zambia 2008 district profile for shangombo · 2018. 4. 25. · zambia 2008 district profile for...
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Zambia 2008 District Profile for Shangombo
Goal
1-9 10-12
Female Pupils 6,466 223 NIR 83%
Male Pupils 7,795 252 NER 100%
Survival to G9 23%
Teachers 340 21
Pupil-Teacher Ratio 54
Schools 95 1 Teacher Attrition Rate 23%
Classrooms 368 12 % Teachers Qualified 85%
Textbooks 33,938 775 Pupil-Book Ratio 2.4
ANALYSIS
Grades Actual
Value
Basic School At a glance
Issue #1: Progress in primary school enrolment in Shangombo
Since 2005 in Shangombo:
The Net Intake Rate is the percentage of seven-year olds who enter school for the first time. It gives us an idea of how many 7-year olds are entering school and how many are not. A higher NIR means more seven year olds are entering school on time.
What is observed and why is it happening? What action is required?
Are children entering basic school on time?
Ne
t In
tak
e R
ate
The Net Intake Rate in Shangombo:
Has increased by 39 percentage points since 2005 Is 29 percentage points above the national value. Is 3 percentage points above the goal of 80%.
83% 69% 54%
44% 48%
75% 83%
0%
25%
50%
75%
100%
2005 2006 2007 2008 2008 2008 2008
District Dist. Prov. Natl.
Indic. 1
This graph shows the percentage of new school entrants who are on-time (age 7), overage (older than 7) and underage (younger than 7). A high percentage of overage entrants means a lower NIR, but is acceptable because it means that older children are receiving an education. Once all the older children have been cycled through school, the percentage of overage entrants should decrease and the percentage of on time entrants should increase. If underage pupils are entering in large percentages, they are taking spaces from older pupils.
Of all the children who enter school for the first time, how many are the correct age? Indic. 2
What is observed and why is it happening? What action is required?
4% 9% 7% 4%
46% 46%
54% 51%
51% 46%
39% 45%
% underage
% ontime
% overage
0%
25%
50%
75%
100%
2005 2006 2007 2008
District
Overage entrants have decreased by 6 percentage points.
Properly aged entrants have increased by 5 percentage points.
Underage entrants have remained unchanged.
Re
lati
ve
ag
e o
f s
ch
oo
l e
ntr
an
ts
What is observed and why is it happening? What action is required?
Are all basic school age children enrolled in basic school?
Ba
sic
NE
R
The Net Enrollment Rate in Shangombo:
Has increased by 38 percentage points since 2005 Is 3 percentage points below the national average. Is 20 percentage points above the goal of 80%.
100% 102% 103%
62% 72%
90% 100%
0%
25%
50%
75%
100%
125%
2005 2006 2007 2008 2008 2008 2008
District Dist. Prov. Natl.
The Basic Net Enrollment Rate is the percentage of basic-aged (ages 7-15) children who are enrolled in basic school (grades 1-9). A higher Basic NER means more children are attending school at the correct age.
Indic. 3
1,294
1,037
948
940
819
730
733
466
565
1,242
985
895
827
741
651
587
394
407
1
2
3
4
5
6
7
8
9
Gra
de
Are girls and boys enrolled in equal numbers? Indic. 4
The Gender Parity Index in Shangombo:
Is within 0.11 of the national goal of 1 for grades 1-9.
Is highest in grades 1-4, with 0.94 girls per boy. Is lowest in grades 8-9, with 0.78 girls per boy.
The Gender Parity Index is the ratio of female to male pupils. A GPI larger than one mean there are more females than males in school. A GPI smaller than one means there are less females per male in school. A GPI of 1 is desirable because it means there is an equal number of males and females in school.
What is observed and why is it happening? What action is required?
Gen
der
Pari
ty I
nd
ex
Grade 1-9 GPI: 0.89
Grade 8-9 GPI: 0.78
Grade 5-7 GPI: 0.87
Grade 1-4 GPI: 0.94
ISSUE #2: Efficiency in Shangombo
The Grade 1-9 Multi Grade Survival Rate is the percentage of pupils enrolled in grade 1 during the current school year who are expected to reach grade 9, no matter how many years It is estimated using data from a single year. A higher survival rate means more pupils are expected to reach grade 9 and less drop out.
What is observed and why is it happening? What action is required?
How many first-grade pupils will reach grade 9?
Gra
de
1-9
Mu
lti G
rad
e S
urv
ival
Rate
The top reasons that students in grades 5-9 left school as reported by school head-masters. Headmasters may not always know the exact reason.
What is observed and why is it happening? What action is required?
Why do children in grades 5-9 drop out before completing basic school?
The Grade 1-9 Multi Grade Survival Rate in Shangombo:
Has remained constant since 2005. Is 11 percentage points below the national
average. Is 57 percentage points below the goal of
80%.
