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School Quality Assessment for Education and WASH in Three (3) UNICEF Supported Regions

Revised Inception Report October 2014

Prepared for

UNICEF Dar es Salaam, Tanzania Plot 1403-1 Bains Avenue, Masaki Dar es Salaam, Tanzania Phone: +255222196600 Email: [email protected]

Prepared by

RTI International P.O. Box 12194 Research Triangle Park, NC 27709-2194 Telephone: (919) 541-6000 www.rti.org

Contract Number: 43162257 Project Number: 0214481

http://www.rti.org/

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Table of Contents

SECTION PAGE

List of Exhibits ........................................................................................................................................ iv

Abbreviations ........................................................................................................................................... v

Introduction .............................................................................................................................................. 1

Work Plan ................................................................................................................................................ 2

Activity Summary ............................................................................................................................ 2 Activity 1: Design discussions and inception phase............................................................... 3

Activity 2: Rendering of test content in tangerine software ................................................... 6

Activity 3: Data collector training workshop, pilot test, and revision of data collection

instruments ................................................................................................................ 6

Activity 4: Data collection ..................................................................................................... 9 Activity 5: Data processing and analysis ............................................................................. 10

Activity 6: Findings presentation ......................................................................................... 10

Background Literature Review .............................................................................................................. 11

Purpose, Objectives, and Use of Assessments........................................................................................ 12

1. Increased learning outcomes ................................................................................................ 13

2. Grade 2 teachers demonstrating INSET competencies ......................................................... 13 3. Schools with improved functional WASH facilities, proper maintenance and use of

WASH facilities, and functional WASH facilities and soap available for girls and boys ... 13

Pilot Assessment Instruments ................................................................................................................ 14

Student-level instruments ............................................................................................................... 14

Teacher- and Head Teacher-level instruments ............................................................................... 14 Classroom observation instrument ................................................................................................. 15

School-level instruments ................................................................................................................ 15

Sampling Plan ........................................................................................................................................ 15

Data Collection Plan .............................................................................................................................. 17

Data Analysis Plan ................................................................................................................................. 17

Descriptive Statistics ...................................................................................................................... 18

RQ1: ‘How well are Grade 2 students in the three regions learning to read in

Kiswahili?’– MEANS, PROPORTIONS AND FREQUENCIES .......................... 18

RQ2: ‘How well are Grade 2 students in the three regions learning to do mathematics?’

– MEANS, PROPORTIONS AND FREQUENCIES ............................................. 20

RQ1, RQ2: Cross-Subtask Correlations ............................................................................... 20 RQ3: ‘Are Grade 2 students in the three regions acquiring the necessary Life Skills?’ –

MEANS, PROPORTIONS AND FREQUENCIES ................................................ 21

RQ4: ‘Are Grade 2 teachers in the three regions representing the characteristics

specified in the National Teacher Competency Framework (NTCF)?’ ................... 21

RQ5: ‘What classroom practices are Grade 2 teachers in the three regions using and do

they demonstrate the competencies from the framework?’ ..................................... 22 RQ6: ‘What WASH facilities do schools in the three regions have?’ .................................. 22

RQ7: ‘What WASH behaviours and practices are students using in the three regions?’...... 22

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Outline for Findings Report ................................................................................................................... 22

Annex 1: Instruments .............................................................................................................. 24

Annex 2: EGRA-EGMA-WASH Report Headings .............................................................. 111

Annex 3: Empathy Questions Email ..................................................................................... 115

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List of Exhibits

NUMBER PAGE

Exhibit 1. Summary of instrument subtasks in 2013 USAID 3Rs study and 2014 UNICEF study ...... 1

Exhibit 2. Summary of activities ......................................................................................................... 2

Exhibit 3. Precision estimates .............................................................................................................. 5

Exhibit 4. Assessor numbers, by sample size ....................................................................................... 7

Exhibit 5. Activity 3 schedule: Data collector training, pilot test, and instrument revision .................. 8

Exhibit 6. Activity 4 schedule: Data collection.................................................................................. 10

Exhibit 7. Activity 5 schedule: Data processing and analysis ............................................................ 10

Exhibit 8. Activity 6 schedule: Findings presentation ....................................................................... 11

Exhibit 9. Desired sample size for 60-school sample ......................................................................... 16

Exhibit 10. Frequencies of councils in desired regions ........................................................................ 16

Exhibit 11. Map of sampled regions .................................................................................................... 17

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Abbreviations

CI confidence interval

EGMA Early Grade Mathematics Assessment

EGRA Early Grade Reading Assessment

LQAS lot quality assurance sampling

INSET in-service education training IRR inter-rater reliability

MoEVT Ministry of Education and Vocational Training

NTCF National Teacher Competency Framework

ORF oral reading fluency

SSME Snapshot of School Management Effectiveness UNICEF United Nations Children’s Fund

USAID U.S. Agency for International Development

WASH water, sanitation, and hygiene

RTI Inception Report

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Introduction

It is now well established that the early grades in school—and even preschool and home—form the

foundation for a child’s lifelong learning. A strong educational foundation helps ensure success in the

later education years in primary school, secondary school, and beyond. Conversely, a poor foundation

can hamper a child’s ability to succeed in school and even in life. For this reason, having a clear sense

of achievement levels as students progress through primary grades is crucial. Understanding when and

which foundational skills are being mastered, and awareness of teacher and school practices that may

encourage or hinder this mastery of skills, will help to inform Tanzania’s education system. RTI

International will use a set of assessment instruments to carefully evaluate student performance in

reading, mathematics, and life skills and to evaluate teacher competencies through classroom

instruction observation, and school-based water, sanitation, and hygiene (WASH) facilities and

practices. To produce new analytical data, the instruments will build on the work performed in two

recent studies in Tanzania: the 2008 United Nations Children’s Fund (UNICEF) baseline and the 2013

National Baseline Assessment for the 3Rs (Reading, Writing, and Arithmetic). The 2013 baseline was

conducted by RTI and funded by the United States Agency for International Development (USAID).

It was accomplished using the Early Grade Reading Assessment (EGRA), Early Grade Mathematics

Assessment (EGMA), and Snapshot of School Management Effectiveness (SSME). EGRA and

EGMA are orally-administered assessments that assess foundational literacy and numeracy skills in

students. Oral administration of the EGRA and EGMA ensures students are assessed on the specific

skills of interest to the study, independent and not complicated by the student’s ability to read and

then interpret the assessment instructions.

The data resulting from this current study can, at a regional level, be compared to the national findings

from the 3Rs study. To ensure this the instruments for the UNICEF study draw closely from the

instruments developed for and administered in the 3Rs study. The instruments to be used in the

current UNICEF study focus on the subtasks that were central to the 3Rs benchmarking discussion

and activity. The EGRA instrument contains a subset of the subtasks included in the 3Rs EGRA

instrument. The EGMA instrument contains a subset of the subtasks included in the 3Rs instrument,

but in a modified group-administered design. The questionnaires have been adapted to focus on the

particular interests to UNICEF. Specifically, the content of the Teacher and Head Teacher has been

amplified to gather information on teacher INSET training and teacher competency, the student

questionnaire has been amplified to gather data on student Life Skills. In addition to the Life Skills

instrument, a WASH inventory and observation were newly developed specifically for the UNICEF

study and which were not part of the 3Rs study.

The following chart delineates the similarities and differences between the 3Rs instruments and the

instruments for the current study.

Exhibit 1. Summary of instrument subtasks in 2013 USAID 3Rs study and 2014 UNICEF study

EGRA: Syllables

EGRA: Familiar Words

EGRA: Non-words

EGRA: Oral Reading Passage

EGRA: Reading Comprehension

EGRA: Listening Comprehension

EGRA: Dictation

EGMA: Number Discrimination

EGMA: Missing Number

EGMA: Addition Level 1

Instrument

2014 3Rs UNICEF

USAID Study


2

EGMA: Addition Level 2

EGMA: Subtraction Level 1

EGMA: Subtraction Level 2

EGMA: Word Problems

Student Questionnaire: Background

Student Questionnaire: Life Skills

Teacher Questionnaire

Teacher Competencies Instrument

Classroom Observation

Head Teacher Questionnaire

WASH Inventory

WASH Observation

Work Plan

Activity Summary

As with any assessment, extensive planning and preparation must be undertaken before actual

fieldwork begins. Exhibit 2 delineates the activities to take place in the School Quality Assessment

for Education and water, sanitation, and hygiene (WASH). Descriptions of the activities follow the

exhibit.

Exhibit 2. Summary of activities

1. Design discussions and inception phase Early September – mid-September

2. Rendering of test content in Tangerine®

software for electronic tablets Mid-September – early October

3. Data collector training workshop; pilot study; and data collection instrument revision

Early October; mid-October; mid to late October

4. Data collection Late October to early November

5. Data processing and analysis Mid-November – mid-December; late

6. Report writing; findings presentation December – late January; Late January to early-February

Please note that all time ranges are illustrative pending finalisation of the work plan.

The timeline outlined above ensures a rigorous study that will yield high-quality reliable data. The

plan includes the time necessary to develop the new components, such as Grade 2 group-administered

Early Grade Mathematics Assessment (EGMA) instruments, the life skills survey, WASH inventories

and observations, and adaptation of the Teacher Competency Questionnaire. Given the tight timeline

of the study, we hope that key concerns from the United Nation’s Children’s Fund (UNICEF) are

quickly raised and addressed to reach an agreement while ensuring reliable data and adhering to the

schedule.

Instrument

2014 3Rs UNICEF

USAID Study

Activity Anticipated time frame


3

Activity 1: Design discussions and inception phase

Inception and design

RTI is sharing this inception report for comment. The inception report includes the following

elements:

Work plan

Background literature review of secondary data sources

Purpose, objectives, and use of assessments

Pilot assessment instruments: EGRA and EGMA Grade 2, life skills for Grade 2, Teacher

Competency Questionnaire, classroom observation for reading and for mathematics lessons,

Head Teacher Questionnaire, WASH inventory, WASH observation protocol and

instruments1, 2

Sampling plan

Data collection plan

Data analysis plan

Outline for the Findings Report

A formal pilot test of the draft instruments will follow the data collection training workshop.

Preliminary Sample Design and Selection

Sampling of schools will take place in three regions: Mbeya, Iringa, and Njombe. From within the

three regions, our current understanding is that all schools will be part of the sample, not only

intervention-specific or UNICEF-specific schools. This will not only allow for a regionally

representative sample, but may also dilute the ability to measure impact of UNICEF programmes. As

a mitigation measure to the issue of diluting programme impact, it is understood that by the end of

2018 UNICEF intends to scale up their programme from six districts in the three regions to all

districts in the three regions.

Data from the EGRA assessment conducted in October–November of 2013 was used to calculate the

required sample size. Student scores were analysed for their within- and across-school variability. As

requested by UNICEF, a total sample size of 60 schools is proposed, with 20 schools being selected

from each of the three designated regions. With this sample of 60 schools, we could have a fairly

precise estimate of student performance in the three combined regions (confidence interval (CI) of +/-

4.5 correct words per minute). This sample size would result in broader confidence intervals at the

regional level. Note that a regional CI of +/- 8 correct words per minute would not allow UNICEF to

detect small changes in average student performance. This sampling approach allows the data to be

disaggregated by gender.

Applying the lot quality assurance sampling (LQAS) methodology will permit us to monitor changes

at the regional level under this 60-school sampling scenario, making it possible to identify the regions

that have achieved the agreed upon minimum performance standard. Using smaller sample sizes, this

method allows researchers to classify schools, or regions that are most in need of additional support.

This approach also allows changes into or out of standard compliance to be detected. Under this

1 As noted earlier, the EGRA Grade 2 and EGMA Grade 2 instruments will be revised from the

versions used in the 2013 USAID-funded National Baseline Assessment for the 3Rs. 2 As indicated above, the Teacher and Head Teacher Questionnaires and the classroom observation

protocol will, to the extent possible, build on the previously administered tools so as to increase comparability of

the results. However, since the districts originally sampled in 2008, and those planned for 2014, have almost no

overlap we will not be able to measure the percentage increases in the number of teachers meeting a standard.

We could report the percentage of teachers meeting a specified standard in the 2008 study and the percentage of

teachers meeting the same standard in the 2014 study.


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approach, minimum standards for students, schools, and regional performance are set. If schools have a

minimum number of students achieving this benchmark, then the school will be classified as having

achieved the minimum standard. Similarly, if regions are found to have a minimum number of schools

meeting the minimum performance standard, then the region will be classified as having met the

minimum performance standard. UNICEF, the Ministry of Education and Vocational Training

(MoEVT), and the proposed research team would work together to establish the performance

standards using data collected via the proposed study and building off benchmarks and targets

recently established by the MoEVT.

The schools will be stratified by region. The sample will allow us to report on findings at the regional

level with a 95% confidence level and with CIs of +/- 8.0 words per minute for student-level data. For

the school-level data this sample will allow us to report at the regional level with a CI ranging from

+/- 4% for low variability scenarios, to +/- 23% for high variability scenarios3. Following the LQAS

sampling approach, this sample size will also allow us to identify which regions and schools are

meeting a set minimum performance standard. For more precise reporting, aggregating the data across

the three regions will allow us to report findings with a 95% confidence level and a CI interval of +/- 4.5 words per minute for student-level data. For school-level data, the combined regional data will

allow us to report with a CI ranging from +/-2.5% for low variability scenarios, to +/- 13% for high

variability scenarios +/- 13% CI for school-level data. Exhibit 3 provides the details of this sampling

approach.

3 Note that unlike EGRA data, we do not have WASH data from Tanzania from previous studies.

Therefore, we do not know how variable these results are. We originally presented a very conservative CI

assuming that there is high variability in the WASH data. We now present the CIs associated with a range of

variability. As may be noted with low variability scenarios, the CIs will be much narrower.


Exhibit 3. Precision estimates

District level No NA NA NA 10 160

Regional level Yes

CI = +/- 8.0

correct words per minute

n = 320 students

High variability CI = +/- 23%

Low variability CI = +/- 4%

Assuming a point estimate of 50%,

n = 20 schools

3 regions

combined Yes

CI = +/- 4.5

correct words per minute

n = 960 students

High variability CI = +/- 13%

Low variability CI = +/- 2.5%

Assuming a point estimate of 50%,

n = 60 schools

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Precision of point estimates Precision of

for student point Is LQAS classification level data using estimates for

Disaggregation possible at this level Oral school level level of disaggregation? Fluency (ORF) WASH Confidence Level n Schools n students per grade

95% 20 320

95%

60

960

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For each selected school, the assessment team will randomly select one teacher from Grade 2 to

participate in the study. Sixteen students will then be randomly selected from within the selected

Grade 2 teachers’ classroom. A 60-school sample would yield a total sample of 960 students (see

Sampling Plan section for further details on the sampling approach for this study).

Activity 2: Rendering of test content in tangerine software

When all the instruments for the student assessments, the Teacher Competency Questionnaire, the

classroom observation tool, the Head Teacher Questionnaire, and the WASH inventories and

observation tool have been completed (at inception phase), all (except for the student-written portions

of the group-administered EGMA) will be submitted to RTI for rendering in digital format (i.e., for

Google Nexus tablets). The upload of the written group-administered EGMA instruments will be

determined once we have finalised these instruments and know more about the content. RTI’s

Tangerine software will be used for data collection and processing. The digital versions of the

assessment instruments will be available for use at the assessor training workshops. The use of

Tangerine and tablet-based data collection for this type of assessment has been shown to reduce errors

and increase confidence in the data, to allow data and assessor monitoring during the data collection

period, and to expedite the data cleaning and analysis process. Tablets from the USAID 3Rs

assessment will be repurposed for administration of this assessment.

Activity 3: Data collector training workshop, pilot test, and revision of data collection instruments

RTI will be responsible for leading the five-day assessor training workshop which will take place

October 6 – 10, 2014 in Mbeya, Tanzania. The staffing will consist of two content trainers. DataVision will provide counterpart technical support and also will be responsible for all logistical

preparations. The purpose of the data collector training workshop will be to prepare the assessors for

the tablet administration of all EGRA instrument, Student Life Skills and Background Questionnaire, the Teacher Competency Questionnaire and classroom observations, the Head Teacher Questionnaire,

and the WASH inventory and observation instruments. The assessors also will be trained in how to do paper-based administration of the group-administered EGMA, and as a backup method for the other

instruments.4 The training will include a detailed technical presentation of information related to the

newly introduced tests (group-administered EGMA, life skills in grade 2, WASH inventory and observation, teacher competency, and revised classroom observation) and review of existing tests, the

context for the assessment in Tanzania, and practical activities oriented towards producing proficient data collectors.

Assessors and Supervisors

To facilitate the management of this activity by DataVision, the team supervisors will be identified

and hired by DataVision as staff or contractors. Other candidates for the data collection teams will be

identified by the MoEVT from among the district council inspectors and by DataVision from among

its pool of temporary data collectors. As mentioned in the Overview, to ensure strong data quality and

streamline the training for the instrument components that remain the same, to the greatest extent

possible, we plan to draw from the pool of assessors who were trained for the 2013 application of the

EGRA, EGMA, and SSME. DataVision has coordinated with the MoEVT to ensure these assessors

are available for the planned UNICEF assessment and has confirmed the availability of these

assessors. These data collectors are already familiar with the EGRA and EGMA instruments, as well

as the questionnaire, inventory, and observation instrument formats used by RTI for the National

Baseline Assessment. They also were previously trained to collect data using tablets and the Tangerine

software. Therefore, for some of the information, the assessors will only need refresher training,

and the learning curve will be smaller for the newly developed elements. For example, the

4 It should be noted that in several recent data collections using Tangerine, paper has never been

required as the tablets have been reliable across thousands of administrations.

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trainers will review guidelines on the minimum standards for water, sanitation, and hygiene for schools in low-cost settings to orient data collectors on the goal-oriented purpose of the inventoried

WASH indicators5. Another component of the study not included in the 2013 training is the group- administered EGMA. The assessors will receive differentiated training so that each assessor will be trained according to the assessments they will be responsible for conducting during data collection.

Once the data collectors and supervisors have been trained in the data collection procedures specific

to this administration, six 3-person teams will be selected to go into the field. Each team will be

composed of one assessor conducting the Head Teacher Questionnaire, WASH Inventory, and WASH

Observation; one assessor conducting the EGRA, group EGMA, and Life Skills Questionnaire; and

one assessor conducting the Classroom Observation and Teacher Questionnaire. More data collectors

will be trained than are needed, which will permit DataVision to incorporate only trainees who

demonstrate that they have mastered the data collection techniques into the data collection teams (see

additional information in the inter-rater reliability [IRR] section that follows). If more qualified

assessors are available than are required for the teams, the ‘extra’ personnel will be asked if they can

serve as on-call emergency alternates.

As indicated above, the study involves a 60-school sample. For training and data collection purposes,

this will require 22 assessors to be trained, and six teams of three people, or 18 total assessors, to be

selected for actual data collection. Exhibit 4 shows the numbers of trained assessors and selected

assessors under this approach.

Exhibit 4. Assessor numbers, by sample size

60 schools 22 18 6

Inter-rater Reliability

The training will include an IRR study to evaluate assessors’ proficiency with the data collection

processes and to ensure that different assessors will score the same child equally, thus increasing the

rigour and reliability of the measurement. Data from the IRR study will be used to provide feedback

to trainees, refine training where necessary, and identify trainees who do not reach a minimum

performance standard. Ultimately, the IRR results will be presented as a way to promote confidence in

the data that the assessments were administered consistently. During the IRR process, trainees will

code the performance of one or more students being assessed. These student performances will be

video-recorded ahead of time by DataVision and RTI for use in the training. There will also be an IRR

evaluation for the classroom observation, in which assessors will watch a pre-recorded lesson and

code their observations. The trainees’ results will then be compared to a ‘gold standard’ created by the

training leaders, to evaluate the accuracy of their coding. The assessors will have a chance to practice

collecting data during one or two school visits during the training workshop. This practical experience

will allow them to get a flavour of the actual data collection process.

Pilot

Immediately following the training workshop will be a one-day pilot test of the instruments in schools

on October 13, 2014. The pilot will serve two purposes: (1) to give the assessors, observers, and

supervisors an authentic training experience with the targeted age group of students in a controlled

school setting; and (2) to further refine the instruments using actual test data before the full field data

5 The full National Strategic Plan for WASH can be retrieved from

http://www.washinschoolsmapping.com/projects/pdf/tanzania%20SWASH.pdf

Sample size Assessors trained

Number of 3-person teams selected for

Assessors selected data collection period

http://www.washinschoolsmapping.com/projects/pdf/tanzania%20SWASH.pdf

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collection. The pilot will gather assessment data from 150 Grade 2 students. The group-administered

data will be entered manually after the pilot by DataVision data entry specialists, and all data will then

be analysed to ensure the instruments have high reliability and validity.

Following the pilot data analysis, the paper and Tangerine instruments will be revised and finalised in

preparation of data collection and then downloaded to all tablets ahead of administration in the field.

Study Preparations

Upon completion of the data collector training workshop and pilot, all data collectors will return to

their homes for approximately one and a half weeks while the pilot data analysis takes place. All

supervisors (staff or contractors of DataVision) will remain in Dar es Salaam (where they are based)

to finalise all logistics plans. The supervisors will then travel to their designated district council with

the team vehicle and driver, together with all materials for data collection. They will meet up with

their team members at a predetermined location on the Sunday before data collection starts. On that

day they will fully prepare with their team and hand over each team member’s materials for final

checking. The teams will then leave for their first school location later that day (Sunday), ready for

test administration the next day (Monday).

