooth adaptation of the child to school. In addition to this government has set goals for the non-formal early childhood education.
This affect children from age 0 to 3½ years. It is clear that in these early formative years which are so crucial to future health, emotional stability and mental development, a child should be viewed as an integral whole and that balance provision to be made for all development needs. To achieve this the Ministry of Education has for the closest possible collaboration between itself, the Ministry of Health and Social Affairs, to ensure that quality services are provided to this highly valuerable group of young children. This will also implies an active role for parents, and a voice in all matters affecting the welfare of the child. The Ministry of Education continues to play the lead role in monitoring the quality of non-formal early childhood education and providing guidance for the development of this service.
The early childhood education programme as stated is very popular among this age-group. The total enrolment is virtually 100 percent. Table ____ shows the participation rate for the past ten years, 1990-1999.
Evolution of the total enrolment in ECD by Gender 1990-1999.
1990 |
1991 |
1992 |
1993 |
1994 |
1995 |
1996 |
1997 |
1998 |
1999 |
|
MF |
3412 |
3228 |
3139 |
3081 |
3167 |
3280 |
3262 |
3153 |
3304 |
3212 |
M |
1712 |
1628 |
1586 |
1578 |
1630 |
1683 |
1630 |
1600 |
1700 |
1638 |
F |
1690 |
1600 |
1553 |
1503 |
1537 |
1597 |
1632 |
1553 |
1604 |
1574 |
GROSS ENROLMENT IN EARLY CHILDHOOD DEVELOPMENT PROGRAMMES
The total number of children enrolled in early childhood development programmes regardless of stage expressed as a percentage of the official age-group is reffered to as the Gross enrolment for this two year programme.
Table _____ depicts this situation by showing the general tendency from 1990 to 1999.
Table_____ Gross Enrolment Ratio In Early Childhood Development Programmes
Year |
Total Enrolment |
Official Population |
Gross Enrolment Ratio |
1990 |
3412 |
3278 |
104.1 |
1991 |
3228 |
3011 |
107.2 |
1992 |
3139 |
3099 |
101.3 |
1913 |
3104 |
3143 |
98.8 |
1994 |
3167 |
2995 |
105.7 |
1995 |
3280 |
3035 |
108.1 |
1996 |
3262 |
2993 |
109.0 |
1997 |
3242 |
2946 |
110.0 |
1998 |
3304 |
2966 |
111.4 |
1999 |
3212 |
3007 |
106.8 |
It must be stated that even before 1990 the early childhood education programmes were well attended this total enrolment and gross rate figure. At all time as well the physical infrastrural facilities were already in place. However during the 90s these facilities were improved bringing them to the minimum level set by the government throughout the countries irrespective of the geographical location.
Table _____ show the number of pupils enrolled in ECD by geographical allocation gender.
Table _____Gross enrolment Ratio in Childhood by Geographical location and by Gender
Year Gender Region |
1994 |
1999 |
||||
MF |
M |
F |
MF |
M |
F |
|
Mahe Praslin La Digue |
106 101.1 111.9 |
108.5 92.0 105.0 |
103.5 113.3 118.2 |
107.3 103.2 101.4 |
105.0 103.6 102.9 |
109.9 102.9 100.0 |
Main island |
106.0 |
108.5 |
103.4 |
107.3 |
105.0 |
109.0 |
Other islands |
103.7 |
94.7 |
114.6 |
102.9 |
103.4 |
102.3 |
The table to follow show the progression from early childhood (creche stage) into Primary 1. Most parents have long understood that a child will fare better in the primary cycle if the child has attend some kind of early childhood education programmes. For those reason although, creche education is optimal, nevertheless non fee-paying parents send the children to participate.
Furthermore Government make it possible for everyone to attend there programme by constructing and improving these facilities in all districts where the population is concentrated. All such institution for that matter are situated short walking distance within the catchment area.
All creches are attached to primary schools in accordance to its geographical location. Although zoning is not in force at creche level most children attend their respective creche and this makes it easier for promotion into the associated primary school. Number of new entrants to primary grade 1 who have attended some form of organised childhood development programmes, expressed as a percentage of total number of new entrants to primary grade 1 is being depicted by table ____. This is an indicator, which assess the proportion of grade 1 pupils who have received preparation for primary schooling through ECD programme.