23% 33% 34%
24% 23% 19%
23%
0%
25%
50%
75%
100%
2005 2006 2007 2008 2008 2008 2008
District Dist. Prov. Natl.
Indic. 5
Indic. 6
8%
15%
16%
24%
35%
9%
10%
12%
33%
33%
0% 10% 20% 30% 40%
Illness
Marriage
Other
Orphaned
Economic
Orphaned
Other
Economic
Pregnancy
Marriage
Male
Fem
ale
100%
69%
172%
164%
47%
Urban
100%
84%
72%
66%
58%
50%
40%
22%
24%
Rural
100% 50% 0 50% 100%
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
Are some Grade 1 students less likely than others to reach higher grades of Basic School?
These pyramids compare the multi-grade survival rates for a grade 1 pupil from different education situations. When one group has a lower survival rate to a particular grade, pupils from that group are less likely to reach that grade.
What is observed and why is it happening? What action is required?
In Shangombo, students are less likely to stay in school through grade 9 if they are female or if they attend a urban or community school.
24% of rural school entrants will reach grade 9 as compared with 0% of urban entrants.
20% of female school entrants will reach grade 9 as compared with 27% of male entrants.
2% of community school entrants will reach grade 9 as compared with 38% of government school entrants.
Indic. 7
100%
85%
73%
71%
62%
53%
43%
23%
27%
Male
100%
83%
73%
63%
55%
45%
35%
20%
20%
Female
100% 50% 0 50% 100%
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
100%
80%
73%
70%
62%
54%
52%
34%
38%
Govt.
100%
89%
74%
63%
54%
41%
21%
4%
2%
Comm.
100% 50% 0 50% 100%
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
ISSUE #3: Are children learning?
What is observed and why is it happening? What action is required?
How do children perform on the Grade 7 exam?
The Grade 7 Exam is designed to measure individual students' learning levels at the end of grade 7. Exams are a common measure of learning, though critics argue that students with a high knowledge level could perform poorly if they are not good at taking tests. Exam scores are tabulated according to wher the test is taken rather than where a pupil attends school. For example, if a community school pupil travels to a government school to take the exam, then their score is recorded as a government school score. Because of this, the Urb./Rur and Comm./Govt. scores i n the graph may not reflect learning levels properly. Not all grade 7 pupils sit for the exam, which means that exam scores may not be representative of the learning level of all grade 7 pupils. If high achieving pupils take the exam and low achieving pupils avoid it, then the average scores represent the learning level of high achievers more than that of low achievers.
The average Grade 7 exam score in Shangombo :
Is 4 points higher than the national average.
Is 593 points higher in rural schools than in urban schools.
Is 3 points longer in community schools than in government schools.
Indic. 8
593 599 589 593 596 593 0
100
200
300
400
500
600
700
2008 2008 2008 Rural Urban Comm. Govt.
Dist. Prov. Natl. District, 2008 District, 2008
Av
era
ge
G7 E
xa
m S
co
re
Issue #4: How are school resources distributed in Shangombo ?
What is observed and why is it happening? What action is required?
Are there enough basic school teachers for all pupils?
Pu
pil-T
ea
ch
er
Ra
tio
How are basic school teachers distributed by school type?
What is observed and why is it happening? What action is required?
The Basic Pupil-Teacher Ratio is the average number of basic pupils to each basic teacher. A higher PTR means that each teacher is responsible for more pupils.
The Pupil-Teacher Ratio in Shangombo:
Has increased by 3 pupils since 2005. Is 4 pupils higher than the national
average. Is 34 pupils higher than the national goal
Basic Pupil-Teacher Ratio by School Type:
PTR in rural schools is 145 pupils lower than PTR in urban schools.
PTR in community schools is 72 pupils higher than PTR in government schools.
54 48 50
51 54 59 54
0
20
40
60
80
100
120
140
160
180
200
220
2005 2006 2007 2008 2008 2008 2008
District Dist. Prov. Natl.
54 199 114 42 0
20
40
60
80
100
120
140
160
180
200
220
Rural Urban Comm. Govt.