Exhibit 5. Activity 3 schedule: Data collector training, pilot test, and instrument revision

Activity Responsible

parties

Outputs

Time frame

3.1 Identify all workshop MoEVT, Completed Mid- to late participants, send invitations, DataVision participant database September

confirm participation, organise travel

3.2 Identify location for training DataVision Confirmed Late September

workshop; organise all required arrangements at facilities at hotel, including hotel catering needs and materials

3.3 Conduct assessor training RTI, DataVision Data collection Early October

workshop personnel trained

3.4 Produce video segments for RTI, DataVision Video segments Late September

training purposes produced to early October

3.5 Conduct inter-rater reliability RTI, DataVision Trainees assessed Early October

study to evaluate workshop trainees

3.6 Identify pilot test schools, DataVision, Schools identified Late September

organise pilot test, transport, and MoEVT and participation to early October

supply required resources confirmed

3.7 Conduct pilot test RTI, DataVision Pilot test conducted Mid-October

3.8 Analyse pilot test data for any RTI, DataVision Final instruments Mid- to late

needed instrument revision October

3.9 Produce final list of six data DataVision, RTI List of six teams, by Mid-October

collection teams council

3.10 Finalise field logistics plan, hire RTI, DataVision Baseline data Mid-October

cars and drivers, assemble collection plan materials

3.11 Package data collection DataVision Vehicles, materials, Mid- to late

materials by council, load and staff ready for October

vehicles field

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3.12 Load software onto tablets DataVision, RTI All tablets ready for

data collection Mid- to late October

3.13 Supervisors leave for field; confirm school sample and route plans, including hotel organisation

DataVision Final schools list confirmed by council

Late October


Activity 4: Data collection

The data collection will take place over approximately 10 week days October 27 – November 7, 2014,

a time frame that lowers costs and which is necessary to ensure the teams can travel to and within the

regions to reach all sampled schools. The time frame is also short enough to give confidence that the

children assessed on the first day will be comparable to those assessed on the last day. As Exhibit 5

notes, data collection teams will be sent into the field, assembled by team in each of the designated

locations, on the weekend before the start of data collection. Each team will visit one school per day,

assessing 16 students randomly selected from within one randomly selected Grade 2 classroom. The

teachers of the sampled Grade 2 classroom will be interviewed and observed, which will permit us to

align children with their specific teacher and that teacher’s teaching practice and competencies. The

selected students will be assessed using the EGRA, group-administered EGMA, and student life skills

and background survey. The classroom teachers will be asked a small number of questions regarding

any in-service education training (INSET) they have received. As noted previously, these teachers’

reading and mathematics lessons will also be observed to gather data on their competencies. Head

teachers will also be asked questions about the schools’ basic demographic characteristics (e.g.,

number of teachers, number of students, and availability of syllabi with learning targets). The school

will be inventoried and observed for WASH facilities, maintenance, and practices. Please note that

delays in the field due to unexpectedly closed schools, poor weather, poor roads, or sickness among

the assessment teams may result in an unavoidable shift in the timeline.

Quality Control Measures

As noted, as part of a quality control measure, most of the data (except the group-administered

EGMA data) will be collected electronically by assessors, observers, and supervisors using the RTI-

developed Tangerine application on Google Nexus tablets. All test data will be uploaded to RTI’s

database daily. RTI will conduct spot checks on the uploaded data from its home office in the United

States on a daily basis and send feedback to the field. Any problems observed in the data review will

be shared with the field teams immediately so as to minimise errors in data collection. In addition to

this daily review of data, DataVision will have field inspectors travel among the data collection teams,

observing data collection procedures, and informing the teams of any problems noted in the data

collection. Data collectors will be asked to confirm the schools they assessed and the number of

students assessed during each day of data collection. Assessors will also be encouraged to send text

messages to DataVision regarding any questions they have or challenges they encounter in the field.

Problems noted during the data collection will be documented and included in the final report. All

logistics and operations related to test administration will be under DataVision’s subcontract

agreement with RTI. Exhibit 6 indicates the timeline for the data collection activity.


parties Outputs Time frame

10

Exhibit 6. Activity 4 schedule: Data collection


parties

Outputs

Time frame

4.1 Teams assemble in the field, receive DataVision Each team ready to Late October materials, travel to location of collect data on Day schools 1

4.2 Conduct data collection (one school DataVision, Data collection Late October to

per day, per assessment team) RTI completed early November

4.3 Upload data to RTI server daily DataVision Data in RTI Late October to

database early November

4.4 Conduct daily control of uploaded RTI, All problems in Late October to

data, communicate identified DataVision data collection early November

problems to field, act upon problems resolved

4.5 Implement quality control procedures RTI, Subsample of Late October to

on data collected from a subsample DataVision schools assessed early November

of schools

4.6 Data entry of group-administered DataVision Data entered in Early to mid-

EGMA data RTI database November


Activity 5: Data processing and analysis

The data cleaning and processing will begin at RTI’s home office immediately after data collection

ends (see Exhibit 7 for timeline). The data analysis will follow at RTI with contributions made by key

UNICEF staff.

Exhibit 7. Activity 5 schedule: Data processing and analysis


parties

Outputs

Time frame

5.1 Complete data upload from field DataVision Input for final report Early November

5.2 Store all paper documents, DataVision All project materials Early to mid-

materials, tablets stored for delivery to November

UNICEF

5.3 Clean data RTI, DataVision Final data files Mid-

November to

early

December

5.4 Provide cleaned data files to RTI Final data files submitted Mid-

UNICEF to clients December

5.5 Conduct data analyses RTI Results of analyses Mid-

December to

mid-January


Activity 6: Findings presentation

By late January 2015, the final version of the baseline Final Report will be made available to UNICEF

for a one-day meeting at which the findings will be formally presented. We propose that local

attendees at this gathering in early 2015 include a regional (that is, the three regions in the study)

representative from each of the following UNICEF/Tanzania sections: PMT, PME, WASH, and

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Equal. In addition, a total of three to four representatives will attend from each of the relevant

ministries—including MoEVT, Ministry of Water, and Ministry of Health and Social Welfare—and

the Prime Minister’s Office. In total, the workshop is anticipated to have approximately 20 attendees.

Exhibit 8 presents the proposed schedule.

Exhibit 8. Activity 6 schedule: Findings presentation


parties

Outputs

Time frame

6.1 Prepare a combined preliminary results and field report

RTI Preliminary results and field report

Early- January

6.2 Prepare Final Report RTI Final report Mid-January

6.3 Organise findings remarks and slide presentations

DataVision, RTI, UNICEF

Findings presentation plans confirmed

Mid- to late January

6.4 Conduct findings presentation event; Complete Final Report

MoEVT, RTI, DataVision, UNICEF

Findings presentation event with UNICEF conducted; Final Report

Late January to mid- February

6.5 Close out project RTI All end-of-project deliverables completed

After Final Report is accepted


Background Literature Review

There are multiple programmes that have sought to improve the condition of learning and schools in

Tanzania. This study aims to work toward that same goal while increasing the knowledge base that

contributes to improving education through an understanding of improved learning outcomes, teacher

competencies, and school WASH facility availability and use. This section provides context to our

current understanding of the situation in Tanzania.

Student performance on foundational literacy and numeracy is a natural starting point for gaining an

understanding of student learning outcomes. A recent USAID-funded study6 on the reading, writing, and mathematics skills of Grade 2 students in Tanzania examined student performance in the

foundational literacy and numeracy skills. The nationally representative study found that while

students were able to read 18 correct words per minute as a mean score, 40 percent of Grade 2 students

in Tanzania were unable to read a single word correctly when assessed in a grade-appropriate

Kiswahili text. Although these statistics are a good start, they lag behind the international benchmark

of 45–60 correct words per minute—the rate at which reading with comprehension is most likely to

take place. In mathematics, Grade 2 Tanzanian students were reported to be performing reasonably

well at procedural tasks, such as single-digit addition, but struggled with the more conceptual

mathematics tasks. For example, 58 percent of students could not answer a two-digit minus one-digit

subtraction problem. These examples indicate that while many students in Tanzania have some basic

foundational skills from which to build, there is substantial room for improvement in literacy and

numeracy skills. This study will seek to add to the knowledge base of learning outcomes for Grade 2

students in Tanzania, will contribute to understanding where students are having trouble, and work

towards identifying ways to address gaps in foundational literacy and numeracy skills. The study seeks

to establish baseline data at the regional level. Such data was not possible to draw from the nationally

represented 3Rs study. The UNICEF study introduces newly developed instruments which were

not part of the national 3Rs study, namely a student Life Skills assessment, a school-based WASH

inventory, and a school-based WASH observation.

6 National Baseline Assessment for the 3Rs (Reading, Writing, and Arithmetic) Using EGRA, EGMA,

and SSME in Tanzania

12

Teachers are a critical component of education. They are curators of knowledge and trusted to have

the skills and motivation to build the expertise and skills of students in their classes. Much work has

been done to understand what elements come together to foster high-quality teachers. A 2008 study,

“The Quality of Teaching and Learning in Tanzanian Primary Schools: A Baseline Study7,” was designed to provide a store of qualitative and quantitative information to measure the quality of

interactions in the classroom in Tanzanian primary schools. It was one of the first steps in developing

a teacher in-service training programme in Tanzania. The study found that at that time, 64 percent of

teachers in the study had not received any form of in-service training despite teachers reporting a

desire for information on pedagogical skills in the core subject areas of Kiswahili, English,

mathematics, and science. The study also found that pedagogical practices and classroom interaction

was, for the most part, limited to students listening to the teacher presenting material in 63 percent of

the classrooms observed, with very little opportunity for students to discuss or work in pairs or groups. This baseline study informed the development of the 2009 National Teacher Competency Framework

that identified key competency domains. The framework pinpoints essential knowledge, skills,

and professional values primary schools in Tanzania should possess. The four core competency

domains identified were knowledge, teaching skills, assessment and evaluation, and professional

values and behaviours. The 2012 follow-up evaluation8 to the 2008 baseline study gave insight into the pilot INSET strategy for Tanzanian primary school teachers which launched in 2011. The 2012

study found that 70 percent of teachers reported that INSET training improved student participation

and interaction in their lessons. In addition, the training had improved over 50 percent of teachers’

lesson planning and helped them to understand the individual learning needs of the students in their

classes. The current study to be conducted in Iringa, Mbeya, and Njombe will contribute to the

understanding of teacher competencies in these three regions and will identify where teachers

demonstrate the core competencies, and where they are lacking skills, understanding, or resources to

incorporate the skills, knowledge, and values highlighted in the National Teacher Competency

Framework supported by the MoEVT.

The availability of functional, accessible WASH facilities at schools is an important element for

encouraging participation, attendance, retention, and quality learning at schools. The high rates of communicable diseases in Tanzania, coupled with the increased enrolment numbers of primary school

students following the Primary Education Development Programme, have spurred demand for functional and appropriately used WASH facilities in recent years. The 2011 School WASH Mapping

Report9 indicates that 86 percent of schools did not have hand-washing water, 84 percent did not have

hand-washing facilities, 38 percent had no water supply at all, and 6 percent had no latrines (p. 1).

The study we will conduct will add to the base of knowledge regarding the availability, functionality,

and appropriate use of WASH facilities at schools in the three regions of the study. These findings

will help to fill the existing data gaps and provide an understanding and subsequent recommendations

to improve the learning environment in primary schools in Tanzania.

Purpose, Objectives, and Use of Assessments

The School Quality Assessment for Education and WASH in three UNICEF-supported regions (Iringa,

Mbeya, and Njombe) is designed and commissioned to fill data gaps associated with key indicators

identified during the baseline assessment. In particular, the research on these indicators will provide

UNICEF information from the three regions on (1) increased Grade 2 learning outcomes in reading,

mathematics, and life skills; (2) in-service education and training competencies of Grade 2 teachers;

and (3) schools with improved and functional WASH facilities, proper maintenance and use

7 Hardman, F. (2008). Quality of teaching and learning in Tanzanian primary schools: A baseline

study. Institute for Effective Education: University of York, UK 8 Hardman, F. & Dachi, H. (2008). Evaluation of School-Based INSET Pilot Programme. Institute for

Effective Education: University of York, UK. 9 Ministry of Education and Vocational Training. National Strategic Plan for School Water, Sanitation,

and Hygiene (SWASH) 2012–2017. MoEVT: United Republic of Tanzania.

13

of WASH facilities, and availability of functional WASH facilities and soap for girls and boys in the

school. The assessment will also gather information on key demographic and socioeconomic factors

that are hypothesised to be good predictors of student performance in literacy and numeracy. Below is

a detailed description of the specific indicators addressed by the instruments developed for this project.

1. Increased learning outcomes

By applying the EGRA, EGMA, and Life Skills instruments we will measure student learning

outcomes and proficiencies. The EGRA instrument contains subtasks specifically designed to provide

data on how well Grade 2 students perform on oral reading fluency, reading comprehension, and non-

word reading. The EGMA instrument contains subtasks specifically designed to provide data on how

well Grade 2 students perform on pattern completion, addition level 2, subtraction level 2, and word

problems. The Life Skills Questionnaire is designed to assess student knowledge of and proficiency in

applying life skills concepts such as academic grit, self-confidence, empathy, self-control, and

problem-solving. These four areas are directly linked to the areas of interest for UNICEF, based on

their “Classification of Life Skills” document.

The Head Teacher Questionnaire will gather data on indicators regarding the school context which are

believed to be central to students’ acquisition of literacy and numeracy skills.

2. Grade 2 teachers demonstrating INSET competencies

By administering the Teacher Questionnaire and the Classroom Observation instruments we will

measure if Grade 2 teachers in the three regions are demonstrating the core competencies of the

National Teacher Competency Framework. The questionnaire contains questions designed to provide

data on teacher demonstrated knowledge and understanding of the core competency domains. The

classroom observation is a direct observation of how teachers teach a reading or mathematics lesson.

Like the questionnaire, the observation will focus on the competency domains exhibited by the

teacher. During the observation, teachers’ skills, practices, and behaviours demonstrated in the

classroom will be recorded and summarised.

3. Schools with improved functional WASH facilities, proper

maintenance and use of WASH facilities, and functional WASH facilities and soap available for girls and boys

By applying the WASH inventory and observation, we will gather data on WASH facilities at the

school, WASH behaviours and use of the facilities, and availability of the facilities across genders.

Through direct observation of the facilities and their use by students at the school, the instruments will

provide a direct measure of whether WASH facilities, and their proper use, exist in schools in the

three regions assessed.

The assessment instruments, sample, and analysis plan are specifically designed to address the three

areas of inquiry outlined above. The instruments are designed to generate a robust dataset. The sample

is designed to provide the map of where the instruments are applied so that data are captured at the

appropriate level and distribution. The analysis plan is designed to glean understanding from the data

collected by the instruments to be summarised in the final Findings Report. A more detailed

description of the instruments, sampling plan, and analysis plan can be found in the following sections.

14

Pilot Assessment Instruments

Student-level instruments

The EGRA instrument is an individually-administered assessment conducted in Kiswahili. The

assessment will include subtasks addressing oral reading fluency, reading comprehension, and non-

word reading. Oral reading fluency is a timed subtask during which the student is asked to read a

grade-level appropriate passage as completely and correctly as possible in 60 seconds. The student is

then asked to answer up to five reading comprehension questions about the same text. The student is

only asked questions regarding the text they were able to read during the 60-second oral reading

fluency subtask. The non-word reading indicator is measured by a subtask designed to assess a

student’s decoding skills. The student is presented with a grid of non-words and asked to read as

many as possible in 60 seconds. In total, the assessment will take approximately 10 minutes per

student including transition time.

The EGMA instrument for this study is a group-administered assessment conducted in Kiswahili. The

assessment will include subtasks addressing pattern completion, addition level 2, subtraction level 2,

and word problems. The pattern completion subtask provides the students with a series of four

numbers, one of which is missing. The student is then asked to complete the series with the missing

number. The Addition Level 2 subtask is a series of addition problems containing either one, one-digit

number and one, two-digit number or two, two-digit numbers. The student may use paper and pencil to

complete this subtask. The Subtraction Level 2 subtask is a series of subtraction problems containing

either one, one-digit number and one, two-digit number, or two, two-digit numbers. The student

may use paper and pencil to complete the task. The word problem subtask is included in the EGMA

instrument with the anticipation of analysing how students make a plan to solve the word problems

as part of understanding students’ problem-solving and communication Life Skills. The description

of the Word Problems subtask follows as part of the Life Skills assessment. The entire EGMA

assessment will take approximately 10–15 minutes.

The Life Skills component will be addressed in two ways. First, a questionnaire will be administered

to each of the students sampled at each school. It will accompany the administration of the

individually-administered EGRA. The questionnaire is estimated to take approximately 10 minutes

per student. The questionnaire contains items that address academic grit, self-confidence, empathy,

and self-control. The items in these four areas are designed to identify student capacity in each of

these life skill areas while being measurable with self-reporting. The instrument is based on expert

research in this field. The draft instrument in Annex 1 is annotated with information about the origin

of the items. We are currently seeking any required permissions from the source authors to include

these items in the study instruments. These notes will be removed in the final version of the

instruments. Statements will be read to the student and the student will be asked how closely they

identify with the statement. Second, in addition to the questionnaire, the EGMA instrument contains

word problems. As part of the word problem, the student will be asked to present on the response

paper their plan for solving the word problem as well as their work to arrive at the solution. The

student’s ability to make a plan to solve the problem is a way to capture information on problem

solving and communication abilities. By analysing the student-developed plan and approach to

solving the word problems we seek to gain insight into a student’s problem-solving and

communication skills.

Teacher- and Head Teacher-level instruments

The Teacher Questionnaire is conducted as a one-on-one interview with the teacher and the assessor.

The assessor asks the teacher a series of questions regarding their background, INSET training, and

knowledge and application of the core competencies from the National Teacher Competency

Framework. The responses provided by the teachers are coded and recorded by the assessor. The

15

interview lasts approximately 15–20 minutes and is conducted during the teacher’s free time on the

day of the assessment visit.

The Head Teacher Questionnaire is conducted as a one-on-one interview with the head teacher and

the assessor. The assessor asks the head teacher a series of questions regarding the school, enrolment,

teachers at the school, and resources at the school, including WASH resources. The responses

provided by the head teacher are coded and recorded by the assessor. The interview is approximately

15 minutes and is conducted during the head teacher’s free time on the day of the assessment visit.

Classroom observation instrument

The Classroom Observation is a timed observation conducted during either a reading or mathematics

lesson given by the randomly selected teacher on the day of the assessment visit. The lesson is

observed for 30 minutes. At each 3-minute interval the assessor records the action of the teacher and

the lesson content. At the end of the 30-minute observation, the assessor records responses to a series

of five summary questions which provide information on teacher-student interaction, student

participation and discussion, and teacher pedagogical behaviours.

School-level instruments

The WASH inventory includes indicators on the quantity and quality of water, sanitation, and hygiene

facilities found at each school visited. Some of the information will be gathered through questions

posed to the head teacher on the Head Teacher Questionnaire. The remainder of the inventory will be

conducted by an assessor who walks around the school grounds to find and record what facilities exist

and in what condition they are found. This includes information on availability of clean water, source

of drinking water, and water treatment practices; toilet type, number, and functionality; hand-washing

facilities and number of hand-washing facilities available. The inventory will take approximately 20

minutes.

The WASH observation is conducted by an assessor who watches the behaviours exhibited by students

at each school visited. The assessor will use direct observation to determine how the facilities are

used by the students at the school. In addition to general use, function, and availability of WASH

facilities, the assessor will observe students during the school break for a 20-minute interval. During

this observation, the assessor will record whether students demonstrate appropriate hand-washing

behaviour.

Initial forms of each of these instruments can be found in Annex 1.

Sampling Plan

The desired sample is given below in Exhibit 9. In order to report results by region, the sample design

is stratified by the three regions.

16

Exhibit 9. Desired sample size for 60-school sample

Region

Number of

schools

Number of Grade

2 students

per school

Total students

Mbeya 20 16 320

Iringa 20 16 320

Njombe 20 16 320

Total 60 960

A sample design of schools that are randomly selected in clusters, classrooms that are randomly

selected within these schools, and students who are randomly selected from the selected classrooms

will yield samples that are representative at the desired level of disaggregation.

To obtain a sample that has regionally representative estimates, the sample needs to be drawn in such a

way that it can be weighted. As such, consideration needs to be given regarding the urban / rural

schools in the region. Schools are classified as urban or rural at the council level. Therefore, we

propose randomly selecting two councils within each region as our school clusters, one urban council,

and the other rural as described in Exhibit 10.

Exhibit 10. Frequencies of councils in desired regions

Region

Number of

councils

Ratio of urban/rural

Mbeya 11 2:9

Iringa 4 1:3

Njombe 5 2:3

If a school selected for the sample based on the protocol is unsuitable (e.g., impossible to reach

geographically or closed), a replacement school will be randomly selected.

At this stage, the project team will work with the MoEVT to obtain all necessary approvals and

protocols for the survey to be conducted in the sampled schools.

Exhibit 11 indicates where in Tanzania the three regions (Mbeya, Iringa, and Njombe) selected for the

study are located.