Table _____
Enrolment in ECD by type of Institution
Year |
Enrolment PU + PR |
Enrolment Private |
% Private |
1990 |
3412 |
0 |
0.0 |
1991 |
3228 |
0 |
0.0 |
1992 |
3139 |
0 |
0.0 |
1993 |
3104 |
23 |
0.7 |
1994 |
3167 |
67 |
2.1 |
1995 |
3280 |
79 |
2.4 |
1996 |
3262 |
98 |
3.0 |
1997 |
3242 |
132 |
4.0 |
1998 |
3304 |
129 |
3.9 |
1999 |
3212 |
163 |
5.0 |
7.2 Basic Education
Seychelles continues to maintain its achievements in the provision of basic education during the nineties. Achievements have not been everything recorded during this decade, the systems has operated under much constraints which have led us to look into the direction to be taken in the light of perceived strengths and weaknesses. Having achieved equal access and 100 percent enrolment during the compulsory years the goals encompass being able to afford a quality education with due regard to environmental enhancement, gender equality, replicability of sustainability of impact.
The main features affecting the total enrolment are: the size of the group (population), migration and expatriate workers o contract coming or leaving with the child. Most of the time the national population base is unable to keep up with the rate of migration hence for the decrepancy in the Net enrolment.
Table _____ depicts the enrolment situation between 1990 and 1999 by Gender.
Table _____
Percentage of primary grade 1 pupils with some form organised early childhood development programmes by geographical distribution.
Year
Region |
1999 |
||
New entrants to Primary Grade 1 |
New entrants to Primary Grade 1 that attended E.C.D |
% New entrants to Primary Grade 1 that attended E.C.D |
|
Mahe Praslin La Digue |
1511 156 36 |
1496 156 36 |
100.0 100.0 100.0 |
Total |
1703 |
1703 |
100.0 |
Main island |
1511 |
1496 |
100.0 |
Other islands |
192 |
192 |
100.0 |
Evolution of the apparent gross intake rate by Gender 1990-1999
The calculation of this indicator involves obtaining the total number of new entrants in the first grade of primary education regardless of age compared with the official primary school entrance age population.
Table _____ shows this evolution between 1990 1999 by gender.
| 1990 | 1991 | 1992 | 1993 | 1994 | 1995 | 1996 | 1997 | 1998 | 1999 | |
MF M F |
110.8 97.5 110.8 |
114.3 109.9 119.0 |
112.5 109.5 114.9 |
100.3 98.8 102.0 |
||||||
F/M |
1.0 |
1.0 |
1.0 |
Table _____ AIR by Geographical location and by gender
Year
Region |
1994 |
1999 |
||||||
Apparent intake rate in Grade 1 |
Parity Index |
Apparent intake rate in Grade 1 |
Parity Index |
|||||
MF |
M |
F |
F/M |
MF |
M |
F |
F/M |
|
Mahe |
112.1 |
112.6 |
111.6 |
1.0 |
100.6 |
98.9 |
102.2 |
1.0 |
Praslin |
100.7 |
101.4 |
100.0 |
1.0 |
98.7 |
97.4 |
100 |
1.0 |
La Digue |
107.1 |
90.5 |
123.8 |
1.4 |
100.0 |
100.0 |
100.0 |
1.0 |
Total |
110.8 |
97.5 |
110.8 |
1.1 |
100.3 |
98.8 |
102.2 |
1.0 |
Main island |
112.1 |
112.6 |
111.6 |
1.0 |
100.6 |
98.9 |
102.2 |
1.0 |
Other islands |
102 |
98.9 |
105.5 |
11 |
99.0 |
97.9 |
100.0 |
1.0 |
From table _____ no disparities exist since all regions have reached an apparent Intake Rate of 100 percent. There exist however, marginal disparities between gender as can be observed in the case of 1994 figure. By 1999, the situation had improved and the gender parity index was in equilibrium.
Table _____ looks at the evolution of the Net Intake Rate by gender 1990-1999.
| 1990 | 1991 | 1992 | 1993 | 1994 | 1995 | 1996 | 1997 | 1998 | 1999 | |
MF |
100.1 |
114.3 |
116.9 |
110.4 |
||||||
M |
98.6 |
109.9 |
116.1 |
96.6 |
||||||
F |
101.7 |
119.0 |
116.9 |
110.7 |
||||||
F/M |
1.0 |
1.1 |
1.0 |
1.1 |
The high NIR sometimes over 100 per cent is explained by the high mobility of foreigner on contract, the net migration and the National population data base is unable to keep pace with. This is often the case with small island states. It is easier to keep track of the children since they all attend school as soon as they enter the country but it take a while for the Nation population data base show this. Most of the time those concerned may have already left by the time a survey is done.
