Main Objective: Main Objective


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Main Objective:

  • Main Objective:

  • To reveal the key education issues and challenges which exist at the institutional and local government levels at a given point of time, and thereby contribute to more informed and focused discussion in the Joint Annual Education Sector Review Working Sessions.

  • Specifically:

  • To review the status of implementation in primary and secondary schools focusing on the following areas:



Information gathering was primarily through:

  • Information gathering was primarily through:

    • Focus group discussions with local education stakeholders in all Councils visited.
    • Information gathering through observations at the school site.
    • Individual interviews.
    • Photographs taken at the schools
  • Specific tools were developed for this purpose and were used for each of the mentioned approaches.



30 Primary schools were visited in 6 Councils i.e 5 schools in each council.

  • 30 Primary schools were visited in 6 Councils i.e 5 schools in each council.

  • 25 Secondary schools were visited in 5 Councils i.e 5 schools in each council.



Monitoring team was composed of 41 members comprised of 22 Government officials, 8 Development Partners and 11 CSOs representatives.

  • Monitoring team was composed of 41 members comprised of 22 Government officials, 8 Development Partners and 11 CSOs representatives.

  • Field teams were composed of 2 Government Officials, 1 Non State Actor and 1 Development Partner for each Council.

  • The Joint Monitoring Visits were carried from 14th to 20th August, 2011.





School Board and Committee Members;

  • School Board and Committee Members;

  • Councilors;

  • Council Education Officers;

  • Primary and Secondary Schools Teachers;

  • Pupils/students; and

  • Parents/Guardians





In Primary schools visited out of 380 teachers in 23 schools, 39 (12%) were absent on the day of visit. The highest % was noted at Makete 22% (6 out of 40 teachers) and lowest was Mtwara (U) 8% (9 out of 96 teachers).

  • In Primary schools visited out of 380 teachers in 23 schools, 39 (12%) were absent on the day of visit. The highest % was noted at Makete 22% (6 out of 40 teachers) and lowest was Mtwara (U) 8% (9 out of 96 teachers).

  • In Secondary schools visited out of 443 teachers in 24 schools 91 were absent (21%), the highest % was noted in Shinyanga (R) 30% (13 out of 43 teachers) and lowest was Tanga CC 15% (15 out of 99 teachers).



Some respondents said the curriculum was relevant while others said it was not.

  • Some respondents said the curriculum was relevant while others said it was not.

  • The majority were not aware of the curriculum review of 2005 and 2007 because they were not oriented.



Schools adherence to purchase of EMAC approved textbooks.

    • Schools adherence to purchase of EMAC approved textbooks.
    • Some schools still using outdated textbooks.
    • Insufficient textbooks in primary and secondary schools caused by inadequate and delayed receipt of Capitation Grants.
    • High pupil textbook ratio- Primary=1:8 and Secondary=1:13 was reported in visited Councils as shown in the table.




High shortage of classrooms for both Primary and Secondary Schools in all Councils.

    • High shortage of classrooms for both Primary and Secondary Schools in all Councils.
    • In 25 visited secondary schools, total shortage was 116 classrooms and 204 classrooms in 26 visited primary schools. (Refer Table 7 of main document). Resulting into high congestion and ineffective teaching and learning processes.
  • Shortage of teachers houses in 25 visited secondary schools was 354 while in primary schools was 305. (Refer Table 10). Leading to teacher absenteeism and attrition and teachers walking long distances to/ from schools.



In visited primary schools there was a shortage of 472 (42%) latrines, Ngara showing the highest shortage of 77% and the lowest 27% in Makete.

  • In visited primary schools there was a shortage of 472 (42%) latrines, Ngara showing the highest shortage of 77% and the lowest 27% in Makete.

  • There was a shortage of 384 (48%) latrines in the visited secondary schools. Highest shortage was in Bagamoyo (61%) and lowest in Shinyanga (R) with 44%.

  • (Refer Table 12 of the main document).



In the visited secondary schools required laboratories was 78, available was only 9 hence shortage was 69 equivalent to 88%. (Refer to Table 11 of the main document).

  • In the visited secondary schools required laboratories was 78, available was only 9 hence shortage was 69 equivalent to 88%. (Refer to Table 11 of the main document).

  • This situation denies students and teachers to practical skills resulting into ineffective teaching and learning processes thus creating sub standard competences.



Only 15 primary schools and 12 secondary schools visited had school feeding programmes, supported by both communities and WFP.

  • Only 15 primary schools and 12 secondary schools visited had school feeding programmes, supported by both communities and WFP.

  • The absence of feeding programmes in schools affect students attendance, promotes dropouts and enhance ineffective learning thus contributing to poor performance.





Out of 2,912 who did CSEE in 2010 in the visited secondary schools only 254 passed Division I – III whereas 995 passed in Division IV and 1,163 had Division 0.

  • Out of 2,912 who did CSEE in 2010 in the visited secondary schools only 254 passed Division I – III whereas 995 passed in Division IV and 1,163 had Division 0.

  • Generally pass rates for secondary schools visited were low in all Councils.

  • Again, this calls for improvement of T&L processes and environment in all Councils.



Out of 380 primary school teachers in the visited schools 3 were degree holders, 21 Diploma and 356 Grade IIIA teachers. Shortage of English and Maths teachers noted in primary schools

  • Out of 380 primary school teachers in the visited schools 3 were degree holders, 21 Diploma and 356 Grade IIIA teachers. Shortage of English and Maths teachers noted in primary schools

  • In 25 secondary schools visited out of 423 teachers 174 were degree holders and 264 Diploma.

  • Some secondary schools employed temporary non qualified ex-form 6 leavers due to serious shortage of Science and Maths teachers.

  • Revealed that teachers’ morale to work was high however incentives, adequate in-service training and improved teaching environment are needed to motivate them.



Observed fair capacity of heads of schools in schools management and administration; however called for training in planning and financial management.

  • Observed fair capacity of heads of schools in schools management and administration; however called for training in planning and financial management.

  • Recommended financial management courses and employment of accountants and store keepers in secondary schools.

  • Inadequate and irregular release of Capitation Grant to primary and secondary schools.

  • Schools inspection not done on regular bases to all visited schools.

  • Existence of clear system of tracking finances from Councils to all primary schools.



Improve utilisation of Teachers’ Resource Centres for in-service training of primary and secondary school teachers.

  • Improve utilisation of Teachers’ Resource Centres for in-service training of primary and secondary school teachers.

  • Orientation of all teachers on competence based curriculum.

  • Improve school infrastructure.

  • Ensure availability of teaching and learning materials.

  • Competency in basic literacy and numeracy (3Rs- KKK) should be strengthened.



Develop/strengthen incentive and motivation scheme for teachers.

  • Develop/strengthen incentive and motivation scheme for teachers.

  • Full release of Capitation Grants to schools on regular bases.

  • Enhance accountability and effective management of school funds.



Conclusion

  • Conclusion

  • The recommendations provided should be one of the bases for identifying and proposing milestones to ensure they are implemented accordingly.

  • Asanteni kwa Kunisikiliza!




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