17

Exhibit 11. Map of sampled regions

Data Collection Plan

Data collection will take place over the course of two weeks. During this time, six teams of three

assessors will visit the sampled schools to collect data using the prescribed instruments. The teams

will visit one school per day for each of the 10 data collection days. Within the teams, each of the

assessors will have specific roles. One assessor will be responsible for communicating with the Head

Teacher, introducing the assessment team to him/her upon arrival, and explaining the course of the

assessment day including assessment environment arrangements. This assessor will interview the

Head Teacher, and will also conduct the WASH inventory and WASH observation. A second team

member will conduct the Teacher Questionnaire and the Classroom Observation. They will also assist

in conducting a portion of the EGRA and EGMA instruments as needed. The third team member will

conduct the majority of the student EGRA, EGMA, and Life Skills assessments. The teams will ensure

all required assessments are complete and will upload the data they collect using the tablet- based

Tangerine software before they leave the school. Any written portion of the assessments, along with

any paper-based back-up instruments, will be transposed to the Tangerine software and uploaded

electronically to ensure the data are in a compatible format for cleaning, processing, and analysis.

All teams will be closely monitored by the local partner organization, DataVision, who is responsible

for the logistics and organization of the data collection details. DataVision staff will track the progress

of the teams as they conduct the assessments at their batch of schools. In addition to local monitoring

by DataVision staff, RTI will monitor the data uploaded to ensure the anticipated data is being

collected and that the data is high-quality. If any problems are detected either by DataVision or RTI

staff, DataVision will work with the data collection teams to understand what problems were faced and

will find a solution to ensure all of the necessary data to complete the study are collected.

Data Analysis Plan

The following outlines the plan for data analysis as it relates to the primary research questions of the

study. These analyses will inform the content of the final findings report.

18

Descriptive Statistics

File Name: 0.Descriptive Statistics <date>.xlsx

Number Description Notes Sheet Name

1 Counts and % of schools by region

1_School-Counts

2 Counts and % of Grade 2 math and Kiswahili teachers by region

3_Teacher- Counts

3 Counts of students by region and gender

3-1_Student- Counts

RQ1: ‘How well are Grade 2 students in the three regions learning to read in Kiswahili?’– MEANS, PROPORTIONS AND FREQUENCIES

File Name: 1. EGRA Results <date>.xlsx


Summary Kiswahili EGRA summary results. Include all the zero scores and non-zero scores (overall for three regions combined)

Run the means and frequencies for the EGRA subtasks. Subtasks: Syllables, Familiar Words, Non-Words (Invented Words), Oral Reading Passage, Reading Comprehension, Listening Comprehension 1, Dictation Words, Dictation Sentences

Means and ranges of : _score_zero , _scores (use timed variable if the subtask is timed), _score_pcnt, _attempted, _attempted_pcnt. Run the same analysis excluding the zero scores.

Tabulations of: _score_zero , _scores (use timed variable if the subtask is timed), _score_pcnt, _attempted, _attempted_pcnt. Notes: If the variable has 26–50 different values, categorize the variable into groups of 5: Note: 0, 1–5, 6–10, 11–15 ect. If the variable has 51+ different values, categorize the variable in to groups of 10: 0, 1–10, 11–20, 21–30 ect.

Kis- EGRA_S

Kis- EGRAd_t

Summary - Regions

Kiswahili EGRA summary results. Include all the zero scores and non-zero scores BY REGION

Run the means and frequencies for the EGRA subtasks. Subtasks: Syllables, Familiar Words, Non-Words (Invented Words), Oral Reading Passage, Reading Comprehension, Listening Comprehension 1, Dictation Words, Dictation Sentences

Means and ranges of : _score_zero , _scores (use timed variable if the subtask is timed), _score_pcnt, _attempted, _attempted_pcnt. Run the same analysis excluding the zero scores.

Tabulations of: _score_zero , _scores (use timed variable if the subtask is timed), _score_pcnt, _attempted, _attempted_pcnt.

Kis- EGRA_S by region

Kis- EGRAd_t

19

File Name: 1. EGRA Results <date>.xlsx


Notes: If the variable has 26–50 different values, categorize the variable into groups of 5: Note: 0, 1–5, 6–10, 11–15 ect. If the variable has 51+ different values, categorize the variable in to groups of 10: 0, 1–10, 11–20, 21–30 ect.

1-1 Reading comp by categorized ORF

Categorize ORF by groups of 10 then run the mean percent reading comprehension for each of the categories of 10.

1–1. Kis ReadComp by ORF

1-2 Reading comp by categorized ORF BY REGION

Categorize ORF by groups of 10 then run the mean percent reading comprehension for each of the categories of 10.

1–2. Kis ReadComp by ORF REGION

1-3 ORF by reading comp

Take the mean of the ORF for each score of the reading comprehension (0,1,2,3,4,5)

1–3. Kis ORF by ReadComp

1-4 ORF by reading comp BY REGION

Take the mean of the ORF for each score of the reading comprehension (0,1,2,3,4,5)

1–4. Kis ORF by ReadComp REGION

2-1 Reading categories and language analysis

Run tabulations of the categorized ‘reader’: 1. Nonreader (ORF zero score) 2. Reading at the word production level

(ORF > 0, read_comp < 60% correct/attempted)

3. Reading with some comprehension (achieved 60% correct on read. comp./ out of items attempted)

4. Reading with comprehension (achieved 80% correct on read. comp./ of total [4 or 5 questions correct])

2_Read- Category

2-2 Reading categories and language analysis BY REGION

Run tabulations of the categorized ‘reader’: 4. Nonreader (ORF zero score) 5. Reading at the word production level

(ORF > 0, read_comp <60% correct/attempted)

6. Reading with some comprehension (achieved 60% correct on read. comp./ out of items attempted)

7. Reading with comprehension (achieved 80% correct on read. comp./ of total [4 or 5 questions correct])

2-2_Read- Category REGION

3 Chronbach’s alpha for the instruments

Run the Chronbach’s alpha for the EGRA subtasks Subtasks: letter_sound, invent_word, oral_read, read_comp, list_comp

3_Chronbach- Alpha_a

4 Subtask correlations

Run the correlation among the EGRA subtasks

‐ Use all the observations.

‐ Run it with the zero scores removed

4_Correlation_c

4_Correlation_ NOZEROS_c

5 Kiswahili EGRA LQAS

Run LQAS Kis EGRA- LQAS

5 Kiswahili EGRA LQAS by region

Run LQAS by region Kis EGRA- LQAS by region

20

RQ2: ‘How well are Grade 2 students in the three regions learning to do mathematics?’ – MEANS, PROPORTIONS AND FREQUENCIES

File Name: 2. EGMA Results.xlsx


Summary EGMA summary results. Include all the zero scores and non- zero scores

Run the means and frequencies for the EGMA subtasks. Subtasks: Missing Number, Add Level 1, Add Level 2, Sub Level 1, Sub Level 2, Word Problems

Means and ranges of : _score_zero , _scores (use timed variable if the subtask is timed), _score_pcnt, _attempted, _attempted_pcnt.

‐ Run the same analysis excluding the zero scores.

Tabulations of: _score_zero , _scores (use timed variable if the subtask is timed), _score_pcnt, _attempted, _attempted_pcnt. If the variable has 26–50 different values, categorize the variable into groups of 5: 0, 1–5, 6–10, 11–15 ect. If the variable has 51+ different values, categorize the variable in to groups of 10: 0, 1–10, 11–20, 21–30 ect.

EGMA_S

EGMA d_t

Summary by REGION

EGMA summary results. Include all the zero scores and non- zero scores BY REGION

Run the same summary of subtasks by REGION EGMA-by- REGION_so

3 Chronbach’s alpha for the instruments

Run the Chronbach’s alpha for the EGRA subtasks Subtasks: letter_sound, invent_word, oral_read, read_comp, list_comp

3_Chronbach- Alpha_a

4 Subtask Correlations

Run the correlation among the EGRA subtasks

‐ Use all the observations. ‐ Run it with the zero scores removed

NOTE: The sample size may be too small to run a correlation to exclude zero scores for the correlation analysis at the language level. So this should not be reported, just reviewed.

4_Correlation_c 4_Correlation_ NOZEROS_c

RQ1, RQ2: Cross-Subtask Correlations

File Name: 4.Cross-Subtask Correlation >.xlsx


1 Kiswahili EGRA Run a Pearson’s correlation among the subtasks for Kiswahili EGRA.

‐ Use all the observations. ‐ Run it with the zero scores removed

NOTE: The sample size may be too small to run a correlation to exclude zero scores for the correlation analysis at the language level. So this should not be reported, just reviewed.

KisEGRA_ct -KisEGRA- No0_ct

2 EGMA Run a Pearson’s correlation among the subtasks for EGMA

‐ Use all the observations.

EGMA_ct

21

‐ Run it with the zero scores removed NOTE: The sample size may be too small to run a correlation to exclude zero scores for the correlation analysis at the language level. So this should not be reported, just reviewed.

EGMA- No0_ct

3 EGRA summary results by demographics

Run the EGRA results by Demographics : [quartile wealth index, repeaters]

RQ3: ‘Are Grade 2 students in the three regions acquiring the necessary Life Skills?’ – MEANS, PROPORTIONS AND FREQUENCIES

File Name: 3.Student Life Skills >.xlsx


Summary Puzzles from EGMA and communication and/or social interaction skills

Run the means, frequencies, and proportions for the life skill questions

LifeSkills_S

Summary REGION

Puzzles from EGMA and communication and/or social interaction skills by REGION

Run the means, frequencies, and proportions for the life skill questions

LifeSkills_S_REGION

RQ4: ‘Are Grade 2 teachers in the three regions representing the characteristics specified in the National Teacher Competency Framework (NTCF)?’

File Name: 4.Teacher NCTF >.xlsx


1-1 Teacher competency tool (NTCF)

Run the means, frequencies’ and proportions from indicators in the Teacher Competency Questionnaire. Compare results to benchmark “The Quality of Teaching and Learning in Tanzanian Primary Schools: A Baseline Study”.

1-1_T_CompNTCF_S

1-2 Teacher competency tool (NTCF) REGION

Run the means, frequencies’ and proportions from indicators in the Teacher Competency Questionnaire. Compare results to benchmark “The Quality of Teaching and Learning in Tanzanian Primary Schools: A Baseline Study”.

1- 2_T_CompNTCF_S_REGION


Run the means, frequencies’ and proportions from indicators in the Head Teacher Questionnaire. Compare results to benchmark “The Quality of Teaching and Learning in Tanzanian Primary Schools: A Baseline Study”.

2-1_T_CompNCTF_S


Run the means, frequencies’ and proportions from indicators in the Head Teacher Questionnaire. Compare results to benchmark “The Quality of Teaching and Learning in Tanzanian Primary

2-2_T_CompNCTF_S

22

Schools: A Baseline Study”.

RQ5: ‘What classroom practices are Grade 2 teachers in the three regions using and do they demonstrate the competencies from the framework?’

File Name: 5.Teacher Framework >.xlsx


1 Teacher Classroom Observation Framework Tool

Run the means, frequencies, and proportions from the teacher observation tool indicators

1_T_Comp_S

2 Teacher Classroom Observation Framework Tool BY REGION

Run the means, frequencies, and proportions from the teacher observation tool indicators

1_T_Comp_S_REGION

RQ6: ‘What WASH facilities do schools in the three regions have?’

File Name: 6.WASH facilities >.xlsx


1 WASH school facilities observations OVERALL

Run the means, frequencies, and proportions from the WASH tool indicators

1_WASH

2 WASH school facilities observations BY REGION

Run the means, frequencies, and proportions from the WASH tool indicators

1_WASH_REGION

RQ7: ‘What WASH behaviours and practices are students using in the three regions?’

File Name: 7.WASH students >.xlsx


1 WASH student observations OVERALL

Run the means, frequencies, and proportions from the WASH student observations

1_WASH_Student

2 WASH student observations BY REGION

Run the means, frequencies, and proportions from the WASH student observations

1_WASH_Student_REGION

Outline for Findings Report

In terms of the nature/feel of the report our sense is that we want to write a report that meets the

following “criteria”:

It addresses the key audience with an aim to provide them with a description of the

intervention, the impact it has had (or not) and the lessons to be learnt, as well as providing

them with evidence-based recommendations for action.

23

It is technical enough to convey the validity and reliability of the analysis etc., but avoids long

lists and tables of statistical values that make the report dense and hard to read for all but

those with a deep interest in research methodology.

It focuses on the key messages and lessons as opposed to being a long laundry list of all the

possible tables and graphs that can be constructed from the data collected. Put differently,

unless the information has direct bearing on the story we won’t gratuitously add it to show

that we have it.

It is complete/detailed enough to give the reader a deep understanding of the issues and

challenges so that with confidence they can with confidence use this study as “evidence” to

support discussions.

It is crisp – not much more than 50 to 65 pages in extent.

We have provided a draft outline of the final Findings Report in Annex 2.

24

Annex 1: Instruments

25

Pupil Consent

26

Database ID: Namba ya utambuzi:

EGRA/EGMA/SSME: Fomu ya Majibu ya Mwanafunzi Maelekezo ya Msimamizi na Protokali / Pupil Consent Form – 2014

Maelekezo kwa ujumla Fanya utangulizi/utambulisho rafiki na mwanafunzi kwa namna ya mchezo kwa mazungumzo mafupi

kati yenu. (ona mfano hapo chini). Mwanafunzi anatakiwa ahisi maswali anayoulizwa ni kama vile

anacheza badala ya kujihisi anatahiniwa. Tumia muda huu kumuuliza ni lugha ipi atakuwa huru

kuitumia. Soma taratibu kwa sauti na kwa ufasaha maelezo yaliyomo NDANI ya kisanduku tu.

Establish a playful and relaxed rapport with the child through a short conversation. The child should

perceive the assessment almost as a game to be enjoyed rather than a test.

Use this time to identify in what language the child is most comfortable communicating.Read aloud

slowly and clearly ONLY the sections in boxes.

Maridhiano kwa maneno: Msomee mwanafunzi kwa ufasaha habari ifuatayo iliyopo ndani ya

kisanduku.

Read the text in the box clearly to the child.

Habari ya asubuhi. Jina langu ni naishi _ . Napenda nikueleze kidogo habari zangu.

[Eleza idadi ya watoto ulionao, umri wao, mchezo unaoupenda, kipindi cha redio au luninga

unachopendelea, n.k.] Good morning. My name is and I live in . I’d like to tell you a

little bit about myself.

[Number and ages of children; favourite sport, radio or television program, etc.]

1. Unapenda kufanya nini unapotoka shuleni? [ Subiri jibu lake; kama mwanafunzi hataki kusema

lolote, uliza swali la pili, lakini kama anaonekana angependa kuendelea kuongea basi endelea

kupata ridhaa yake kwa maneno]

What do you like to do when you are not in school?

[Wait for response; if student is reluctant, ask question 2, but if they seem comfortable continue to

verbal consent].

2. Unapenda kucheza michezo ipi? What games do you like to play?

Ngoja nikueleze kwa nini nipo hapa leo; Mimi nafanya kazi na Wizara ya Elimu na

Mafunzo ya Ufundi. Tunataka kujua ni kwa jinsi gani wanafunzi wanajifunza kusoma. Kwa

bahati ninyi mmechaguliwa. Let me tell you why I am here today. I work with the Ministry of

Education and we are trying to understand how children learn to read. You were picked by

chance.

Tungependa kupata msaada wenu katika zoezi hili. Lakini si lazima ushiriki kama hupendi.

We would like your help in this. But you do not have to take part if you do not want to.

Tutafanya mchezo wa kusoma na kuhesabu. Nitakupa herufi za kusoma, maneno na hadithi

fupi ambazo utasoma kwa sauti. Utafanya pia hesabu chache. We are going to play reading

and mathematics games. I am going to ask you to read letters, words and a short story out loud

and to solve some sums.

Kwa kutumia kifaa hiki ambacho ni kama saa, nitajua muda gani umetumia kusoma. Using

this stopwatch/device/gadget, I will see how long it takes you to read.

Huu si mtihani kwa hiyo zoezi hili halitahusishwa na matokeo yako ya mitihani hapa

shuleni. This is NOT a test and it will not affect your grade at school.

Nitakuuliza pia maswali yanayohusiana na familia yenu, kama vile lugha mnayotumia

mkiwa nyumbani na vitu mlivyonavyo nyumbani. I will also ask you other questions about

your family, like what language your family uses at home and some of the things your family has.

Sitaandika jina lako ili mtu yeyote asijue kuwa haya ni majibu yako. I will NOT write down

your name so no one will know these are your answers.

Napenda kusema tena, sio lazima ushiriki katika zoezi hili kama hupendi . Pia tukianza

kuongea ukiona hutaki kujibu swali, ni sawa tu. Once again, you do not have to participate if

27

Weka tiki kuonyesha unakubali

Check box if verbal consent is obtained: NDIO YES (Kama amekataa kuhojiwa, mshukuru mwanafunzi na endelea na mwanafunzi mwingine ukitumia fomu hii hii) (If verbal consent is not obtained, thank the child and move on to the next child, using this same form)

A. Tarehe ya Tathmini : Date of assessment:

(Mfano: 5 Mei 2014) Example: 5 May 2014 = 5/03/2014)

Tarehe: Date: Mwezi: Month: Mwaka: Year:

K. Kifungu Section:

L. Namba ya Mwanafunzi: Pupil number:

M.Tarehe ya kuzaliwa mwanafunzi Pupil birth date:

Mwezi Mo_ Mwaka Yr

E. Jina la Msimamizi Mhojaji: N. Jinsi Gender

MvulanaBoy MsichanaGirl

F. Namba ya Mhojaji Administrator code:

G: Jina la Shule School name:

H: Namba ya Shule EMIS School EMIS code:

Muda wa kuanza Start Time

:

Asubuhi AM [

weka vema kwa

moja inayohusuTick

one]

Mchana PM

I. Awamu za shule School shift:

=Siku nzima Full Day =Asubuhi Morning = Mchana Afternoon

you do not wish to. Once we begin, if you would rather not answer a question, that’s all right.

Una swali lolote? Do you have any questions?

Upo tayari kuanza? Are you ready to get started?

28

EGRA

29

Sub-test 1. Non-words/ Kusoma maneno yasiyokuwa na

maana Page 1 Sekunde 60 seconds

Mwoneshe mwanafunzi karatasi yenye maneno yasiyokuwa na maana. Show the pupil the

sheet of non-words.

Hii ni karatasi yenye maneno yasiyokuwa na maana: Soma maneno mengi kwa

haraka kadri uwezavyo. Kwa mfano, neno “kamula”[onesha neno “kamula”] soma

“kamula”. Here is a page with some non-words in Kiswahili. Read the non-words as

quickly as you can. For example, this non-word is: “kamula “[Point to the word

“kamula”].

Tufanye zoezi pamoja: soma neno hili [onesha neno “goge”].

Let’s practise: Please read this word [point to the non-word: “goge”].

: Vizuri, neno hili ni “goge”.

Good, This word is “goge”.

: Neno hili ni “goge”. This made-up word is “goge”.

Jaribu mfano mwingine: Soma neno hili [onesha neno “naji”].

Now try another one: please read this word [point to the next made- upword: “naji”].

Vizuri. Neno hili ni “naji”.

Good, this made-up word is “naji”. : Neno hili ni “naji”.

This made-up word is “naji”.

Nikisema “Anza” soma maneno kwa umakini na haraka kadri uwezavyo. Anzia hapa

[onesha] na endelea mpaka mwisho wa mstari. [Onesha neno la kwanza katika mstari baada

ya mfano, sogeza kidole chako mpaka mwisho wa mstari]. Ukifikia neno ambalo hulifahamu

endelela kusoma neno linalofuata. Je upo tayari? Anza. When I say “Begin,” start here [point to first non-word] and read across the page [point]. Point

to each word and read it in a loud voice. Read as quickly and carefully as you can. If you

come to a word you do not know, go on to the next word. Put your finger on the first word.

Ready? Begin.

Anza kupima muda mara mwanafunzi anapoanza kusoma neno la kwanza./ Start the timer when the child reads the first word.

Endapo mtoto hajajibu swali baada ya sekunde 3. If the child doesn’t respond to an item after 3 seconds.

Endapo muda umekwisha (sekunde 60). /If the time on the stopwatch runs out (60 seconds)

Iwapo mwanafunzi hataweza kusoma neno lolote kwa usahihi tangu mwanzo mpaka mwisho wa mstari, Sema “Asante,” Sitisha zoezi hili, kisha weka alama kwenye kisanduku kilichopo hapa chini kisha endelea na zoezi linalofuata.

If the child does not provide a single correct response on the first line (5 items), say “Thank you!”, discontinue this subtask, check the box at the bottom, and go on to the next subtask.

( / ) Kwa kutumia penseli fuatilia na weka alama ya mkwaju kwa maneno yote

aliyokosea kuyasoma/ Mark any incorrect words with a slash

( Ø ) . Iwapo uliweka alama ya kosa aliposahihisha kusoma neno alilokosea,

zungushia neno kisha endelea./Circle self-corrections if you already marked the word

incorrect

( ] ) Weka alama ya mabano katika neno la mwisho alilosoma./Mark the final word

read with a bracket

Mfano: kamula goge naji

mbanyu rishadi yuhu keya tikaka

kojima sarada kamula jami tuwa

naa shoke lesho lengeke fumre

rufishi varede ongu kela zame

riga mbwaku nefesi rabo lihi

chito zihi buba goge tewo

funanziwa koya takibu leki mbekoki

daifa naji suki towato rakinja

domgo fasira twaiana mbeje nyuya

uhu vinja pifu rinzu limwamu

Muda uliobaki (sekunde) Time remaining (SECONDS)

Sitisha zoezi kwa sababu mwanafunzi hana majibu kwenye mstari wa kwanza. Exercise discontinued because the child had no correct answers in the first line.