District, 2008 District, 2008
Indic. 9
Indic. 10
Pu
pil-T
ea
ch
er
Ra
tio
<= 39 40-59 60-119 >= 120 Total
19 22 24 30 95
PTR
# Schools
120
120
122
132
132
132
133
137
137
142
144
145
146
157
162
164
168
171
175
177
179
183
199
211
213
224
238
238
275
314
60
61
63
68
71
72
75
76
77
77
79
88
88
93
94
99
100
102
103
106
108
110
115
118
0 50 100 150 200 250 300 350
Lipameno Basic
Sankandi Basic
Luanda Community School
Shangombo Basic
Lilondo Basic
Philip Mayor
Kang'Unung'Unu
Kalili Community School
Mwanambao Basic
Mengo Community School
Lyamaya Basic
Mulapo Community School
Manyondo Community
Sibona
Mwanzi Community School
Saana Community School
Nalusheke Community School
Kakula Community School
Shalitata Community School
Kanyouti Community School
Natushulu
Nalitengeya Community School
Mbumba Community School
Kabula Community
Sikatondo Community School
Masunda Community School
Kasa Community School
Namangomba Community School
Liyuwayuwa
Nashangu
Dihehe
Mahongo
Nalitengenya
Kapapama Community
Nalio
Lweenge Community
Lisheko Community School
Kashukwa
Mbopuma
Chibale Community School
Sezimu Community
Liwandamo
Makema Community School
Makuluza Community
Libonda Community
Kanjululu
Sote Community School
Situnda Community School
Takalu Community School
Nalunga Community
Shilukoma
Lwanda/Zanino Community School
Nasimbandu
Mboiwa
Schools with the highest Grade 1-9 PTR's
In which basic schools are pupil-teacher ratios the largest?
What is observed and why is it happening? What action is required?
Indic. 11
This page lists the 50 basic schools with the highest G1-G9 pupil-teacher ratios. The schools with the highest ratios are listed first and have the greatest need for assistance. In a school with a PTR of 60 or less, learning is possible. In a school with a PTR of more than 60, learning is difficult. In a school with a PTR of 120 or more, learning is nearly impossible. Schools with high PTR's may be in need of additional classrooms and other resources as well as teachers.
Te
ach
er
Att
riti
on
Ra
te
How many basic school teachers leave their posts every year? The Teacher Attrition Rate is the percentage of teachers reported to have left their position in the past year. Teachers may have left for another teaching post, or left teaching altogether. A lower Teacher Attrition Rate means that less teachers have left their positions each year.
What is observed and why is it happening? What action is required?
Are basic school teachers qualified to teach?
The Teacher Qualification Rate is the percentage of teachers who are known to have a teaching degree, diploma, or certificate. If a teacher's qualification is unknown, they are counted as unqua-lified. A higher Teacher Qualification Rate means more teachers are qualified to teach.
What is observed and why is it happening? What action is required?
18% 54% 12% 37% 8% 0%
20%
40%
60%
Rural Urban Comm. Govt. Female Male
District, 2008 District, 2008 District, 2008
23% 13% 14% 10%
22%
11%
23%
0%
20%
40%
60%
2005 2006 2007 2008 2008 2008 2008
District Dist. Prov. Natl.
85% 13% 99% 94% 80% 0%
25%
50%
75%
100%
Rural Urban Comm. Govt. Female Male
District, 2008 District, 2008 District, 2008
85% 90% 87%
93% 83% 82% 85%
0%
25%
50%
75%
100%
2005 2006 2007 2008 2008 2008 2008
District Dist. Prov. Natl.
The Teacher Attrition Rate in Shangombo:
Has increased by 13 percentage points since 2005.
Is similar to the national average.
Is 18 percentage points above the goal of 5%.
Is 18 percentage points higher for rural teachers.
Is 42 percentage points higher for community school teachers.
Is 29 percentage points higher for female teachers.
The Teacher Qualification Rate in Shangombo:
Has decreased by 8 percentage points since 2005.
Is similar to the national average.
Is 5 percentage points avove the goal of 80%.
Is 85 percentage points higher for rural teachers.
Is 86 percentage points lower for community school teachers.
Is 14 percentage points higher female teachers.
Indic. 12
Indic. 13
Are there enough math books for basic school pupils?
Pu
pil-B
oo
k R
ati
o
The Basic Pupil-Book Ratio is the number of primary pupils for each book. A higher Basic PBR means more pupils share each book. This graph uses the PBR for Math books as an indication of the PBR across all subjects. Other subjects are equally important and BPR's for these subjects are available in Ed*Assist.
What is observed and why is it happening? What action is required?
The pupil book ratio in Shangombo:
Is 0.2 pupils lower than the national average. Is 1.4 pupils higher than the goal of 1. Is 63.9 pupils lower in rural schools. is 2 pupils higher in community schools.
Indic. 15
2.4 1.9 2.6 2.4 66.3 4.3 2.0 N/A 2.6 1.9 2.4 0
10
20
30
40
50
60
70
2005 2006 2007 2008 2008 2008 2008 Rural Urban Comm. Govt.
District Dist. Prov. Natl. District, 2008 District, 2008
4.0 5.0 5.8 6.0 0
2
4
6
8
Gr. 1-4 Gr. 5-7 Gr. 8-9 Gr. 10-12
District, 2008
Ho
urs
per
sh
ift
4.7 4.7 4.6 4.7 4.2 4.6 4.7 0
2
4
6
8
2008 2008 2008 Rural Urban Comm. Govt.