In table ____ the same situation is being illustrated on a geographical basic and by gender.
Table ____ Evolution of NIR by geographical location and gender.
Year
Region |
1994 |
1999 |
||||||
Net intake Rate in Grade 1 |
Parity Index |
Net intake Rate in Grade 1 |
Parity Index |
|||||
MF |
M |
F |
F/M |
MF |
M |
F |
F/M |
|
Mahe |
111.5 |
111.6 |
111.4 |
1.0 |
99.9 |
97.8 |
102.0 |
1.0 |
Praslin |
100.7 |
101.4 |
100.0 |
1.0 |
98.7 |
97.4 |
100 |
1.0 |
La Digue |
107.1 |
90.5 |
123.8 |
1.4 |
100.0 |
100.0 |
100.0 |
1.0 |
Total |
110.4 |
96.6 |
110.7 |
1.1 |
100.1 |
98.6 |
101.7 |
1.0 |
Main island |
115.1 |
111.6 |
111.4 |
1.0 |
99.9 |
97.8 |
102.2 |
1.0 |
Other islands |
102.2 |
98.9 |
105.5 |
1.1 |
99.0 |
97.9 |
100.0 |
1.0 |
Comparing the figures for the two different years we definitely see some improvement in the quality of education. The net are closer to 100 per cent in 1999 than in 1994.
Gross Enrolment Ratio (GER)
Table ____ shows the trend in total enrolment by gender 1990-1999
| 1990 | 1991 | 1992 | 1993 | 1994 | 1995 | 1996 | 1997 | 1998 | 1999 | |
MF |
9911 |
9747 |
9738 |
9931 |
||||||
M |
5035 |
4960 |
4947 |
5033 |
||||||
F |
4876 |
4787 |
4791 |
4898 |
||||||
F/M |
0.97 |
0.97 |
0.97 |
0.97 |
Trends in Gross Enrolment Ratio
Table _____ shows evolution of GER by gender 1990-1999
| 1990 | 1991 | 1992 | 1993 | 1994 | 1995 | 1996 | 1997 | 1998 | 1999 | |
MF |
109.4 |
112.5 |
112.5 |
115.0 |
||||||
M |
109.9 |
113.3 |
113.2 |
114.0 |
||||||
F |
108.8 |
111.7 |
111.8 |
115.1 |
||||||
F/M |
1.0 |
1.0 |
1.0 |
1.0 |
Table _____ above show that Seychelles had already attained a gross enrolment ratio above 100 per cent at the beginning of the nineties and has maintained the level throughout the decade.
The trends in enrolment by geographical location and by gender.
Table _____ Depicts the trends in enrolment by geographical location and by gender 1994-1999
Year
Region |
1994 |
1999 |
||||
Enrolment |
Enrolment |
|||||
MF |
F |
% F |
MF |
F |
% F |
|
Mahe |
8813 |
4321 |
49.0 |
8789 |
4344 |
49.4 |
Praslin |
835 |
414 |
49.6 |
885 |
426 |
48.1 |
La Digue |
263 |
141 |
53.6 |
257 |
128 |
49.8 |
Total |
9911 |
4876 |
49.2 |
9931 |
4898 |
49.3 |
Main island |
8813 |
4321 |
49.0 |
8789 |
4344 |
49.4 |
Other islands |
1098 |
555 |
50.5 |
1142 |
554 |
48.5 |
Trends in enrolment by geographical location and by type of institution.
Table _____ show the trends in enrolment of the primary schools going age by geographical location and by type of institution 1994-1999.
Year
Region |
1994 |
1999 |
||
Enrolment PU + PR |
% Private |
Enrolment PU + PR |
% Private |
|
Mahe Praslin La Digue |
8813 835 263 |
2.6 0.0 0.0 |
8789 885 257 |
5.3 0.0 0.0 |
Seychelles Main island Other islands |
9911 8813 1098 |
2.3 2.6 0.0 |
9931 8789 1142 |
4.7 5.3 0.0 |
As indicated by the figures in Table _____ the private sector enrolment is very minimal compared to public school. The trending enrolment trends shows that the enrolment rate doubled between period 1994 to 1999, public schools remain very popular and registered an enrolment rate of 95 per cent in 1999. Private school open its door to the general public in 1993 only, with the reintroduction of multiparty democracy. Still, today these institutions, numbered three in total are relatively urbanised and are found only on the main island.