30

Sub-test 2a. ORAL READING PASSAGE

Sekunde

60 seconds

Sub-test 2b. READING COMPREHENSION

1. Iwapo mwanafunzi atashidwa kusoma japo neno moja kwa usahihi kwenye kisanduku sema “Asante.” Sitisha zoezi hili, kisha weka alama kwenye kisanduku kilichopo

hapa chini kisha endelea na zoezi linalofuata. Usimuulize maswali ya ufahamu./If the child does not provide a single correct word before the word in a box, say “Thank you!”,

discontinue this subtask and check the box at the bottom. Do not ask any comprehension questions.2. Iwapo mwanafunzi atasema ‘Sijui’ Chukulia kama ni kosa./If a child says “I don’t know,” mark

as incorrect.

Muoneshe mwanafunzi karatasi yenye hadithi wakati unasoma maelekezo. Show the child the sheet in the student stimulus booklet as you read the instructions.

Endapo

mtoto

hajajibu

swali

baada ya

sekunde 3. If the

child

doesn’t

respond to

an item

after 3

seconds

Baada ya mwanafunzi kumaliza kusoma. Ondoa karatasi ya hadithi

mbele yake.

Muulize mwanafunzi maswali yanayohusiana na hadithi aliyosoma.

Mwanafunzi lazima asome hadithi ambayo inahusiana na maswali

atakayoulizwa.

Iwapo mwanafunzi atashindwa kujibu swali baada ya sekunde kumi

(10) weka alama ya hakuna ‘Jibu’. Na endelea kuuliza swali

linalofuata. Usirudie kuuliza swali.

After the child is finished reading, REMOVE the passage from in front of

the child.

Ask the child only the questions related to the text read. A child must

read all the text that corresponds with a given question. If the child does

not provide a response to a question after 10 seconds, mark “no

response” and continue to the next question. Do not repeat the question.

Hii ni karatasi yenye hadithi fupi. Soma hadithi hii kwa sauti, haraka na kwa umakini: ukimaliza kusoma nitakuuliza maswali kuhusu yale uliyosoma. Je umeelewa unachotakiwa kufanya? Nikisema ‘Anza’ soma hadithi, haraka na kwa umakini kadri uwezavyo. Kama utanona neno usiloweza kusoma endelea kusoma neno linalofuata. Weka kidole chako kwenye neno la kwanza. Je, upo tayari? “Anza “. Here is a short story. I want you to read it aloud, quickly but carefully.

When you finish, I will ask you some questions about what you have read. When I

say “Begin,” read the story as best as you can. If you come to a word you do not

know, go on to the next word. Put your finger on the first word. Ready? Begin.

Anza kupima muda mara mwanafunzi anapoanza kusoma neno la kwanza./

Start the timer when the child reads the first word.

Endapo muda umekwisha (sekunde 60). /If the time on the stopwatch runs out

(60 seconds) Sasa nitaanza kuuliza maswali machache kuhusu hadithi uliyosoma. Jitahidi kujibu maswali uwezavyo. Now I am going to ask

you a few questions about the story you just read. Try to answer the

questions as well as you can.

( / ) Kwa kutumia penseli fuatilia na weka alama ya mkwaju kwa maneno yote aliyokosea kuyasoma/ Mark any incorrect words with a slash ( Ø ) . Iwapo uliweka alama ya kosa aliposahihisha kusoma neno alilokosea,

zungushia neno kisha endelea./Circle self‐corrections if you already marked the word incorrect ( ] ) Weka alama ya mabano katika neno la mwisho alilosoma./Mark the final word read with a bracket

() 1 = Sahihi Correct () 0 = Isiyosahihi Incorrect

() . = Hakuna jibu No response.

Neema Maswali (Majibu) Questions [Answers]


31

Jumapili ilikuwa tarehe ya kuzaliwa kwa Neema. 7

Siku ya kuzaliwa Neema ilikuwa lini?

[Jumapili] 1 0 .

Neema aliwaalika rafiki zake kwenye sherehe.

13 Neema aliwaalika nani?

[Rafiki zake / Joni]

1

0

.

Rafiki zake walikwenda kwenye sherehe wakiwa wamebeba zawadi. 21

Rafiki zake Neema walibeba nini?

[Zawadi] 1 0 .

Sebuleni kulikuwa kumepambwa kwa maua na mapulizo. Neema alipomwona Joni

alimkaribisha ndani. Ilipofika wakati wa kutoa zawadi, Joni hakuwa nayo. 41

Nani hakuwa na zawadi?

[Joni] 1 0 .

Joni alisahau kuomba fedha kwa mama yake. Aliona aibu akainamisha kichwa chini. Joni

alijilaumu kwa sababu hakuwa na zawadi.

60 Kwa nini Joni aliinamisha kichwa chini?

[Aliona aibu/Hakuwa na zawadi]

1

0

.

Muda uliobaki (sekunde)

Time remaining (SECONDS)

Sitisha zoezi kwa sababu mwanafunzi hana majibu kwenye mstari wa

kwanza. Exercise discontinued because the child had no correct answers in the first line.


32

EGMA


33


34


35


36


37


38


39


40


41


42


43


44


45


46


47

Student Background Questionnaire


48

1.

[Je, mwanafunzi ni msichana?]

[Is the student a girl?]

Hapana / No ............................................................... 0

Ndiyo / Yes ................................................................. 1

2.

Una umri gani?

How old are you?

[Kati ya 5–18]/Range: 5–18 / [Miaka]/Years

Hajui/hajajibu / Don’t know/Refuse ...................... 888

3.

Umepata chochote cha kula kabla ya kuja

shuleni leo?

Did you eat any food before you arrived at

school today?

Hapana / No ............................................................... 0

Ndiyo / Yes ................................................................. 1


4. Ningependa kuona ni vitabu gani unavyo leo. Tafadhali naomba unionyeshe.

Mtake mwanafunzi akuoneshe vitabu vyote na uoneshe kama wanaweza kufanya hivyo.

I would like to see what school books you

have with you today. Please show me your

[……].

Ask the pupil to show you each item and indicate if they could do so.

Hapana No

Ndiyo Yes

Hajui/hajajibu Do not know/No

response

Kitabu cha kiswahili cha hadithi

Kiswahili reader

0

1

888

Kitabu cha kiswahili

Kiswahili textbook

0

1

888

Daftari la mazoezi la kiswahili

Kiswahili exercise book

0

1

888

Kitabu cha kingereza cha hadithi

English reader

0

1

888

Kitabu cha English

English textbook

0

1

888

Daftari la mazoezi la English

English exercise book

0

1

888

Kitabu cha hisabati

Mathematics textbook

0

1

888

Daftari la mazoezi la hisabati

Mathematics exercise book

0

1

888


49

5.

[Rekodi ni kurasa ngapi zilizo andikwa kazi

za mazoezi katika daftari la mwanafunzi la

hisabati.]

[Record how many pages have work on them in the pupil’s mathematics exercise book]

Hakuna daftari la mazoezi la hisabati / No mathematics exercise book available .............................................. 9

Robo ya kurasa zina kazi / One quarter of pages have work ............................................................................... 1

Nusu ya kurasa zina kazi / Half of pages have work.. 2

Robo tatu ya kurasa zina kazi / Three quarters of pages have work .................................................................. 3

Kurasa zote zina kazi / All pages have work ............... 4

6.

[Rekodi ni kurasa ngapi mwalimu

Hakuna daftari la mazoezi la hisabati / No mathematics

amesahihisha au kurekebisha makosa exercise book available.............................................. 9

katika daftari la mazoezi la mwanafunzi.]

[Record how many pages the teacher has

marked or corrected mistakes on in the

None .............................................................................. 0 Hakuna

pupil’s mathematics exercise book.] Robo ya kurasa zimefanyiwa kazi / One quarter of the pages with working .................................................... 1

Nusu ya kurasa zimefanyiwa kazi / Half of the pages with

working ...................................................................... 2

Robo tatu ya kurasa zimefanyiwa kazi / Three quarters of

pages with working .................................................... 3

Kurasa zote zimefanyiwa kazi / All of the pages with

working ...................................................................... 4

7.

Mwalimu hufanyaje unapofanya vizuri

kwenye jaribio au wakati wa kujifunza?

USIMSOMEE mwanafunzi majibu. Weka

tiki majibu YOTE yanayohusika.

What does the teacher do when you do well

on a test or during a lesson?

Do NOT read the responses to the pupil. Tick ALL responses.

Hafanyi kitu / Nothing ................................................ 0

Hunipongeza / Praises me ......................................... 1

Hunipa zawadi / Gives me a prize .............................. 1

Mengineyo / Other .................................................... 1



50

8.

Mwalimu anafanyaje unapokuwa huwezi

kujibu swali au unapokosea kujibu swali?

USIMSOMEE mwanafunzi majibu. Weka

tiki majibu YOTE.

What does the teacher normally do when

you are unable to answer a question or you

answer a question incorrectly?

Do NOT read the responses to the pupil. Tick ALL responses.

Mwalimu hurudia/hufafanua swali / Teacher rephrases/explains the question ................... 1

Mwalimu humtaka mwanafunzi kujaribu tena / Teacher encourages the student to try again ............. 1

Mwalimu humuuliza mwanafunzi mwingine/ Teacher asks

another student ......................................................... 1

Mwalimu huuliza tena / Teacher asks again .............. 1

Mwalimu humsahihisha tena / Teacher corrects the

student ........................................................................... 1

Mwalimu humpiga mwanafunzi / Teacher hits student ................................................... 1

Mengineyo / Other .................................................... 1

Hajui/hajajibu / Don’t know/Refuse ....................... 888

9.

Je huwa unachukua vitabu vya kusoma

Hapana / No ............................................................... 0

kutoka darasani au maktaba ya shule

unaporejea/ unapokwenda nyumbani?

Do you bring home reading books from Ndiyo / Yes ................................................................. 1

your classroom or from the school library? Hajui/hajajibu / Don’t know/Refuse ............................ 888

10.

Mbali na vitabu vya shule, je kuna vitabu,

Hapana / No ............................................................... 0

magazeti au machapisho mengine

unayosoma ukiwa nyumbani?

Apart from your school books, are there Ndiyo / Yes ................................................................. 1

books, newspapers or other materials for you to read at your home? Hajui/hajajibu / Don’t know/Refuse ............................ 888

11. Ni mara ngapi ukiwa nyumbani huwa unasoma kwa sauti mbele ya mtu? sijawahi, mara chache, au kila siku? Msomee mwanafunzi majibu. weka tiki kwa jibu MOJA tu linalohusika.

How often do you read out loud to someone at home? Never, sometimes, or every day?

Read the responses to the pupil.

Tick only ONE response.

Sijawahi / Never ......................................................... 0

Mara chache / Sometimes ......................................... 1

Kila siku / Every day ................................................... 2



51

12.

Ni mara ngapi ukiwa nyumbani huwa mtu anakusomea kwa sauti? Sijawahi, mara chache, au kila siku?

Msomee mwanafunzi majibu. Weka tiki kwa jibu MOJA tu linalohusika.

How often does someone read to you at home? Never, sometimes, or every day?

Read the responses to the pupil.


Sijawahi / Never ........................................................... 0

Mara chache / Sometimes............................................ 1

Kila siku / Every day ..................................................... 2

Hajui/hajajibu /Don’t know/Refuse......................... 888

Sasa ningependa nikuulize maswali kuhusu kaya ya familia yenu.

Now I would like to ask you some questions about your household.

13.

Je nyumbani kwenu mnatumia umeme?

Does your family have electricity in your

home?

Hapana / No ............................................................... 0

Ndiyo / Yes ................................................................. 1


14.

Je kwa kawaida nyumbani kwenu mnapata

maji kutoka wapi?

Soma maelezo kwa sauti Onesha picha inayohusika Weka tiki kwenye jibu sahihi.

Where do you normally get your water

from at home?

Read answer options aloud. Point to appropriate pictograms.


Mto, kijito au ziwa / River, stream, or lake ................ 1

Kisima cha asili au kisima cha kuchimba / Well or borehole ................................................................................... 1

Bomba la jumuiya / Communal tap............................ 1

Maji ya bomba la ndani ya nyumba / Water pipe/tap in your home .................................................................. 1

Gari la maji au tanki / Water truck or tank ................ 1

Mengineyo / Other .................................................... 1


15.

Je nyumbani kwenu kwa kawaida chakula

kinapikwa kwa kutumia nini?


How is food most often cooked at your

home?

Read answer options aloud.

Point to appropriate pictograms.


Kuni / Firewood .......................................................... 1

Jiko la mkaa / A charcoal burner ................................ 2

Jiko la mafuta ya taa / A kerosene stove .................... 3

Jiko la gesi / A gas stove............................................. 4

Jiko la umeme / An electric stove/cooker .................. 5

Mengineyo / Other .................................................... 6



52

16. Je nyumbani kwenu mnatumia choo cha

aina gani?


What type of toilet does your family use at

your home?

Read answer options aloud.



Hakuna choo / No toilet ............................................. 0

Choo cha shimo (ikiwa ni pamoja na choo cha ushirika na familia nyingine au choo cha jumuiya) / Pit toilet (including shared and communal) .............................. 1

Choo cha kuflashi nje ya nyumba / Flush/eastern toilet outside your home ..................................................... 2

Choo cha kuflashi ndani ya nyumba / Flush/eastern toilet inside your home ........................................................ 3

Mengineyo / Other .................................................... 4


17. Je familia yenu ina vitu vifuatavyo nyumbani kwenu?

Onyesha picha husika.

Does your family have the following items in your home?


Hapana

No Ndiyo

Yes

Hajui/hajajibu Do not know/No

response

Redio / Radio 0 1 888

Simu ya kiganjani / Mobile phone

0

1

888

Televisheni / Television

0 1 888

Kompyuta / Computer

0 1 888

Jokofu / Refrigerator

0 1 888

Baiskeli / Bicycle 0 1 888

Pikipiki / Motorbike

0 1 888

Gari / Car/truck 0 1 888

Mifugo / Cattle/livestock

0 1 888

Asante sana!

Thank you very much!


53

Student Life Skills Questionnaire


54

Dodoso la mwanafunzi / Student Life Skills questionnaire.

“Nitakuuliza maswali yanayokuhusu wewe zaidi. Hakuna jibu sahihi au kosa kwa hiyo tafadhali uwe mkweli kwa kadri unavyoweza. Pia hakuna mtu yeyote atajua kuwa haya ni majibu yako.” / “I’m now going to ask you some more questions about yourself. There are no right or wrong answers so please be as honest as possible and please try to answer all questions. Also, remember that no one will know that these are your answers.”

[Haya ni maswali ya mtu binafsi, kwa hiyo ni muhimu USIONYESHE hisia zako wakati wanafunzi wanajibu.] [As these are personal questions, it is very important that you NOT show any emotion or reaction to any of the children’s responses.]

[Kwa kila swali katika hadithi tumia jina la jinsi ya mwanafunzi unayemhoji] [For each question use the name in the story that is the same as the gender of the student you are interviewing]

Katika sehemu hii nitakusomea maelezo ya wanafunzi tofauti. Tafadhali sikiliza kwa makini maelezo haya na kisha niambie kama wewe uko sawa na wanafunzi hawa ninaokusomea, huko sawa nao au mnafanana kidogo nao. Kwa mfano, kama nikikuambia kuwa Anna/Fred wana furaha kila mara, kama wewe unafuraha kila mara utasema “mimi ni kama Anna/Fred.” Kama huna furaha kila mara utasema “mimi si kama Anna/Fred.” Na kama una furaha wakati mwingine sema “kwa kiasi ni kama Anna/Fred.” Je, umeelewa? Je tuanze?

In this section I’m going to read you descriptions of different children. Please listen carefully to each description and then in each case I want you to tell me if you are the same as that child, not the same as that child, or just a little bit similar to that child. For example, if I tell you that Anna/Fred is always happy, then if you are also always happy you would say: “I am like Anna/Fred”, if you are not always happy you would say: “I am not like Anna/Fred” and if you are sometimes happy you would say: “I am a little like Anna/Fred”. Is that clear? Shall we begin?

Sehemu ya I: Ujasiri wa kitaaluma

Section I: Academic Grit10

1. Ngoja nikumabie kuhusu kijana anayeitwa Bakari/Amina.

Hapana / No ....................................................................... 0

Bakari/Amina anafanya kazi kwa bidii Kwa kiasi / Sort of............................................................... 2

kilamara. Je wewe uko kama Bakari/Amina? Ndiyo / Yes ......................................................................... 1

Hajui/Hajajibu / Don’t know/refuse ............................... 888

Let me tell you about a child called Bakari/Amina. Bakari/Amina always works very hard. Are you like Bakari/Amina?

2.

Ngoja nikuambie kuhusu kijana

Hapana / No ....................................................................... 0

anayeitwa Daudi/Hawa. Daudi/Hawa anamaliza kufanya kazi zote za Kwa kiasi / Sort of............................................................... 2

nyumbani. Je wewe uko kama Ndiyo / Yes ......................................................................... 1 Daudi/Hawa?


Let me tell you about a child called

Daudi/Hawa. Daudi/Hawa always completes all Daudi’s/Hawa’s chores

10 Questions 1, 2, 4 – 8 were adapted from Rojas, J. P., Reser, J. A., Usher, E. L., & Toland, M. D. (2012). Psychometric properties of the Academic Grit Scale. Lexington: University of Kentucky. Used by permission.


55

at home. Are you like Daudi/Hawa?

3. Ngoja nikuambie kuhusu kijana anayeitwa Linus/Hilda. Linus/Hilda hamalizi kazi za nyumbani badala yake huenda hucheza. Je wewe uko kama Linus/Hilda?

Let me tell you about a child called Linus/Hilda. Linus/Hilda does not finish Linus’/Hilda’s chores at home, instead Linus/Hilda goes out and plays. Are you like Linus/Hilda?

Hapana / No ....................................................................... 0

Kwa kiasi / Sort of............................................................... 2

Ndiyo / Yes ......................................................................... 1


4.

Ngoja nikuambie kuhusu kijana anayeitwa Jakaya/Zawadi. Jakaya/Zawadi anapoona kazi ni ngumu huiacha na hajitahidi. Je wewe uko kama Jakaya/Zawadi?

Let me tell you about a child called Jakaya/Zawadi. When Jakaya/Zawadi finds that a task is hard, Jakaya/Zawadi gives up and stops trying. Are you like Jakaya/Zawadi?

Hapana / No ....................................................................... 0

Kwa kiasi / Sort of............................................................... 2

Ndiyo / Yes ......................................................................... 1


5.


Hapana / No ....................................................................... 0

anayeitwa Mashaka/Naomi. Mashaka/Naomi anarudia kuifanya Kwa kiasi / Sort of............................................................... 2

kazi mara nyingine ingawaje Ndiyo / Yes ......................................................................... 1 alishindwa mara ya kwanza. Je wewe uko kama Mashaka/Naomi? Hajui/Hajajibu / Don’t know/refuse ............................... 888


Mashaka/Naomi. Mashaka/Naomi always carries on trying even after Mashaka/Naomi was unsuccessful on a task the first time. Are you like Mashaka/Naomi?

6. Ngoja nikuambie kuhusu kijana anayeitwa Ignas/Hadija. Ignas/Hadija

Hapana / No ....................................................................... 0

huwa anajitahidi kufanya kazi kwa Kwa kiasi / Sort of............................................................... 2

bidii hata kama ni jambo gumu. Je wewe uko kama Ignas/Hadija? Ndiyo / Yes ......................................................................... 1


Let me tell you about a child called Ignas/Hadija. Ignas/Hadija always keeps trying even when what he is doing is very difficult. Are you like Ignas/Hadija?


56

7. Ngoja nikuambie kuhusu kijana anayeitwa Damasi/Maria. Damasi/Maria akiwa na kazi za shule hazifanyi mara kwa mara. Je wewe uko kama Damasi/Maria?

Let me tell you about a child called Damasi/Maria. When Damasi/Maria has school work, Damasi/Maria does not always do it. Are you like Damasi/Maria?

Hapana / No ....................................................................... 0

Kwa kiasi / Sort of............................................................... 2

Ndiyo / Yes ......................................................................... 1


8.


Hapana / No ....................................................................... 0

anayeitwa Isaya/Pendo. Isaya/Pendo anafanya kazi ile anayotakiwa

Kwa kiasi / Sort of............................................................... 2

kuifanya hata kama hajisikii kufanya Ndiyo / Yes ......................................................................... 1 hivyo. Je wewe uko kama Isaya/Pendo? Hajui/Hajajibu / Don’t know/refuse ............................... 888


Isaya/Pendo. Isaya/Pendo always does what has to be done even if Isaya/Pendo does not feel like doing it. Are you like Isaya/Pendo?

Sehemu ya II: Kujiamini

SECTION II: Self‐Confidence11

9. Ngoja nikuambie kuhusu kijana anayeitwa Juma/Chausiku.

Hapana / No ....................................................................... 0

Anapopeleka kazi yake kwa mwalimu Kwa kiasi / Sort of............................................................... 2

anaiona ni nzuri sana. Je wewe uko kama Juma/Chausiku? Ndiyo / Yes ......................................................................... 1


Let me tell you about a child called Juma/Chausiku. When Juma/Chausiku hands his work in to the teacher Juma/Chausiku really thinks that the work is very good. Are you like Juma/Chausiku?