Dist. Prov. Natl. District, 2008 District, 2008
Ho
urs
pe
r sh
ift
Are basic school pupils' shifts long enough?
Shift duration is the average number of hours out of a school day that a pupil attends school. Higher values mean pupils spend more time learning. 4-6 hours per day is recommended by the Ministry of Education. Shift duration is lower when schools use multiple shifting.
What is observed and why is it happening? What action is required?
Indic. 14 The average shift duration in Shangombo:
Is similar to the national average. Is 0.7 hours longer than the goal of 4 hours. Is 0.5 hours longer in rural schools than in
urban schools. Is 0.15 hours shorter in community schools
than in government schools.
Is 0.03 hours shorter than the goal of 4 hours in grades 1-4.
Are there enough classrooms for basic school pupils?
Pu
pil
Cla
ss
roo
m R
ati
o
The Basic Pupil Classroom Ratio is the average number of basic pupils for each classroom. A higher Pupil Classroom Ratio means a larger number of pupils in each classroom. In schools that practice multiple shifting, the pupil-classroom ratio is not the same as the pupil class ratio.
What is observed and why is it happening? What action is required?
Are basic school classrooms in permanent condition?
% C
las
sro
om
s
Pe
rma
ne
nt
The Percentage of Classrooms in Permanent Condition is the percentage of classrooms that are reported to be permanent rather than temporary or incomplete.
What is observed and why is it happening? What action is required?
Indic. 16
Indic. 17
The number of pupils sharing each classroom in Shangombo:
Is 9 pupils below the national average. Is 17 pupils above the goal of 20. 18 pupils better in rural schools than in
urban schools. 8 pupils better in community schools
than in government schools.
The Percentage of classrooms in permanent condition in Shangombo:
Is 42 percentage points below the national average
Is 72 percentage points below the goal of 100%
28 percentage points higher for rural schools.
37 39 46 37 55 31 40
41 40
31 37
0
20
40
60
80
2005 2006 2007 2008 2008 2008 2008 Rural Urban Comm. Govt.
District Dist. Prov. Natl. District, 2008 District, 2008
28% 52% 70% 28% 2% 42%
49%
30% 27% 28%
0%
25%
50%
75%
100%
2005 2006 2007 2008 2008 2008 2008 Rural Urban Comm. Govt.
District Dist. Prov. Natl. District, 2008 District, 2008
Issue #5: Overview of secondary schools in Shangombo
20% 35% 38%
N/A 38%
32%
20%
0%
25%
50%
2005 2006 2007 2008 2008 2008 2008
District Dist. Prov. Natl.
8% 20% 26% 2%
4% 8% 8%
0%
25%
50%
2005 2006 2007 2008 2008 2008 2008
District Dist. Prov. Natl.
Ba
sic
to
Sec
on
da
ry
Tra
ns
itio
n R
ate
S
ec
on
da
ry E
nro
llm
en
t R
ate
Indic. 18
Indic. 19
Are students reaching secondary school?
Are all secondary aged children enrolled in secondary school?
The Basic to Secondary Transition Rate is the percentage of students in the last grade of basic school (grade 9) who reach the first grade of secondary (grade 10). A higher rate means more pupils are being promoted to secondary.
What is observed and why is it happening? What action is required?
The Secondary Net Enrollment Rate is the percentage of secondary-aged children who are enrolled in secondary school. A higher Secondary NER means more children are attending school at the correct age.
What is observed and why is it happening? What action is required?
Se
co
nd
ary
PT
R
Se
co
nd
ary
PC
R
Se
co
nd
ary
PB
R
Indic. 20
Indic. 21
Indic. 22
Are there enough secondary school teachers?
Are there enough secondary school classrooms?
Are there enough secondary school math books?
The Secondary Pupil Teacher Ratio is the average number of secondary pupils for each secondary teacher. A higher Secondary PTR means that each teacher is responsible for more pupils.
The Secondary Pupil-Book Ratio is the number of primary pupils for each book. A higher Secondary BPR means more pupils share each book. This graph gives the BPR for Math books, but ratios for the other subjects are equally important.
The Secondary Pupil Classroom Ratio is the average number of secondary pupils for each classroom. A higher Pupil Classroom Ratio means a larger number of pupils in each classroom.
What is observed and why is it happening? What action is required?
What is observed and why is it happening? What action is required?
What is observed and why is it happening? What action is required?
2.7 1.9 2.5 N/A 0.9
1.3
2.7
0
2
4
2005 2006 2007 2008 2008 2008 2008
District Dist. Prov. Natl.
23 18 19 0
12
28 23
0
20
40
60
2005 2006 2007 2008 2008 2008 2008
District Dist. Prov. Natl.
37 41 39 0
40 44
37
0
20
40
60
2005 2006 2007 2008 2008 2008 2008
District Dist. Prov. Natl.