Evolution of Gross Enrolment Ratio by geographical location and by gender to show the possible variations that may exist between the chosen variables.
Table _____ Evolution of GER by geographical location and by gender 1994-1999
Year
Region |
1994 |
1999 |
||||||
Gross enrolment ratio |
Parity Index |
Gross enrolment ratio |
Parity Index |
|||||
MF |
M |
F |
F/M |
MF |
M |
F |
F/M |
|
Mahe Praslin La Digue |
8813 835 263 |
4492 421 122 |
4321 414 141 |
8789 885 257 |
4445 459 129 |
4344 426 128 |
||
Seychelles |
9911 |
5035 |
4876 |
9931 |
5033 |
4898 |
||
Main island |
8813 |
4492 |
4321 |
8789 |
4445 |
4344 |
||
Other islands |
1098 |
543 |
555 |
1142 |
588 |
554 |
||
The Gross enrolment ratio as depicted by Table ______ indicates that all regions have reached an enrolment figure of 100 per cent irrespective of their geographical location.
The Net Enrolment Ratio (NER)
The Evolution of NER by gender between 1990 to 1999 is expressed in Table _____.
Year |
1990 | 1991 | 1992 | 1993 | 1994 | 1995 | 1996 | 1997 | 1998 | 1999 |
MF |
108.5 |
111.3 |
111.2 |
114.0 |
||||||
M |
108.7 |
111.8 |
113.6 |
|||||||
F |
108.2 |
111.7 |
110.6 |
114.3 |
||||||
F/M |
1.0 |
1.0 |
1.0 |
1.0 |
As is the case in most island mirostates, Seychelles also displays the situation where the NER shoots over 100 per cent. This is due mainly to (i) the small size of the population and any small change in the figures directly influences the outcome of the results; (ii) the rate of mobility in and out of the country (migration) and the main statistic office keeping pace with this mobility; (iii) natural changes in the population; iv record from schools registers are easy obtainable hence making it easy to do head-count of pupils attending the programmes. As such we sometime notice some un enrolled school children depending on the date the data is gathered. In general these does not really exist as seen in the enrolment trend and population data provided by the National Statistics Office.
Evolution of NER by Geographical location and by gender
Table _____ NER by Geographical location and by Gender
Year
Region |
1994 |
1999 |
||||||
Gross enrolment ratio |
Parity Index |
Gross enrolment ratio |
Parity Index |
|||||
MF |
M |
F |
F/M |
MF |
M |
F |
F/M |
|
Mahe Praslin La Digue |
109.4 99.3 108.7 |
109.7 99.0 110.0 |
109.2 99.5 107.6 |
1.0 1.0 1.0 |
115.2 105.1 104.5 |
114.6 106.3 104.9 |
115.9 103.7 104.1 |
1.0 1.0 1.0 |
Seychelles |
108.5 |
108.7 |
108.2 |
1.0 |
114.0 |
113.6 |
114.3 |
1.0 |
Main island |
109.4 |
109.7 |
109.2 |
1.0 |
115.2 |
1146 |
115.9 |
1.0 |
Other islands |
101.4 |
101.3 |
101.5 |
1.0 |
104.9 |
106.0 |
103.8 |
1.0 |
Age specific Enrolment Ratio 1999
Age |
6 yrs |
7 yrs |
8yrs |
9yrs |
10 yrs |
11 yrs |
12 yrs |
MF |
|||||||
M |
|||||||
F |
Public Expenditure on Education
Government still remains the main provider of education and as stated in the Seychelles constitution Act it is free for everyone and compulsory up to the age of 16 years. This is to say that if you are enrolled in a public school in Seychelles or if you make the necessary grade to follow courses. In this report private expenditure on education is not included as these are currently not available. The necessary is being reinforced to obtain these.
The structure of expenditure on education
Year |
1990 |
1991 |
1992 |
1993 |
1994 |
1995 |
1996 |
1997 |
1998 |
1999 |
| Salaries | ||||||||||
| Material & Equipment | ||||||||||
| Administration | ||||||||||
| Capital | ||||||||||
| Total Gov | ||||||||||
| Foreign Assistance | ||||||||||
| Cost/Pupil |
END