10.


Hapana / No ....................................................................... 0

anayeitwa Eliasi/Bahati. Eliasi/Bahati anakuwa na wasiwasi kuwa mwalimu Kwa kiasi / Sort of............................................................... 2

hatafurahia kazi yake. Je wewe uko Ndiyo / Yes ......................................................................... 1 kama Eliasi/Bahati?



11 Questions 9 – 15 were adapted from Heatherton, T. F., & Wyland, C. L. (2003). Assessing self-esteem. In S. J. Lopez & C. R.

Snyder (Eds.), Positive psychology assessment: A handbook of models and measures (pp. 219–233). Washington DC: American

Psychological Association. Retrieved from http://www.dartmouth.edu/~thlab/pubs/03_Heatherton_Wyland_APP_ch.pdf.

http://www.dartmouth.edu/~thlab/pubs/03_Heatherton_Wyland_APP_ch.pdf


57

Eliasi/Bahati. Eliasi/Bahati often worries that the teacher will not be pleased with Eliasi’s/Bahati’s work. Are you like Eliasi/Bahati?

11. Ngoja nikuambie kuhusu kijana anayeitwa Bonifasi/Ashura. Anafikiri mazoezi anayofanya darasani ni rahisi kwake kuliko wenzake wanavyoyaona. Je wewe uko kama Bonifasi/Ashura?

Let me tell you about a child called Bonifasi/Ashura. Bonifasi/Ashura thinks that classwork is much easier for Bonifasi/Ashura than it is for the other children in the class. Are you like Bonifasi/Ashura?

Hapana / No ....................................................................... 0

Kwa kiasi / Sort of............................................................... 2

Ndiyo / Yes ......................................................................... 1


12. Ngoja nikuambie kuhusu kijana anayeitwa Baraka/Perpetua. Baraka/Perpetua anaamini kuwa wanafunzi wenzake wanapenda kucheza na yeye darasani. Je wewe uko kama Baraka/Perpetua?

Let me tell you about a child called Baraka/Perpetua. Baraka/Perpetua believes that the other children in the class really like to play with Baraka/Perpetua. Are you like Baraka/Perpetua?

Hapana / No ....................................................................... 0

Kwa kiasi / Sort of............................................................... 2

Ndiyo / Yes ......................................................................... 1


13.


Hapana / No ....................................................................... 0

anayeitwa Amoni/Paulina. Amoni/Paulina anaamini kwamba Kwa kiasi / Sort of............................................................... 2

kazi za shule zinamuwia ngumu zaidi Ndiyo / Yes ......................................................................... 1 yeye kuliko wanafunzi wenzake. Je wewe uko kama Amoni/Paulina? Hajui/Hajajibu / Don’t know/refuse ............................... 888


Amoni/Paulina. Amoni/Paulina believes that it is harder for Amoni/Paulina to do school work than it is for the other children in the class. Are you like Amoni/Paulina?

14.


Hapana / No ....................................................................... 0

anayeitwa Matei/Youze. Matei/Youze anakuwa na wasiwasi anapoinga

Kwa kiasi / Sort of............................................................... 2

kwenye chumba watu Ndiyo / Yes ......................................................................... 1 wanazungumza. Je wewe uko kama Matei/Youze? Hajui/Hajajibu / Don’t know/refuse ............................... 888



58

Matei/Youze. Matei/Youze often feels nervous when going into a room where other people are already talking. Are you like Matei/Youze?

15.


Hapana / No ....................................................................... 0

anayeitwa Frenki/Neema. Frenki/Neema anamini kuwa Kwa kiasi / Sort of............................................................... 2

wanafunzi wenzake wanapenda. Je Ndiyo / Yes ......................................................................... 1 wewe uko kama Frenki/Neema?

Hajui/Hajajibu / Don’t know/refuse ............................... 888 Let me tell you about a child called Frenki/Neema. Frenki/Neema believes that the other children in the class admire Frenki/Neema. Are you like Frenki/Neema?

Sehemu ya III: Uwezo wa kuhisi maono ya mwingine

Section III: Empathy12

16. Ngoja nikuambie kuhusu kijana anayeitwa Filemoni/Husna.

Hapana / No ....................................................................... 0

Alipowaona wanafunzi wakichukua Kwa kiasi / Sort of............................................................... 2

vitu vya mwenzao aliwaendea na kuwaambia waache mara moja. Je Ndiyo / Yes ......................................................................... 1

wewe uko kama Filemoni/Husna? Hajui/Hajajibu / Don’t know/refuse ............................... 888


Filemoni/Husna. When Filemoni/Husna saw children in the class taking something from one of the other children, Filemoni/Husna went to those children and he told them to stop doing that. Are you like Filemoni/Husna?

17. Ngoja nikuambie kuhusu kijana anayeitwa Josefu/Shida. Josefu/Shida

Hapana / No ....................................................................... 0

aliona mwanafunzi akidondosha Kwa kiasi / Sort of............................................................... 2 kitabu, hakukiokota na akaondoka. Je wewe uko kama Josefu/Shida? Ndiyo / Yes ......................................................................... 1



Josefu/Shida. Josefu/Shida watched a child drop a book and did nothing, Josefu/Shida just walked on. Are you like Josefu/Shida?

18. Ngoja nikuambie kuhusu kijana anayeitwa Shukuru/Pamela.

Hapana / No ....................................................................... 0

Shukuru/Pamela akimuona Kwa kiasi / Sort of............................................................... 2

12 Questions 16 – 19 were adapted from Davis, M. H. (1980). A multidimensional approach to individual differences in empathy.

JSAS Catalog of Selected Documents in Psychology, 10(85); and Davis, M. H. (1983). Measuring individual differences in empathy:

Evidence for a multidimensional approach. Journal of Personality and Social Psychology, 44(1), 113–126. Used by permission.


59

mwanafunzi mwingine analia hasikitiki. Je wewe uko kama Shukuru/Pamela?

Let me tell you about a child called Shukuru/Pamela. When Shukuru/Pamela sees other children crying, it does not upset Shukuru/Pamela. Are you like Shukuru/Pamela?

Ndiyo / Yes ......................................................................... 1


19.

Ngoja nikuambie kuhusu kijana anayeitwa Timoth/Anjela akimuona mwenzake anasikitika naye husikitika. Je wewe uko kama Timoth/Anjela?

Let me tell you about a child called Timoth/Anjela. When Timoth/Anjela sees someone who is sad, Timoth/Anjela feels sad as well. Are you like Timoth/Anjela?

Hapana / No ....................................................................... 0

Kwa kiasi / Sort of............................................................... 2

Ndiyo / Yes ......................................................................... 1


Sehemu ya IV: Kujitawala

Section IV: Self‐Control13

20.


Hapana / No ....................................................................... 0

anayeitwa Ally/Naima. Ally/Naima kila mara anasahau vifaa vya shuleni Kwa kiasi / Sort of............................................................... 2

nyumbani. Je wewe uko kama Ndiyo / Yes ......................................................................... 1 Ally/Naima?

Hajui/Hajajibu / Don’t know/refuse ............................... 888 Let me tell you about a child called Ally/Naima. Ally/Naima often forgets the things Ally/Naima needs for class at home. Are you like Ally/Naima?

21. Ngoja nikuambie kuhusu kijana anayeitwa Musa/Rosi. Musa/Rosi

Hapana / No ....................................................................... 0

anaingilia maongezi ya wanafunzi Kwa kiasi / Sort of............................................................... 2

wenzake wakati wanaongea. Je wewe uko kama Musa/Rosi? Ndiyo / Yes ......................................................................... 1



Musa/Rosi. Musa/Rosi often interrupts other children when they are talking. Are you like Musa/Rosi?

22.


Hapana / No ....................................................................... 0

anayeitwa Huseni/Gloria. Gloria huongea kwa kiburi. Je wewe uko Kwa kiasi / Sort of............................................................... 2

kama Huseni/Gloria? Ndiyo / Yes ......................................................................... 1

13Questions 20 – 27 were adapted from (Tsukayama, E., Duckworth, A. L., & Kim, B. (In press). Domain-specific impulsivity in

school-age children. Developmental Science.). Retrieved from: https://sites.sas.upenn.edu/duckworth/pages/research and

https://upenn.app.box.com/DSIS-C.


60

Let me tell you about a child called Huseni/Gloria. Huseni/Gloria says cheeky things. Are you like Huseni/Gloria?


23.


Hapana / No ....................................................................... 0

anayeitwa Eriki/Anna. Eriki/Anna hakuweza kuona kitu anachkitafuta Kwa kiasi / Sort of............................................................... 2

chumbani kwake kwa kuwa hakikuwa Ndiyo / Yes ......................................................................... 1 nadhifu. Je wewe uko kama Eriki/Anna? Hajui/Hajajibu / Don’t know/refuse ............................... 888


Eriki/Anna. Eriki/Anna cannot find things because Eriki’s/Anna’s room is untidy. Are you like Eriki/Anna?

24.


Hapana / No ....................................................................... 0

anayeitwa Doto/Subira. Doto/Subira alikasirika akiwa shuleni. Je wewe uko Kwa kiasi / Sort of............................................................... 2

kama Doto/Subira? Ndiyo / Yes ......................................................................... 1


Let me tell you about a child called Doto/Subira. Doto/Subira got upset and lost Doto’s/Subira’s temper at school. Are you like Doto/Subira?

25.


Hapana / No ....................................................................... 0

anayeitwa Joshua/Mwajuma. Joshua/Mwajuma husahau mara kwa Kwa kiasi / Sort of............................................................... 2

mara mwalimu anachomwambia. Je Ndiyo / Yes ......................................................................... 1 wewe uko kama Joshua/Mwajuma?

Hajui/Hajajibu / Don’t know/refuse ............................... 888 Let me tell you about a child called Joshua/Mwajuma. Joshua/Mwajuma often forgets what Joshua/Mwajuma was told by the teacher. Are you like Joshua/Mwajuma?

26. Ngoja nikuambie kuhusu kijana anayeitwa Joti/Lulu mara nyingine

Hapana / No ....................................................................... 0

hasikilizi kwa sababu anafikiria Kwa kiasi / Sort of............................................................... 2

mambo mengine. Je wewe uko kama Joti/Lulu? Ndiyo / Yes ......................................................................... 1


Let me tell you about a child called Joti/Lulu. Joti/Lulu sometimes does not listen because Joti/Lulu is thinking about other things. Are you like Joti/Lulu?

27.


Hapana / No ....................................................................... 0


61

anayeitwa Walter/Rebeca. Walter/Rebeca alikosa heshima kwa mzazi wake alipokasirika. Je wewe uko kama Walter/Rebeca?

Let me tell you about a child called Walter/Rebeca. Walter/Rebeca was disrespectful to Walter’s/Rebeca’s parents when Walter/Rebeca was upset. Are you like Walter/Rebeca?

Kwa kiasi / Sort of............................................................... 2

Ndiyo / Yes ......................................................................... 1


Asante sana!



62

Teacher Consent Form


63

Fomu ya Ridhaa Mwalimu Mkuu/Mwalimu ‐ Head/Teacher Consent Form

Habari, Jina langu ni / Hello, my name is . Tunafanya kazi na Kampuni ya Data Vision pamoja na Wizara ya Elimu na Mafunzo ya Ufundi ili kufanya utafiti mdogo kupima uwezo wa wanafunzi wa Darasa la 11 katika Kusoma na Kuhesabu katika baadhi ya Shule. Utafiti huu mdogo unaitwa ‘Upimaji wa awali katika Kusoma na Kuhesabu (EGRA – Early Grade Reading Assesment na EGMA – Early Grade Mathematics Assesment). We are working with DataVision and the Ministry of Education to conduct a survey to assess the reading and mathematics ability of pupils in Standard 2 in a sample of schools. This survey is called the Early Grade Reading and Mathematics Assessment, or EGRA and EGMA

Lengo la utafiti wa EGRA na EGMA ni kupima uwezo wa wanafunzi katika Kusoma na Kuhesabu. Tunakusanya pia taarifa kuhusu Shule na Walimu ili kujifunza zaidi kuhusu hali na utendaji unaoweza kuathiri wanafunzi katika kujifunza Kusoma na Kuhesabu.The purpose of the EGRA and EGMA survey is to assess the mathematics and reading ability of pupils. We are also gathering information about schools and school staff to learn more about conditions and practices that may affect children’s reading and mathematics.

Hii ni mojawapo kati ya Shule iliyoteuliwa katika utafiti huu mdogo. Ushiriki wako ni wa muhimu sana, vilevile hulazimishwi kushiriki kama haupo tayari. Kama umekubali kushiriki nitakuuliza maswali yanayoendana na shughuli zako za kawaida ukiwa kazini. Pia tutachunguza masomo ya Kiswahili na Hisabati yakifundishwa. Nitakuuliza maswali yatakayochukua muda kati ya dakika 15‐20 na uchunguzi wa somo utachukua dakika 30.This school was randomly selected for participation in this survey. Your participation is very important, but you do not have to participate if you do not wish to. If you agree to participate, I will ask you some questions regarding your normal activities at school and will observe a Kiswahili and Mathematics classroom. My questions for you will take approximately 15‐20 minutes and the observation will take 30 minutes.

Jina lako halitaandikwa katika fomu hii wala kutajwa mahali popote katika, utafiti huu. Majumuisho katika matokeo ya utafiti huu wa EGMA na EGRA utakaofanywa katika shule nyingi, yatajadiliwa pamoja na mradi wa Data Vision, Wizara ya Elimu na Mafunzo ya Ufundi na Wadau wengine wa Elimu ili kubainisha maeneo yatakayohitaji msaada wa ziada kuboresha Kusoma na Kuhesabu katika madarasa ya ngazi ya Awali. Taarifa zitakazotolewa na Walimu katika Utafiti huu hazitawekwa bayana kuwa zimetolewa na shule fulani bali zitajumuishwa na taarifa kutoka Shule nyingine kama taarifa ya utafiti. Your name will NOT be recorded on this form, nor mentioned anywhere in the survey data. The combined results of the EGRA and EGMA surveys conducted in many schools will be shared with DataVision, the Ministry of Education, and other education stakeholders to identify areas where additional support may be needed to improve reading and mathematics in the early grades. Information provided in surveys will be anonymous and will not be reported by school, but will be combined with results from many other schools.

Tunaamini hakutakuwa na madhara kwa wewe kushiriki katika utafiti huu. We believe there is no risk to you in participating in this research.

Hakuna manufaa binafsi utakayoyapata kwa wewe kushiriki katika mahojiano haya. Hata hivyo majibu yako yatasaidia katika kuboresha Kusoma na Kuhesabu katika madarasa ya ngazi za Awali. You will not personally benefit from participating in this interview. However, your responses will be used to

help support improvements in early grade mathematics in Tanzania.

Kama una swali lolote katika utafiti huu tafadhali wasiliana na:‐ If you have any questions regarding this study, please feel free to contact:

DataVision : Garden Road, Mikocheni Area. Plot No. 373. P.O. Box 9983 Dar es Salaam, Tanzania.

Kwa mara nyingine tena, usishiriki katika utafiti kama haupo tayari. Mara tutakapoanza kama hutajibu swali hiyo ni ni sawa tu. Uko tayari kushiriki? Once again, you do not have to participate if you do not wish to. Once we begin, if you would rather not answer a question, that’s all right. Are you willing to participate?

Ukubali kwa ridhaa ya Mwalimu Mkuu/Mwalimu kushiriki (Zungushia duara kama Mwalimu Mkuu/Mwalimu amekubali kwa ridhaa yake) Head/Teacherprovided consent (Circle to indicate

consent was received): NDIYO/YES

Dodoso la Mwalimu Mkuu/Mwalimu – Head/Teacher Questionnaire – Tanzania EGRA/EGMA/WASH 2014


64

Teacher Questionnare


65

1.

[Je, Mwalimu ni mwanamke?]

[Is the Teacher female?]

Hapana / No ........................................................................ 0

Ndiyo / Yes .......................................................................... 1

2. Je unafundisha somo lipi / masomo yapi darasa la 2? Kiswahili, Hisabati

Soma majibu. Weka tiki katika majibu yote.

What subjects do you teach to the Standard 2 class?

Read the responses. Tick ALL that apply.

Kiswahili ..................................................................... 1

Hisabati / Mathematics ............................................. 2

Mengineyo (fafanua) / Other (specify)....................... 3


3. Umekuwa mwalimu wa darasa kwa miaka mingapi?

How many years have you been a classroom teacher?

Umekuwa mwalimu wa darasa kwa miaka mingapi?/

Number of years as a classroom teacher...

4. Je, katika ngazi ya kufundisha Hakuna msukumo / Not at all motivated ................... 1 ulionayo kwa sasa, unasemaje kuhusu kiwango chako cha msukumo kazini?

Kwa jumla msukumo ni mkubwa / On the whole motivated ................................................................... 2

Kiwango cha msukumo ni mkubwa sana / Very motivated ................................................................... 3

How would you rate your current level of motivation in your teaching


post?

5. Je, umefika kiwango gani cha juu cha

elimu?

USIMSOMEE majibu.

Weka tiki katika jibu moja

linalohusika.

What is your highest level of

academic education?

Do NOT READ the options.


Kidato cha sita / Form 6 ............................................. 1

Cheti / Certificate ....................................................... 2

Stashahada / Diploma ................................................ 3

Stashahada ya Juu / Advanced diploma ..................... 4

Shahada / Bachelor’s degree ...................................... 5

Shahada ya Uzamili / Master’s degree ....................... 6

Shahada ya Uzamivu / PhD ........................................ 7

Mengineyo / Other ..................................................... 8


6. Unafahamu mihtasari ya elimu Hapana / No ............................................................... 0 inayotumika kwa darasa la pili?

Ndiyo / Yes ................................................................. 1 Are you familiar with the current Ministry learning standards for Hajui/Hajajibu / Don’t know/Refuse ...................... 888

Grade 2 from the syllabi?


66

7. Je umepata mafunzo ya jinsi ya kutumia Hapana / No ............................................................... 0 mihtasari ya elimu kwa darasa la pili?

Ndiyo / Yes ................................................................. 1 Have you been trained in how to apply the current Ministry Grade 2 Hajui/Hajajibu / Don’t know/Refuse ...................... 888

standards?

8. Wakati ukiwa mafunzo ya walimu Hapana / No ............................................................... 0

uliwahi kupata mafunzo rasmi ya

kufundisha kusoma kuandika na Ndiyo / Yes ................................................................. 1

kuhesabu katika darasa la kwanza na Sijui/Hajajibu / Don’t know/Refuse ....................... 888

la pili?

During your pre‐service training, did

you receive any specific training on

how to teach reading and

mathematics to early grade pupils?

9. Je, wakati ukiwa kazini ulishawahi Hapana / No ............................................................... 0

kupata mafunzo ya kuwafundisha

kusoma kwandika na kuhesabu Kama hapana, endelea swali la 21 / If no, skip

to 21 katika darasa la kwanza na la pili?

Ndiyo / Yes ................................................................. 1

Have you attended any in‐service

training on how to teach reading Hajui/Hajajibu / Don’t know/Refuse ...................... 888

and mathematics to early grade

pupils?

10. Kwa mwaka uliopita, ni kwa muda gani umetumia katika Mafunzo ya Walimu Kazini Elimu ya Msingi (MWAKEM)?

In the past year, how much time have you spent in in‐service education training (INSET)?

Chin i ya siku moja / Less than one day ...................... 0

Siku moja / One day ................................................... 1

Chini ya wiki moja / Less than one week .................... 2

Wiki moja / One week ................................................ 3

Zaidi ya wiki moja / More than one week .................. 4

Mengineyo (fafanua) / Other (specify)) ..................... 5

Hajui/Hajajiby / Don’t know/Refuse ...................... 888

11. Je mafunzo ya MWAKEM uliyopata Hapana / No ............................................................... 0 yamekuongezea maarifa kwenye kulifahamu mwanafunzi anavyo

Ndiyo / Yes ................................................................. 1

jifunza kusoma?Has the INSET Hajui/Hajajibu / Don’t know/Refuse ...................... 888

training you attended improved your understanding of how children learn to read?

12. Je mafunzo ya MWAKEM uliyopata Hapana / No ............................................................... 0 yamekuongezea maarifa kwenye kulifahamu mwanafunzi anavyo

Ndiyo / Yes ................................................................. 1

jifunza hisabati?Has the INSET Hajui/Hajajibu / Don’t know/Refuse ...................... 888

training you attended improved your understanding of how children learn to do mathematics?


67

13. Je mafunzo ya MWAKEM uliyohudhuria yamekuongezea ujuzi wa kufundisha kusoma?

Has the INSET training you attended improved your skills in teaching reading?

Hapana / No ............................................................... 0

Ndiyo / Yes ................................................................. 1

Hajui/Hajajibu / Don’t know/Refuse ...................... 888

14. Je mafunzo ya MWAKEM uliyohudhuria yamekuongezea ujuzi wa kufundisha hisabati?

Has the INSET training you attended improved your skills in teaching mathematics?

Hapana / No ............................................................... 0

Ndiyo / Yes ................................................................. 1


15. Je mafunzo ya MWAKEM uliyohudhuria yamekuongezea ujuzi wa kukadiria na kutathmini?

Kama ndiyo, toa mfano. Has the INSET training you attended improved your assessment and evaluation techniques?

If yes, give an example?

Hapana / No ............................................................... 0

Ndiyo (toa mfano) / Yes (give an example) ................ 1


16. Je mafunzo ya MWAKEM yameongezea weledi, thamani na mwenendo wako kuwa mzuri kazini?

Kama ndiyo, toa mfano.

Has the INSET training you attended improved your professional values and behaviours?

If yes, give an example?

Hapana / No ............................................................... 0

Ndiyo (toa mfano) / Yes (give an example) ............... 1


17. Je mafunzo ya MWAKEM uliyojifunza yamesaidia wanafunzi kujifunza? Kama ndio, eleza.

Soma majibu.

Weka tiki kwa YOTE yanayohusika.

Has the INSET training you attended improved pupil learning? If yes, explain?

Read the responses.

Tick ALL that apply.

Hapana / No ............................................................... 0

Uelewa mzuri wa kazi / Better understanding of work3

Mwamko mkubwa /shauku ya kujifunza / Greater enthusiasm/interest ................................................... 1

kuongezeka kwa furaha ya kujifunza / Increased enjoyment of learning ................................................ 2

kuongezeka kwa utendaji wa ukadiriaji / Improved performance on assessments ..................................... 4

Mahudhurio mazuri shuleni / Better school attendance ................................................................................... 5

Mengineyo (fafanua) / Other (explain) ...................... 6

Hajui/Hajajiby / Don’t know/Refuse ...................... 888


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18. Je umekuwa ukijihusisha na utoaji Hapana / No ............................................................... 0 wa mafunzo ya MWAKEM. Kama ndio, somo lipi?

Ndiyo, Kusoma / Yes, Reading ................................... 1

Weka tiki kwa YOTE yanayohusika. Ndiyo, Hisabati / Yes, Mathematics ........................... 2

Have you been involved in delivering INSET? If yes, in which subject?

Mengineyo (fafanua) / Other (specify)....................... 3 .....................................................................................

Tick all that apply. Hajui/Hakuna jibu / Don’t know/Refuse ................ 888

19. Umewahi kuan galiwa ukifundisha Hapana / No ............................................................... 0 darasani kama sehemu ya mafunzo ya MWAKEM? Kama ndiyo

Mwalimu mkuu / Head Teacher................................. 1

uliangaliwa na nani? Mwalimu mwingine shuleni / Other teacher at the

Weka tiki kwa YOTE yanayohusika. school…. ..................................................................... 2

Have you been observed teaching in Mengineyo (fafanua) / Other (specify)....................... 3

your school as part of the INSET? If

yes, by whom? Hajui/Hajajibu / Don’t know/Refuse…….888

Tick all that apply.

20. Ni wakati gani uliotumia zaidi katika kujifunza MWAKEM

When do you undertake most of your INSET?

wakati wa saa za masomo / During school hours....... 1

baada ya saa za masomo / After school ..................... 2

mwishoni mwa juma / Weekends .............................. 3

wakati wa likizo / During school holidays ................... 4

Mengineyo (fafanua) / Other (specify)....................... 5

Hajui/Hajajibu / Don’t know/Refuse to answer ...... 888

21. Kuna wanafunzi wangapi wavulana wapo darasani leo?

Cheki karatasi ya sampuli.

How many boys are present in the

class today?

Verify against the sampling

worksheet.

Range: 3‐digit number field in case class has more

than 99. Range check: If >200, ask assessor to confirm

number

Wavulana / Boys ................................................

Hajui/hajajibu / Don’t know/Refuse to answer ...... 888

22. Kuna wanafunzi wangapi wasichana wapo darasani leo?

Cheki karatasi ya sampuli.

How many girls are present in the

class today?

Verify against the sampling

worksheet.

Range: 3‐digit number field in case class has more

than 99. Range check: If >200, ask assessor to confirm

number

Wasichana / Girls ...............................................

Hajui/hajajibu / Don’t know/Refuse to answer ...... 888


69

Sasa napenda kukuuliza maswali yanayohusu usimamizi/ maelekezo unayopata kutoka kwa mwalimu

mkuu au mwalimu mkuu msaidizi wa shule.

Now I would like to ask you some questions about the supervision you receive from the Head Teacher or

Assistant Head Teacher.

23. Mwalimu mkuu au mwalimu mkuu

msaidizi amewahi kukagua andalio

lako la somo?

Does the Head Teacher or Assistant

Head Teacher ever check your lesson

plans?

Hapana / No ............................................................... 0

Kama hapana, endelea swali la 25 / If no, skip

to 25.

Ndiyo / Yes ................................................................. 1


Kama Hajui/hajajibu, endelea swali la 25 / If

don’t know/refuse, skip to 25.

24. Kama ndiyo, ni mra ngapi kwa Mara moja kwa mwaka / Once a year ....................... 1

mwaka andalio lako limekaguliwa? Mara moja kwa kila miezi sita / Once every six months

Soma majibu. Weka tiki katika jibu ................................................................................... 2

moja. Mara moja kwa kila miezi 2‐3 / Once every 2–3 months

................................................................................... 3

If yes, how often during the school Mara moja kwa mwezi / Once every month .............. 4

year are lesson plans checked? Mara moja kwa kila wiki mbili / Once every two weeks

Read the responses. ................................................................................... 5

Tick only ONE response. Mara moja kwa wiki / Once every week ..................... 6

Kila siku / Daily ........................................................... 7


25. Unapohitaji msaada wa ufundishaji Sijawahi kuhitaji msaada / Never need help .............. 1

unamwona nani? Hakuna wa kumwomba msaada / There is no one to

Soma majibu. Weka tiki katika ask for help ................................................................. 2

majibu yote. Jadiliana na walimu wengine / Discuss casually with

other teachers ............................................................ 3

When you need help with your Jadili katika vikao vya masomo na waalimu wengine /

teaching, whom do you consult? Discuss at subject meetings with other teachers ........ 4

Read the responses. Tick ALL Mwalimu wa taaluma / Academic teacher ................ 5

responses. Mwalimu mkuu msaidizi / Assistant Head Teacher...6

Mwalimu mkuu / Head Teacher................................. 7

Mratibu wa elimu kata / mkaguzi wa shule/Ward

Education Coordinator or School Inspector ................ 8

Mengineyo / Other..................................................... 9



70

26. Katika kipindi cha mwaka, ni mara

ngapi mwalimu mkuu au mwalimu

mkuu msaidizi huangalia ufundishaji

wako darasani?

Soma majibu. Weka tiki katika jibu

MOJA.

During the school year, how

frequently does the Head Teacher or

Assistant Head Teacher observe your

teaching?

Read the responses. Tick only ONE response.

Hajawahi / Never ........................................................ 0

Mara moja kwa mwaka / Once a year ....................... 1

Mara mbili kwa mwaka / Twice a year....................... 2

Robo mwaka / Quarterly ............................................ 3

Kila mwezi / Monthly ................................................. 4

Kila wiki / Weekly ....................................................... 5



ngapi mwalimu wa taaluma

hujadiliana na wewe kuhusu

ufundishaji wako?


MOJA.


frequently does the Academic

Teacher discuss your teaching with

you?


Hajawahi / Never ........................................................ 0





Kila wiki / Weekly ....................................................... 5



ngapi mratibu elimu kata

hutembelea shule yako?


MOJA.


frequently does the Ward Education

Coordinator visit you?


Hajawahi / Never ........................................................ 0





Kila wiki / Weekly ....................................................... 5



71

29. Katika kipindi cha mwaka ni mara

ngapi mkaguzi wa shule hutembelea

shule yako?


MOJA.


frequently does the School Inspector

visit you?


Hajawahi / Never ........................................................ 0





Kila wiki / Weekly ....................................................... 5


30. Una vifaa vya kutosha vya Hapana / No ............................................................... 0

kufundishia na kujifunzia Kiswahili

katika darasa lako? Ndiyo / Yes ................................................................. 1

Do you have adequate materials in

your classroom for teaching and

Haihusiki – hafundishi kiswahili / Not applicable – does

not teach Kiswahili ..................................................... 2

learning Kiswahili? Hajui/hajajibu / Don’t know/Refuse ....................... 888

31. Una vifaa vya kutosha vya Hapana / No ............................................................... 0

kufundishia na kujifunzia hisabati

katika darasa lako? Ndiyo / Yes ................................................................. 1

Do you have adequate materials in

your classroom for teaching and

Haihusiki – hafundishi hisabati / Not applicable – does

not teach Mathematics .............................................. 2

learning Mathematics? Hajui/hajajibu / Don’t know/Refuse ....................... 888

32. Ni vifaa vipi vya kufundishia na kujifunzia unavitumia darasani kwako?

Soma majibu. Weka tiki katika

majibu yote.

What teaching and learning materials do you use in your classroom?

Read the responses.

Tick ALL responses that apply.

Vitabu vya kiada / Textbooks ................................... 1

Vitabu vya kiada na vifaa vilivyotengenezwa nchini / Locally produced books and materials .................... 2

Teknolojia / Technology .......................................... 3

Mengenyio (fafanua) / Other (specify) ....................... 4



72

Sasa napenda kukuuliza namna unavyopima na kufuatilia maendeleo ya mwanafunzi.

Now I would like to ask you about how you assess and monitor pupil progress.

33. Unapima namna gani maendeleo ya Majaribio / Written tests ........................................... 1

taaluma ya wanafunzi?

Usimsomee majibu. Tathimini ya mazungumzo / Oral evaluations ........... 2

Weka tiki katika majibu yote Uchunguzi / Observation ........................................... 3

aliyotoa. Mkoba wa kazi na kazi mradi / Portfolios and other

How do you measure your pupils’ projects ...................................................................... 4

academic progress? Kazi za Nyumbani / Homework.................................. 5

Karatasi ya mazoezi / Worksheets ............................. 6 Do NOT READ the options.

Tick ALL that apply. Tathmini ya mwisho wa muhula / End‐of‐term

evaluation .................................................................. 7

Mengineyo / Other .................................................... 8


34. Unatumiaje matokeo ya wanafunzi ya

upimaji wa kuzungumza na kuandika

kuboresha ufundishaji wako?

Usimsomee majibu.

Weka tiki katika majibu yote

aliyotoa.

How do you use the results of pupils’

oral and written assessments in your

teaching?



Kuwapanga wanafunzi kwa madaraja / Grade pupils1

Kutathmini uelewa wa maudhui ya somo / Evaluate

pupils’ understanding of subject matter .................... 2

Kuandaa kazi za kufundishia na kujifunzia / Plan

teaching and learning activities ................................. 3

Kufundisha kwa kuzingatia mahitaji ya wanafunzi /

Adapt teaching to better suit pupils’ needs ............... 4

Kuwapanga wanafunzi katika makundi kulingana na

uwezo / Arrange pupils in ability groups ................... 5

Baini na saidia wanafunzi walio na matatizo kwenye mazingira yao / Identify and support learners who are having difficulties in their circumstances… ............. 6

Mengineyo / Other ................................................. 7


35. Je tathmini ya wanafunzi ni siri? Hapana / No............................................................... 0

Do you keep assessment information Ndiyo / Yes................................................................. 1

confidential? Hajui/hajajibu / Don’t know/Refuse ...................... 888


73

36. Unawataarifuje wazazi kuhusu maendeleo ya wanafunzi?

How do you inform parents of student academic progress?

Siwaarifu wazazi / I don’t inform parents………………..0

Ripoti za kila wakati za maendeleo ya wanafunzi /

Regular progress reports ........................................... 1

Ripoti za maendeleo ya wanafunzi ya mwaka / End of year progress report… ............................................... 2

Mengineyo (fafanua) / Other (specify) ...................... 3


37. Katika darasa lako, ni wazazi/walezi Hakuna / None ........................................................... 0

wangapi wanafuatilia mazoezi ya

nyumbani ya watoto wao? Hakuna, Baadhi / Some ........................................................... 1

baadhi, wengi, wote. Wengi / Most ............................................................. 2

Soma majibu. Weka tiki katika jibu Wote / All .................................................................. 3

MOJA. Hajui/hajajibu / Don’t know/Refuse ...................... 888

In your class, how many parents /

guardians review pupils’ homework?

None, some, most or all?

Read the responses.


38. Je unaridhika kwa ujumla na ushiriki Hapana / No............................................................... 0

wa wazazi katika kazi za shule za

watoto wao? Ndiyo / Yes................................................................. 1

Are you generally satisfied with Hajui/hajajibu / Don’t know/Refuse ...................... 888

parents’ involvement in their

children’s schoolwork?

39. Je wanafunzi wako wengi darasani Hapana / No ....................................................................... 0

husoma kwa ufahamu? Ndiyo / Yes ......................................................................... 1

Are most children in your class reading with comprehension? Hajui/hajajibu / Don’t know/Refuse ............................... 888

40. Je wanafunzi wako wengi darasani Hapana / No ....................................................................... 0

huandika kwa kujiamini? Are most children in your class writing with Ndiyo / Yes ......................................................................... 1

confidence? Hajui/hajajibu / Don’t know/Refuse ............................... 888

41. Je wanafunzi wako wengi darasani hu Hapana / No ....................................................................... 0

jumilisha na kutoa namba zenye tarakimu mbili? Are most children in your Ndiyo / Yes ......................................................................... 1

class adding and subtracting with two‐ digit numbers?

Hajui/hajajibu / Don’t know/Refuse ............................... 888


74

42. Je wanafunzi wako wengi darasani wanaweza kukamilisha muundo wa namba? Are most children in your class able to complete number patterns?

Hapana / No ....................................................................... 0

Ndiyo / Yes ......................................................................... 1


43. Je wanafunzi wako wengi darasani wanaweza kulinganisha namba zenye tarakimu mbili na tatu? Are most children in your class able to compare two‐ and three‐digit numbers?

Hapana / No ....................................................................... 0

Ndiyo / Yes ......................................................................... 1


44. Kulingana na viwango vya wizara ya

elimu ni kiwango kipi mwanafunzi

anatakiwa kuweza kusoma kiswaili kwa

mfuluizo?

USIMSOMEE majibu.

Weka tiki katika jibu moja linalohusika.

According to Ministry standards, at what

class level are children expected to read

with comprehension?



Darasa la 1 / Standard 1 ..................................................... 1



Darasa la 4 au zaidi / Standard 4 or higher ....................... 4




anatakiwa kuweza kuandika kwa

kujiamini?

USIMSOMEE majibu.


According to Ministry standards, at what class level are children expected to write with confidence?









75



anatakiwa kuweza ku jumilisha na kutoa

tarakimu mbili?

USIMSOMEE majibu.


According to Ministry standards, at what class level are children expected to add and subtract with two‐digit numbers?










anatakiwa kuweza kukamilisha muundo

wa namba?

USIMSOMEE majibu.


According to Ministry standards, at what class level are children expected to complete number patterns?










anatakiwa kuweza kulinganisha tarakimu

mbili na tatu?

USIMSOMEE majibu.


According to Ministry standards, at what class level are children expected to compare two‐ and three‐digit numbers?








Asante Sana.

Thank you very much.


76

Teacher Interest Test


77

Mpendwa Mwalimu / Dear Teacher, Kama sehemu ya utafiti huu, tungependa usome kifungu chenye habari kuhusu madarasa ya mwanzo katika kusoma na hisabati. Baada ya hapo tungependa kukuuliza maswali machache kuhusu taarifa za utafiti zilizoelezwa katika kipande hiki cha habari. / As part of the survey that we are conducting we would like to have you read an informational passage about reading and mathematics in the early grades. We would then like to ask you to answer a few questions about the survey information described in the passage. Pamoja na hilo, tungependa kujua zaidi kuhusu matarajio yako kuhusiana na wanafunzi na kiwango cha hisabati wanachomudu kukifanya kwa kila darasa. Tungependa pia kujua hitaji la kipau mbele chako katika kupata mafunzo yanayohusu namna ya kufundisha mada mbalimbali kwa ufanisi zaidi kwenye somo la hisabati. / Additionally, we would like to know a little about your expectations of children and the mathematics that they should be able to do at each standard. We would also like to survey your interest in receiving training on how to teach a range of mathematical topics effectively.

Upimaji wa ubora wa huduma za elimu / School Quality Assessment for Education

Wanafunzi hawawezi kujifunza bila kuwa na ujuzi wa kusoma, kuandika na kuhesabu. Kusoma ndio msingi wa kukuza ujuzi huo.Utafiti umeonyesha kuwa umahiri wa mwanafunzi kusoma huongeza uwezo wake kiakili katika kujifunza. Pia hutayarisha msingi kwa ajili ya kukuza ustadi wa lugha. Kijenzi cha ujuzi wa kusoma ni pamoja na utambuzi wa herufi, sauti bainifu, msamiati, ufasaha na uwezo wa kufahamu. Hisabati ni msingi wa ujenzi wa ujuzi katika numerali. Utafiti umeonyesha kuwa hisabati huongeza uwezo wa mwanafunzi kutatua matatizo pamoja na hujenga uwezo wa kufikiri. Kijenzi cha ujuzi wa hisabati ni pamoja na utambuzi wa namba, idadi isiyofahamika, mitindo ya namba, mafumbo, kujumlisha na kutoa.

Without literacy and mathematics skills children will not be able to learn. Reading is the basis for the development of literacy skills. Research has shown that reading skill enhances students’ comprehension ability. It also prepares the foundation for the language skills development. The components of reading skills include letter recognition, phonemic awareness, vocabulary, fluency, and comprehension ability. Mathematics is the basis for the development of numeracy skills. Research has shown that mathematics enhances students’ problem‐solving and reasoning skills. The components of mathematics skills include number recognition, quantity discrimination, pattern completion, word problems, addition, and subtraction skills.

Kutokana na matokeo yatakayopatikana, kwenye utafiti huu tutafahamu vizuri jinsi wanafunzi wanavyojifunza kusoma na kufanya hisabati. Kwa msingi huo, matokeo yatatumika kuamua jinsi ya kuwasaidia wanafunzi, walimu, na shule ili kuboresha kusoma na hisabati kwa wanafunzi wa darasa la pili. / Based on the results of this survey, we will have a better understanding of how well students are learning to read and learning to do mathematics. Based on this, the results can be used to make decisions on how to support students, teachers, and schools to improve reading and mathematics skills for Grade 2 students.


78

1. Kulingana na kifungu hiki, ni aina gani ya uwezo unaoupata mwanafunzi

kutokana na kusoma? / According to the passage, what type of ability does

reading skills develop in students?

a. Ujuzi katika numerali na utatuzi wa matatizo / Numeracy and problem‐

solving

b. Kufahamu kusoma na kuandika / Comprehension and literacy

c. Kukosoa kwa lengo la kufahamu / Criticism and critical appreciation

d. Usanisi na uchambuzi / Synthesis and analysis

2. Kulingana na kifungu hiki, ni aina gani ya vipaji hisabati humwezesha

mwanafunzi kuvipata? /According to the passage, what type of ability does

mathematics skills develop in students?

a. Ujuzi katika numerali na utatuzi wa matatizo / Numeracy and problem‐

solving

b. Kufahamu kusoma na kuandika / Comprehension and literacy

c. Kukosoa kwa lengo la kufahamu / Criticism and critical appreciation

d. Usanisi na uchambuzi / Synthesis and analysis

3. Je utafiti huu unalenga umri gani ? / What age group is the focus of this

survey??

a. Darasa la 1, 2, na 3 / Grade 1, 2, and 3

b. Darasa la 2 na 3 / Grade 2 and 3

c. Darasa la 2 / Grade 2

d. Wanafunzi wote / All children

4. Kulingana na kifungu hiki, tunatarajia kupata faida gani kwenye zoezi hili? /

According to this passage, what are we hoping to gain from this activity?

a. Jinsi walimu wanavyofundisha kusoma / How teachers teach reading

b. Jinsi walimu wanavyofundisha hisabati / How teachers teach

mathematics

c. Jinsi wanafunzi wanavyosoma mara kwa mara / How frequently

students read

d. Jinsi wanafunzi wanavyojifunza vizuri kusoma na kufanya hisabati /

How well students are learning to read and do mathematics

5. Kutokana na kifungu hiki, kutafanyika nini na taarifa itakayotokana na zoezi

hili? / According to this passage, what can be done with the information from

this activity?

a. Msada utatolewa kwa wanafunzi, walimu na shule / Help support

students, teachers, and schools

b. Kujenga shule / Build schools


79

c. Kuunda vikundi vya kusoma vya walimu / Create teacher reading

groups

d. Kuunda chama cha hisabati cha wanafunzi / Create student

mathematics clubs

Ili kusaidia utafiti huu kuelewa vizuri matarajio yako kuhusiana na kile ambacho wanafunzi wanatarajiwa kukifanya pamoja na mada ambazo ungependa kupatiwa mafunzo, tafadhali unaweza: / To assist us in developing a better sense of your expectations of what children should be able to do and the topics that you would like to receive training on, please can you:

Kujibu kila swali, /Answer each question,

Onesha ni katika darasa lipi mwanafunzi anaweza kujibu maswali haya, na / Indicate at what

standard level you expect students to be able to answer this question, and

Onesha kama utapenda kupata mafunzo juu ya mada zinazohusiana na maswali. / Indicate if

you would like training on how to teach the topic addressed by the question.

Kipengele / Item Ni katika darasa lipi mwanafunzi anaweza kujibu swali hili? (weka alama ya V kwenye kisanduka kinachohusika) / At what standard level do you expect students to be able to answer this question? (tick the appropriate box)

Utapenda kupata mafunzo yahusuyo kufundisha kwa ufanisi zaidi jinsi wanafunzi wanavyoweza kufanya vizuri zaidi maswali kama hili? / Would you like to receive training on how to effectively teach children how to solve problems like this one?

1. Andika ukianza na iliyo ndogo zaidi hadi iliyo kubwa zaidi: / Write from smallest to largest:

23 123 63 68 Jibu: / Answer:

ndiyo /

yes

hapana/n

o

2 3 4 5 6 7


268 628 678 782

Jibu: /Answer:

ndiyo /

yes

hapana/n

o

2 3 4 5 6 7


80




4 1 0.7 65%

5 3

Jibu: / Answer:

ndiyo /

yes

hapana/n

o

2 3 4 5 6 7

4. Kamilisha: / Complete: 3 1

4 5 – = 1 5

Jibu: / Answer:

ndiyo /

yes

hapana/n

o

2 3 4 5 6 7

5. Kamilisha: /

Complete: 50,7 – 2,74

=

Jibu: / Answer:

ndiyo /

yes

hapana/n

o

2 3 4 5 6 7

6. Kamilisha: / Complete:

268 + 248 = 400 + +

16

Jibu: / Answer:

ndiyo /

yes

hapana/n

o

2 3 4 5 6 7

7. Kamilisha: /Complete: 3 × 3 ‐ = 3

× 2,8

Jibu: / Answer:

ndiyo /

yes

hapana/n

o

2 3 4 5 6 7


81



8. Baini namba inayokosekana mtiririko huu: / Determine the missing number in the pattern:

5 10 20

Jibu: / Answer:

ndiyo /

yes

hapana/n

o

2 3 4 5 6 7

9. Baini namba inayokosekana mtiririko huu: Determine the missing number in the pattern:

3 8 13

Jibu: / Answer:

ndiyo /

yes

hapana/n

o

2 3 4 5 6 7

10. Baini namba inayokosekana mtiririko huu: / Determine the missing number in the pattern:

4 9 22

Jibu: / Answer:

ndiyo /yes

hapana/n

o

2 3 4 5 6 7

11. Baini namba inayokosekana mtiririko huu: /Determine the 12th term in the pattern:

5; 6; 8; 11; …

Jibu: / Answer:

ndiyo /

yes

hapana/n

o

2 3 4 5 6 7


82



12. Bainisha kama sentensi za hesabu ni kweli au si kweli (weka alama ya V kwenye kisanduka kinachohusika) /Determine which statements are true and false (tick the correct box):

15 – 8 + 6 = 6 + 15 – 8

15 – 8 + 6 = 15 – 6 + 8

15 – 8 + 6 = 15 + 6 – 8

15 – 8 + 6 = 8 – 6 + 15

ndiyo /

yes

hapana/n

o

2 3 4 5 6 7

13. Bainisha kama sentensi za hesabu ni kweli au si kweli (weka alama ya V kwenye kisanduka kinachohusika) / Determine which statements are true and false (tick the correct box):

58 × 12 = 58 × 10 + 58 × 2

58 × 12 = 50 + 8 × 10 + 2

58 × 12 = 60 × 12 ‐ 2 × 12

58 × 12 = 50 + 8 × 12

ndiyo /

yes

hapana/n

o

2 3 4 5 6 7

14. Kama / If 630 × = 420 Ni nini jibu la: / What is the value of: 630 × + 80?

Jibu: / Answer:

ndiiyo /

yes

hapana/no

2 3 4 5 6 7

15. Mama hutumia 2/3 ya ujazi wa kikombe cha unga kupika bakuli moja la uji. Kama ana vikombe 15 vya unga, anaweza kupika

2 uji mabakuli mangapi? / Mother uses of

3

a cup of oats to make 1 bowl of porridge. If she has 15 cups of oats, how many bowls of porridge can she make?

Jibu: / Answer:

ndiyo /

yes

hapana/n

o

2 3 4 5 6 7

True False True False True False True False

True False True False True False True False


83

Classroom Observation Reading


84

Kiswahili Classroom Observation 3 6 9 12 15 18 21 24 27 30

Maudhui ya somo / Lesson Content (only one X)

Kusoma / Reading Kujadili misamiati / Discussing Vocabulary Kuangalia Herufi / Focus on Letters

Kuangalia maneno na sentensi ngazi ya: ufasaha, alama za uandishi / Word and Sentence Level: fluency, punctuation

Kusoma kwa sauti (kifungu cha habari) / Reading aloud (texts)

Kusoma kimya (kifungu cha habari) / Reading silently (texts)

Kupima ufahamu wa kifungu cha habari / Checking comprehension of the text

Kuandika / Writing Uumbaji wa Herufi,maneno, na sentensi / Mechanical production of letters, words, sentences

Kuandika utungaji / Creative writing

Kunakili / Copying

Kuchora / Drawing

Imla / Dictation

Kusikiliza / Listening Kusikiliza hadithi na maelezo / Listening to stories and descriptions

Kusikiliza sauti na maneno / Listening to sounds and words

Kupima ufahamu wa kifungu cha habari / Checking comprehension of the text

Imla / Dictation

Kuzungumza / Speaking Kusimulia Hadithi / Telling/Retelling stories

Igizo dhima/igizo / Role play/drama

Kuimba / Singing

Michezo / Games

Sarufi / Grammar Kuelezea kanuni za lugha / Presenting the rules of the language

Kufanya mazoezi ya kanuni za lugha (mazoezi ya sarufi)/ Practicing the rules (grammar exercises)

Vitendo vya ufundishaji / Teacher Action (only one X)

Kuelezea / Talking/explaining

Darasa zima kurudia maelezo ya mwalimu / Whole class repetition/recitation

Kuandika ubaoni / Writing on the board

Onesho mbinu / Demonstrating

Vielelezo na maelezo, marudio / Modeling and recitation, revision

Kutoa kazi / Setting a task

Maswali na majibu / Asking/answering questions

Darasa zima / Whole class

Vikundi vidogo vidogo / Small group

Mmoja mmoja / Individual

Kusaidia wanafunzi / Assisting pupils



Kufuatilia na kuwasaida wanafunzi / Monitoring pupils and assessments





85

1. Je ni vipi mwalimu ameweza kufuatilia uelewa wa wanafunzi?

How well does the teacher monitor the pupils’understanding?

Mwalimu hakuuliza swali lolote kwa wanafunzi / Teacher does not ask the pupils any questions.

Mwalimu aliuliza maswali ya kukumbuka na sio maswali ya kupima uelewa / Teacher asks pupils recall or repetition questions, but not questions that check for the pupils understanding (e.g., recall or repetition questions only).

Mwalimu aliuliza maswali ya kupima uelewa, lakini hakutoa msaada zaidi / Teacher asks pupils questions to check for pupil understanding, but does not provide further assistance.

Mwalimu aliuliza maswali ya kupima uelewa na alitoa msaada/ maelezo zaidi / Teacher asks pupils questions to check for pupil understanding and provides assistance/further explanation.

2. Je ni kwa kiasi gani mwalimu aliwasaidia wanafunzi kuelewa?

How well does the teacher support the pupils’understanding?

Mwanafunzi alipotoa jibu ambalo si sahihi, mwalimu alimkaripia au kumuadhibu / When a pupil responds incorrectly, the teacher scolds or punishes the pupil.

Mwanafunzi alipotoa jibu ambalo si sahihi, mwalimu alimtaka kujaribu tena au alimwendea mwanafunzi mwingine / When a pupil responds incorrectly, the teacher tells the pupil to try again or she moves on to another pupil.

Mwanafunzi alipotoa jibu ambalo si sahihi, mwalimu alifafanua zaidi, alitoa vidokezo au alinyumbulisha swali katika lugha nyepesi zaidi. / When a pupil responds incorrectly, the teacher asks a clarifying question, cues the pupil, or breaks down the task as appropriate.

Hakuna jibu sahihi lililotolewa au halihusiki / No correct response given or not applicable

3. Ushiriki wa wanafunzi

Pupil participation

Wanafunzi wanashiriki pale wanapotakiwa kufanya hivyo lakini si kwa kujitolea / Pupils participate when called on to do so but do not volunteer.

Wanafunzi wanashiriki pale wanapotakiwa kufanya hivyo na wengine kwa kujitolea / Pupils participate when called on to do so and some pupils volunteer.

Wanafunzi nashiriki kwa bidii (pamoja na kuonesha utayari wa kuuliza na kujibu maswali, kubuni) / Pupils participate actively (including showing a willingness to ask and answer questions or make guesses.)

4. Majadiliano ya wanafunzi

Pupil discussion

Wanafunzi hawashiriki katika majadiliano / Pupils do not engage in discussions.

Ushiriki wa wanafunzi umejikita katika kujibu maswali wanapoulizwa / Pupil engagement in discussions is limited to responding to questions when called on.

Ushiriki wa wanafunzi umejikita kwa baadhi ya wanafunzi kuanzisha mada, kuuliza na kujibu maswali wanapoulizwa / Pupils’ engagement in discussion is limited to some pupils initiating topics and/or posing and responding to questions.

Wanafunzi kueleza maoni yao na kutetea hoja zao. Wanafunzi kutumia mjadala unaofaa katika kukubaliana au kutokukubaliana / Pupils state their opinions and defend them. Pupils use appropriate interaction patterns to agree or disagree.

5. Je ni kwa kiasi gani wanafunzi wameweza

kujibu maswali kwa usahihi? Pamoja na:

kusoma kwa ufasaha wanapotakiwa kufanya

hivyo.

What proportion of pupils are able to respond

correctly to questions, including reading with

fluency when asked to read?

Hakuna maswali yaliyoulizwa / No questions were

asked.

Hakuna / None (0%)

Chini ya nusu (<50%) / Less than half (<50%)

Zaidi ya nusu (>50%) / More than half (>50%)

Wote (100%) / All (100%)


86

Classroom Observation Mathematics


87

Mathematics Classroom Observation 3 6 9 12 15 18 21 24 27 30

Maudhui ya somo / Lesson Content (only one X)

Namba Nzima / Whole numbers

Utambuzi, kusoma na kuandika / Identification, reading, and writing

Kuhesabu- mamoja / Counting – ones

Kuhesabu- katika makundi / Counting – groups

Kulinganisha / Comparing

Kukokotoa- kujumlisha / Calculation – addition

Kukokotoa- kutoa / Calculation – subtraction

Kukokotoa- kuzidisha / Calculation – multiplication

Mafumbo / Word problems

Sehemu / Fractions Kuelezea sehemu ya kitu kizima / Describing parts of whole

Kulinganisha / Comparing

Jiometri / Geometry Kutaja majina ya maumbo bapa / Naming shapes

Kuchagua na kupanga / Classifying and sorting

Kuchora maumbo bapa / Drawing plain figures

Fedha / Money Utambuzi wa sarafu na noti za Tanzania / Identifying notes and coins

Kukokotoa (kujumlisha na kutoa) fedha / Calculating with money (additions and subtraction)

Vitendo vya ufundishaji / Teacher Action (only one X)

Kuelezea / Talking/explaining Darasa zima kurudia maelezo ya mwalimu / Whole class repetition/recitation

Kuandika ubaoni / Writing on the board

Onesho mbinu / Demonstrating

Vielelezo na maelezo, marudio / Modeling and recitation, revision

Kutoa kazi / Setting a task

Maswali na majibu / Asking/answering questions




Kusaidia wanafunzi / Assisting pupils



Kufuatilia na kuwasaida wanafunzi / Monitoring pupils and assessments





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Mwisho wa uchunguzi jibu maswali haya kwa kuzingatia ulichoona darasani. At the end of the observation period complete the following questions based on your general impression of the lesson.

1. Je ni vipi mwalimu ameweza kufuatilia uelewa wa wanafunzi?

How well did the teacher monitor the pupils’understanding?

Mwalimu hakuuliza swali lolote kwa wanafunzi / Teacher does not ask the pupils any questions.

Mwalimu aliuliza maswali ya kukumbuka na sio maswali ya kupima uelewa / Teacher asks pupils recall or repetition questions, but not questions that check for the pupils understanding (e.g., recall or repetition questions only).

Mwalimu aliuliza maswali ya kupima uelewa, lakini hakutoa msaada zaidi / Teacher asks pupils questions to check for pupil understanding, but does not provide further assistance.

Mwalimu aliuliza maswali ya kupima uelewa na alitoa msaada/maelezo zaidi / Teacher asks pupils questions to check for pupil understanding and provides assistance/further explanation.

2. Je ni kwa kiasi gani mwalimu aliwasaidia wanafunzi kuelewa?

How well did the teacher support the pupils’understanding?

Mwanafunzi alipotoa jibu ambalo si sahihi, mwalimu alimkaripia au kumuadhibu / When a pupil responds incorrectly, the teacher scolds or punishes the pupil.

Mwanafunzi alipotoa jibu ambalo si sahihi, mwalimu alimtaka kujaribu tena au alimwendea mwanafunzi mwingine / When a pupil responds incorrectly, the teacher tells the pupil to try again or she moves on to another pupil.

Mwanafunzi alipotoa jibu ambalo si sahihi, mwalimu alifafanua zaidi, alitoa vidokezo au alinyumbulisha swali katika lugha nyepesi zaidi. / When a pupil responds incorrectly, the teacher asks a clarifying question, cues the pupil, or breaks down the task as appropriate.

Hakuna jibu sahihi lililotolewa au halihusiki / No correct response given or not applicable

3. Ushiriki wa wanafunzi

Pupil participation

Wanafunzi wanashiriki pale wanapotakiwa kufanya hivyo lakini si kwa kujitolea / Pupils participate when called on to do so but do not volunteer.

Wanafunzi wanashiriki pale wanapotakiwa kufanya hivyo na wengine kwa kujitolea / Pupils participate when called on to do so and some pupils volunteer.

Wanafunzi nashiriki kwa bidii (pamoja na kuonesha utayari wa kuuliza na kujibu maswali, kubuni) / Pupils participate actively (including showing a willingness to ask and answer questions and/or make guesses.)

4. Majadiliano ya wanafunzi

Pupil discussion

Wanafunzi hawashiriki katika majadiliano / Pupils do not engage in discussions.

Ushiriki wa wanafunzi umejikita katika kujibu maswali wanapoulizwa / Pupil engagement in discussions is limited to responding to questions when called on.

Ushiriki wa wanafunzi umejikita kwa baadhi ya wanafunzi kuanzisha mada, kuuliza na kujibu maswali wanapoulizwa / Pupils’ engagement in discussion is limited to some pupils initiating topics and/or posing and responding to questions.

Wanafunzi kueleza maoni yao na kutetea hoja zao. Wanafunzi kutumia mjadala unaofaa katika kukubaliana au kutokukubaliana / Pupils state their opinions and defend them. Pupils use appropriate interaction patterns to agree or disagree.

5. Je ni kwa kiasi gani wanafunzi wameweza kujibu maswali kwa usahihi? Pamoja na: kusoma kwa ufasaha wanapotakiwa kufanya hivyo.

What proportion of pupils are able to respond correctly to questions, including reading with fluency when asked to read?

Hakuna maswali yaliyoulizwa / No questions were asked.

Hakuna / None (0%)

Chini ya nusu (<50%) / Less than half (<50%)

Zaidi ya nusu (>50%) / More than half (>50%)

Wote (100%) / All (100%)


89

Head Teacher Questionnaire


90

1.

Una wadhifa gani hapa shuleni?

What is your position at the school?

Mwalimu mkuu / Head Teacher..........................................1

Mwalimu Mkuu msaidizi / Assistant Head Teacher ............2

Mwalimu wa taaluma / Academic Teacher .........................3

2.

[Je, Mwalimu mkuu/ mwalimu mkuu

Hapana / No ........................................................................0 msaidizi/ mwalimu wa taaluma ni mwanamke?] Ndiyo / Yes ..........................................................................1

[Is the Head Teacher/ Assistant Head

Teacher /Academic Teacher female?]

3.

Umekuwa mwalimu mkuu kwa miaka mingapi?/mwalimu mkuu msaidizi/ mwalimu wa taaluma kwa muda gani?

How many years have you been Head Teacher / Assistant Head Teacher/ Academic Teacher in total?

Miaka / Years.............................................................

Hajui/hajajibu / Don’t know/Refuse ................................ 888

4.

Umekuwa mwalimu mkuu /mwalimu mkuu msaidizi/mwalimu wa taalum katika shule hii kwa muda gani?

How many years have you been Head Teacher / Assistant Head Teacher / Academic Teacher of this school?

Miaka/ Years..............................................................

Sijui/hajajibu / Don’t know/Refuse ................................. 888

5. Kiwango chako cha juu cha elimu ni

kipi?

Usimsomee majibu. Weka tiki katika jibu moja tu.

What is your highest level of academic

education?



Kidato cha sita / Form 6 ......................................................1

Cheti / Certificate ................................................................... 2

Stashahada / Diploma .........................................................3

Stashahada ya juu / Advanced diploma ..............................4

Shahada / Bachelor’s degree ...............................................5

Shahada ya Uzamili / Master’s degree ................................6

Shahada ya Uzamilivu / PhD ...............................................7

Mengineyo / Other .............................................................8

Hajui/ hajajibu / Don’t know/Refuse ............................... 888

6.

Je kwa sasa kuna wanafunzi wangapi wasichana walioandikishwa katika shule hii?

How many girls are currently enrolled in this school?

Kama ni zaidi ya 200 hakikisha idadi hiyo. / Range check: if >200, ask assessor to confirm number

Idadi ya wasichana / Number of girls ........................


7.

Je kwa sasa kuna wanafunzi wangapi , wavulana walioandikishwa katika shule hii?

How many boys are currently enrolled in this school?

Kama ni zaidi ya 200 hakikisha idadi hiyo. / Range check: if >200, ask assessor to confirm number

Idadi ya wavulana / Number of boys .........................



91

8.

Wanafunzi wangapi shuleni ni walemavu?

How many students in this school have physical disabilities?

Idadi ya wasichana / Number of girls ........................

Idadi ya wavulana / Number of boys .........................

Hajui/hajajibu / Don’t know/Refuse 888

9.

Je kwa sasa wapo walimu wangapi wa kiume wameajiriwa katika shule hii?

How many male teachers are currently employed at this school?

Idadi ya walimu wa kiume / Number of male teachers


10.

Je kwa sasa kuna walimu wangapi wa kike wameajiriwa katika shule hii?

How many female teachers are currently employed at this school?

Idadi ya walimu wa kike / Number of female teachers


11.

Katika mwaka huu wa masomo kuna walimu wangapi wanaofundisha darasa la 2 katika shule hii?

During this school year, how many Standard 2 teachers are there at this school?

Idadi ya walimu wa darasa la 2 / Number of Standard 2

teachers .....................................................................


12.

Mwaka huu kuna madarasa mangapi ya Darasa la 2 hapa shuleni?

During this school year, how many Standard 2 classes are there at this school?

Iadadi ya madarasa ya 2 / Number of Standard 2 classes

...................................................................................


13.

Kuna walimu wangapi wa darasa la 2 ambao hawakufika shuleni leo?

How many Standard 2 teachers are absent today across the school?

Idadi ya walimu wa darasa la 2 wasiokuwepo / Number of

absent Standard 2 teachers ......................................

Hakuna kumbukumbu / Record unavailable .......................0

Hajui/ hajajibu / Don’t know/Refuse .............................. 888

14.

Je ni walimu wangapi wanajua viwango

Hakuna / None .....................................................................0 vya muhtasari unaotumika kwa sasa wa darasa la pili? Chini ya 25% / Less than 25% ................................................1

How many teachers are familiar with Zaidi ya 25%, lakini pungufu ya 50% / More than 25%, less

the current Ministry learning standards than 50% ...............................................................................2

for Standard 2? Zaidi ya 50% / More than 50% ..............................................3

Wote /All ............................................................................4


15.

Je, ni walimu wangapi wa darasa la pili

Hakuna / None ......................................................................0 wanaofundisha wana kiwango cha elimu cha kufundisha darasa la pili? Chini ya 25% / Less than 25% ................................................1

(Wenya vyeti vya elimu toka chuo cha Zaidi ya 25%, lakini chini ya 50% / More than 25%, less than

elimu.) 50% ...................................................................................... 2

How many of the Standard 2 teachers Zaidi ya 50% / More than 50% ..............................................3

meet the minimum Ministry


92

qualifications to teach Standard 2?

(Minimum standard to teach Standard 2 is a certificate from a teachers college.)

Wote /All ............................................................................4


16.

Je walimu wangapi wa darasa la pili wamepata mafunzo ya elimu kazini kwa mwaka uliopita?

How many of the Standard 2 teachers have received in‐service training in the past year?

Hakuna / None ......................................................................0

Kama hakuna, endela na swali la 18 / If never, skip to 18

Chini ya 25% /Less than 25%.................................................1

Zaidi ya 25%, lakini pungufu ya 25% / More than 25%, less than 50% ...............................................................................2

Zaidi ya 50% / More than 50% ..............................................3

Wote / All ...........................................................................4


17.

Kwa walimu waliopata mafunzo kazini, waliyapata kwa wastan wa muda gani?For those teachers who received in‐service training, how long was the typical training session?

Chini ya siku moja / Less than one day ...............................1

Siku moja / One day ............................................................2

Zaidi ya siku moja / More than one day ..............................3

Wiki moja / One week .........................................................4

Zaidi ya wiki moja / More than one week ...........................5


18. Je umepata mafunzo yeyote ya namna

ya kufundisha kusoma, kuandika na

kuhesabu kwa darasa la 1 ,2, na 3?

Do you have any specific training on

how to teach reading and

mathematics to early grade pupils?

Hapana / No ........................................................................0

Ndiyo / Yes ..........................................................................1


19.

Utajuaje maendeleo ya wanafunzi Uchunguzi darasani / Classroom observation .....................1 kitaaluma?

Usisome majibu. Weka tiki kwenye Kwa kufuatilia matokeo ya majaribio mwanafunzi aliyopewa na mwalimu / Monitor pupil results on tests given by

majibu yanayohusika. teachers ..............................................................................2

How do you know whether pupils are Tathmini kwa kuwauliza wanafunzi maswali ya mdomo / progressing academically? Orally evaluate pupils myself ............................................10

Do NOT READ the options. Tick ALL that apply.

Kwa kuhakiki mazoezi na kazi za nyumbani za wanafunzi / Check pupil’s assignments or homework ............................3

Walimu hunipa repoti ya maendeleo / Teachers provide me

progress reports ..................................................................4

Tathmini za mwisho wa mihula / End‐of‐term evaluations…

........................................................................................... 5

Mrejesho toka kwa wazazi/mlezi / Feedback from parents…6

Mrejesho toka kwa washauri nasaha / Feedback from school

counselors ...........................................................................7


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Mrejesho toka kwa kamati ya shule / Feedback from school committees .................................................................................. 8

Menginyeo / Other .............................................................9


20. Kwa kawaida ni wanafunzi wa darasa la

ngapi shuleni kwako wanamaliza

kusoma kwa ufahamu?

Soma majibu. Weka tiki jibu moja tu.

At what grade level are pupils in your

school typically reading with

comprehension?

Read the responses.


Darasa la 1 / Standard 1 ......................................................1



Darasa la 4 au la juu zaidi / Standard 4 or higher ...............4


21. Kwa kawaida ni wanafunzi wa darasa la ngapi shuleni kwako wanaweza kuandika kwa kujiamini?

At what grade level are pupils in your

school typically writing with

confidence?

Read the responses.







22. Kwa kawaida ni wanafunzi wa darasa la

ngapi shuleni kwako wanaweza ku

jumilisha na kutoa tarakimu mbili?

Soma majibu. Weka tiki jibu moja tu.

At what grade level are pupils in your school typically adding and subtracting with two‐digit numbers? Read the responses.







23. Kwa kawaida ni wanafunzi wa darasa la ngapi shuleni kwako wanaweza kukamilisha muundo wa namba?

At what grade level are pupils in your school typically able to complete number patterns?

Read the responses.







24. Kwa kawaida ni wanafunzi wa darasa la ngapi shuleni kwako wanaweza kulinganisha tarakimu mbili na tatu?

At what grade level are pupils in your school typically able to compare two‐ and three‐digit numbers? Read the responses.








94

25.

Je, mwanzo mwa mwaka wa masomo

Hapana / No .......................................................................0 ulipo anza shule yako ilikuwa na idadi ya vitabu vinavyotosheleza kulingana Ndiyo / Yes ..........................................................................1

na mwongozo na sera za Elimu? Kama ndiyo, nenda namba 27 / If yes, skip to 27.

At the beginning of this school year, did your school have the appropriate Hajui/hajajibu / Don’t know/Refuse ................................ 888

number of textbooks for your pupils, according to current Ministry policy?

26.

Kama hapana, ulipata baada ya muda

Sikupata kabisa / Never received them ...............................0 gani?

Miezi 9‐12 / 9–12 months ...................................................1 If no, how long after the beginning of the school year did you receive the Miezi 6‐9 / 6–9 months .......................................................2

missing textbooks? Miezi 3‐6 / 3–6 months .......................................................3

Miezi 2‐3 / 2–3 months .......................................................4

Chini ya mwezi mmoja / Less than one month ...................5


27.

Je shule ina muhtasari unaoonyesha

Hapana / No ........................................................................0 viwango vya kujifunza na mafanikio yatakayopatikana kwa darasa la pili? Ndiyo / Yes ..........................................................................1

Does the school have the current Ministry‐issued syllabi with learning Hajui/hajajibu / Don’t know/Refuse ................................ 888

standards and achievements clearly defined for grade 2?

28.

Kulingana na viwango vya wizara ya elimu ni kiwango kipi mwanafunzi anatakiwa kuweza kusoma kiswaili kwa mfuluizo?

According to Ministry standards, at

what class level are children to be

reading Kiswahili fluently?








29.

Kulingana na viwango vya wizara ya elimu ni kiwango kipi mwanafunzi anatakiwa kuweza kuandika kwa kujiamini?

According to Ministry standards, at what class level are children to be writing with confidence?










anatakiwa kuweza ku jumilisha na

kutoa tarakimu mbili? USISOMEE

MAJIBU.





95

Weka tiki katika jibu MOJA tu.

According to Ministry standards, at what class level are children expected to add and subtract with two‐digit numbers?



Darasa la 4 au zaidi / Standard 4 or higher ........................4




anatakiwa kuweza kukamilisha

muundo wa namba? USIMSOMEE

MAJIBU.


According to Ministry standards, at what class level are children expected complete number patterns?










anatakiwa kuweza kulinganisha

tarakimu mbili na tatu? USIMSOMEE

MAJIBU.


According to Ministry standards, at what class level are children expected compare two‐ and three‐digit numbers?








33.

Unaridhika na ushiriki wa wazazi katika

Hapana / No ........................................................................0 kazi za shuleni za wanafunzi?

Are you generally satisfied with Ndio / Yes............................................................................1

parents’ involvement in their children’s Hajui/hajajibu / Don’t know/Refuse ................................ 888

schoolwork?

Nitakuuliza maswali juu ya maji na usafi shuleni kwako

Now I would like to ask you some questions about Water, Sanitation, and Hygiene at your school.

34.

Ni kwa kiasi gani vyanzo vya maji vinafanya kazi?

Vipo vyanzo vyenye maji kila wakati yanapohitajika

Hakuna vyanzo vyenye kutoa maji kila wakati,ikimaanisha maji hayapatikani kutoka kwenye vyanzo yanapohitajika

How often is the water source

Hakuna chanzo cha maji / No water source ........................0

Kama hakuna chanzo cha maji, nenda namba 39 /

If no water source, skip to question 39

Siku 5‐7 kwa wiki / 5–7 days per week ................................1

Siku 2‐4 kwa wiki /2–4 days per week .................................2

Pungufu ya siku 2 kwa wiki / Fewer than 2 days per week 3

Mengineyo (fafauna) / Other (specify) ...............................4


96

functional?

Functional water source means water is available from the source when needed.

Not functional water source means that the water is not available from the source when needed.


35.

Kama maji yanapatikana kwenye

Hapana / No ........................................................................0 vyanzo vya maji, je yanatosha kwa matumizi ya shule kama wanafunzi Ndiyo / Yes ..........................................................................1

kunywa, kunawa mikono na kupikia chakula? Hajui/hajajibu / Don’t know/Refuse ................................ 888

Chunguza na kadiria kama shule

inafikia malengo ya Shirika la Afya Duniani (WHO)/Shirika la Umoja wa Mataifa linaloshughulika na mfuko wa fedha wa watoto lenye mwongozo wa kuwapa kila wanafunzi na wafanyakazi lita 5 za maji kila mmoja kwa siku; pia kuwapa lita 20 kila mwanafunzi na wafanyakazi wote kwenye shule za bweni kila siku.

When the water source is functional,

does it provide enough water for the needs of the school, including water for drinking, hand‐washing, and food preparation?

PROBE and make a rough estimate if

the school meets World Health Organisation (WHO)/United Nations Children’s Fund (UNICEF) guideline of 5 liters per person per day for all students and staff at school; 20 litres per person per day for all residential school children and staff at boarding schools.

36.

Kwa mawazo yako, vyanzo vya maji

Hapana / No ........................................................................0 shuleni vinatunzwa na kutengenezwa kama vikiharibika? Kiasi / Partially ....................................................................2

In your opinion, are the school water Ndiyo / Yes ..........................................................................1

facilities successfully maintained, and repaired when required? Hajui/hajajibu / Don’t know/Refuse ................................ 888

37.

Je vyanzo vya maji shuleni vinawekwa dawa ili kuwa salama kunywa?

Do you treat the main water source at the school to make it safer to drink?

Hata kidogo / Never ............................................................0

Kama hapana, nenda namba 39 / If no, skip to

question 39

Mara nyingine / Sometimes ................................................2

Kila mara / Always ..............................................................1


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38.

Kama maji hayawekwi dawa, je shule inafanya nini kwenye vyanzo vya maji ili maji yawe salama kunywewa?

If you do treat the water, how do you treat the main water source at the school to make it safer to drink?

Usisome majibu. Weka tiki kwenye

majibu yanayohusika.

DO NOT read response options.

Tick all that apply.

Kuchemsha / Boiling ...........................................................1

Klorini/ dawa ya kung’arisha maji / Chlorination/bleach . 2

Machujio ya kauri / Ceramic filters ....................................... 3

Kuchuja kwa mishumaa / Candle filters ..............................4

Chujio la biosand / Biosand filters .......................................5

Kuchuja kwa nguo / Straining it through a cloth .................. 6

Sola inayozuia/ua viini vya maradhi / Solar disinfection .. 7

Kuacha maji yatuame / Letting it stand and settle..............8

Mengineyo (fafanua) / Other (specify) ................................9


Usafi

Sanitation

39.

Je shule ina choo?

Hapana / No ........................................................................0

Does the school have any toilet Kama hapana, nenda namba 42 / If no, skip to facilities? question 42

Ndiyo / Yes ..........................................................................1


40.

Yapo matundu mangapi ya vyoo kwa wanafunzi?

[Weka namba]

How many toilet compartments are there in the school for children?

[Insert number]

Kwa wasichana tu / Exclusively for girls ....................

Kwa wavulana tu / Exclusively for boys ....................

Choo kinachotumiwa na kila mtu / Communal toilets

(anyone can use) .......................................................

41.

Kwa mawazo yako, shule inadumisha

Hapana / No ........................................................................0 usafi wa vifaa vyote vya usafi na kuvitengeneza vinapoharibika? Kiasi / Partially ....................................................................2

In your opinion, are the school Ndiyo / Yes ..........................................................................1

sanitation facilities successfully maintained and repaired when Hajui/hajajibu / Don’t know/Refuse ................................ 888

required?

42.

Je, kuna vipindi vya elimu ya usafi wa

Hapana / No ........................................................................0 miili ya wasichana vinavyotolewa ili wale waliopevuka wakiwa kwenye Ndiyo / Yes ..........................................................................1

hedhi waweze kuwa na usiri wakati wakiwa kwenye hali hiyo? Hajui/hajajibu / Don’t know/Refuse ................................ 888


98

Is there a menstrual hygiene education session for girls in the school to promote safe and private menstrual hygiene for older girls?

43.

Je kuna mikakati ya kuwaelimisha wasichana jinsi ya kujisetiri kwa usafi bila kutupa ovyo vifaa wanavyovitumia?

Is there a napkin disposal program for menstrual hygiene management in the school?

Hapana / No ........................................................................0

Ndiyo / Yes ..........................................................................1


Usafi wa shule

Hygiene

44.

Je shule ina mahali pa kufualia?

Does the school have hand‐washing facilities?

Hapana / No ........................................................................0

Kama hapana, nenda namba 47 / If no, skip to

question 47

Ndiyo / Yes ..........................................................................1


45.

Kuna maeneo mangapi wanafunzi wanaweza kufulia shuleni?

How many hand‐washing stations are there in the school for children?

Kwa wasichana tu / Exclusively for girls ....................

Kwa wavulana tu / Exclusively for boys ....................

Kwa kila mtu / Communal (anyone can use) ............

46.

Kuna sabuni ya kutosha (au majivu)?

Is sufficient soap (or ash) available?

Hata kidogo / Never ...........................................................0

Mara nyingine / Sometimes ................................................2

Kila mara / Always ..............................................................1


47.

Je mada ya usafi hufundishwa shuleni?

Is hygiene taught in the school?

Hapana / No ........................................................................0

Ndiyo / Yes ..........................................................................1


Hii sehemu ya mwisho inahusu mapumziko kwa siku shuleni

This last section is about the breaks during the school day.

48.

Muda gani unatumika kwa, ajili ya mapunziko shuleni?

How many minutes per day are devoted to breaks for the whole school?


49.

Muda gani unatumika kwa, ajili ya mapunziko hasa kwa darasa la pili? How many minutes per day are devoted to breaks for Grade 2in



99

particular?

50.

Shule inatumia masaa mangapi kwa siku? (Matumizi ya mfano katika HH)

How long is the school day (in hours)?

(Use the format HH)


Asante sana!



100

WASH Inventory


101

Orodha ya kupima na kuchunguza upatikanaji wa maji shuleni, usafi na usafishaji wa mazingira ya shule / School‐based water, sanitation, and hygiene (WASH) inventory and observational assessment14

Orodha hakiki inayofuata ni ya kupima na kuchunguza wakati wa kufanya zoezi la “Early Grade Reading Assessment (EGRA)” na “Early Grade Mathematics Assessment (EGMA)” kwenye shule zilizoteuliwa.

The following check list and observations are to be completed during the formal Early Grade Reading Assessment (EGRA) and Early Grade Mathematics Assessment (EGMA) at each selected primary school.

Taarifa za shule‐orodha iliyoandaliwa kuruhusu uchaguzi unaotokana na taarifa zilizokusanywa kutoka mashuleni ‐ Taarifa za shule au Dodoso la mwalimu mkuu School Information – selection available as a pre‐populated dropdown list from data collected in the School Information or Head Teacher questionnaire

Jina la mtu anayejaza taarifa za WASH‐andika geresho la kitambulisho cha mkadiriaji / Name of person completing WASH assessment – enter assessor ID code

Tarehe na muda zoezi la ukadiriaji limemalizika / Date and time assessment completed

Jina la shule / School name

Geresho linalotambulisha shule / School identification code

Shule ilipo (Mkoa/Wilaya/nyingine) / School location (Region/District/other)

Data za GPS / GPS coordinates Wanafunzi wenye ulemavu (idadi ya wavulana, idadi ya wasichana, jumla) / Students with physical

disabilities (no. of boys, no. of girls, total)

SEHEMU YA II: Orodha ya hali ya utendaji wa usafi‐uchunguzi SECTION II: Inventory and Daily Hygiene activities – observational

Maji / Water

1.

Nini chanzo kikuu cha maji shuleni?

Maji hayapatikani shuleni au jirani na shule (endelea swali la 6)

What is the school’s main water No water available in or near school (skip to question 6) source?

............................................................................................. 0

Maji ya bomba yapo kwenye eneo la shule / Piped water to school

yard/plot .............................................................................. 1

Maji ya umma/bomba / Public tap/standpipe ..................... 2

Maji ya kisima / Tubewell / Borehole ................................... 3

Kisima kilichohifadhiwa / Protected dug well ....................... 4

Kisima kisichohifadhiwa / Unprotected dug well .................. 5

Chemchem iliyohifadhiwa / Protected spring....................... 6

Chemchem isiyohifadhiwa / Unprotected spring .................. 7

Kukusanya maji ya mvua / Rainwater collection .................. 8

Maji ya chupa / Bottled water .............................................. 9

Mkokoteni wenye tanki la maji/pipa / Cart with small tank/drum

........................................................................................... 10

Gari la maji / Tanker truck .................................................. 11

14 Survey based on UNICEF’s ‘WASH in Schools Monitoring Package’. UNICEF/NYHQ2005-

1677/Estey


102

Maji yaliyotuama au yanayotiririka (mito,bwawa, ziwa, dimbwi, mfereji, kijito,mifereji ya umwagiliaji maji) / Surface water (river, dam, lake, pond, stream, canal, irrigation

channels) ............................................................................ 12

Mengineyo (fafanua) / Other (specify) ............................. 999

2.

Je chanzo cha maji kina maji sasa?

Hapana / No ......................................................................... 0

Chanzo chenye maji ni kile chenye maji Kiasi (yapo kidogo)/ Partially (at a reduced rate) ................. 2 wakati wote yanapohitajika

Ndiyo / Yes ........................................................................... 1 Chanzo kisicho na maji ni kile kisicho na maji wakati yanapohitajika

Is the main water source functional

now?

Functional water source means water is

available from the source when needed;

Not functional water source means that

the water is not available from the source when needed.

3.

Je, vyombo vya kutunzia maji ya

Hapana / No ......................................................................... 0 kunywa vina mifuniko?

Ndiyo / Yes ........................................................................... 1 Are drinking water storage containers properly covered? Haihusiki / Not applicable .................................................... 2

4.

Je vifaa vya maji ya kunywa

Hapana / No ......................................................................... 0 vinafikiwa na wanafunzi wenye ulemavu ? Ndiyo / Yes ........................................................................... 1

Are drinking water facilities

accessible to children with physical disabilities?

5.

Je wanafunzi wa shule ya awali

Hapana / No ......................................................................... 0 wanaweza kuyapata maji ya kunywa wenyewe? Ndiyo / Yes ........................................................................... 1

Can the pre‐primary children in the

school get drinking water by themselves?

Usafi

Sanitation

6.

Je kuna dalili ya kinyesi cha

Hapana / No ......................................................................... 0 binadamu karibu na shule?

Ndiyo / Yes ........................................................................... 1 Are there signs of open defecation/human feces near the


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school?

7.

Ni aina gani ya choo kipo shuleni?

Hakuna urahisi, msitu, vichaka (endelea swali la 15) / No facility,

Bush, Field (skip to question 15) ........................................... 0 Tiki yote yanayohusika

Vyoo vya kuvuta maji / Flush or pour‐flush toilet ................. 1 What type of toilet facilities are there at the school? Choo cha shimo / Pit latrine ................................................. 2 Tick ALL that apply.

Choo chenye matundu ya kupitishia hewa (VIP) / Ventilated Improved Pit latrine (VIP) ..................................................... 3

Choo cha shimo chenye mfuniko / Pit latrine with slab ....... 4

Choo cha shimo kisicho na mfuniko / Pit latrine without slab/open

pit ......................................................................................... 5

Choo kilichotengenezwa mahsusi kwa kutengeneza mbolea /

Composting toilet ................................................................. 6

Ndoo / Bucket ...................................................................... 7

Vyoo vya kuning’iniza (juu ya maji) / Hanging toilet, Hanging latrine

............................................................................................. 8


8.

Shule ina matundu mangapi ya vyoo ambayo yanatumika na ni masafi? / How many functional toilet compartments are there in the school for children and how clean are the facilities?

Vyoo vinatumika na havijavunjika. / Functional toilet facilities are not physically broken and can be used.

Vipo vyoo vibovu na havitumiki. / Not functional facilities exist, but are so badly damaged or deteriorated it is no longer reasonably possible to use them.

Vipo vyoo visivyo na harufu. Hakuna kinyesi, wala inzi, wala uchafu. / Clean facilities do not smell. There is no visible feces in or around the facility, there are no flies, and there is no litter.

Vyoo ni visafi kiasi, vina harufu kidogo na /au ipo dalili ya kinyesi, inzi, na/au uchafu. / Somewhat clean facilities have some smell and/or some sign of fecal matter and/or some flies and/or some litter.

Vyoo ni vichafu na vinanuka. Kuna dalili ya kinyesi na/au inzi na/au uchafu mwingi. / Not clean facilities have a strong smell

Number / Namba

Cheki kama inahusika / Check if applies

# K

utu

mik

a /

Fun

ctio

na

l

# K

uto

tum

ika

/ N

ot

Fun

ctio

na

l

#

Si s

afi /

No

t C

lea

n

# Sa

fi k

iasi

/

Som

ewh

at

Cle

an

# Sa

fi /

Cle

an

Kwa wasichana tu / For Girls only

Kwa wavulana tu / For Boys only

Kwa wasichana na wavulana / For Girls and Boys

Walimu wakike tu / Female teachers only

Walimu wa kiume / Male teachers only

Walimu wa kike na kiume / Male and Female teachers

Vyoo hutumiwa na kila mtu shuleni / Toilets for use by anyone at the school


104

and/or presence of fecal matter and/or a significant fly problem and/or a large amount of litter.

9.

Je wanafunzi walemavu wanaweza

Hapana / No ......................................................................... 0 kuvitumia bila shida?

Ndiyo / Yes ........................................................................... 1 Are toilets accessible to children with physical disabilities?

10.

Je vipo vyoo vilivyotengenezwa

Hapana / No ......................................................................... 0 maalum kwa ajili ya wanafunzi wa shule ya awali? Kama hapana, nenda namba 12, If no, skip to 12

Are some toilets available in the Ndiyo / Yes ........................................................................... 1

school designed for pre‐primary children?

11.

Je vipo vyoo vya wanafunzi kwa

Hapana / No ......................................................................... 0 wanafunzi wa shule ya awali peke yao? Is there a separate toilet facility Ndiyo / Yes ........................................................................... 1

for pre‐primary school children?

12.

Je kuna mwalimu anayechunguza

Hapana / No ......................................................................... 0 vifaa vya kunawia mikono wakati wa mapumziko? Does a teacher observe Ndiyo / Yes ........................................................................... 1

the hand‐washing facilities during the break?

13.

Je kuna karatasi maalum

Hapana / No ......................................................................... 0 zinazotumika chooni ndani ya vyoo?Is there toilet paper available Ndiyo / Yes ........................................................................... 1

in the toilet stalls?

14.

Ni huduma gani inatolewa inayosaidia wasichana wakubwa walio katika hedhi kujisitiri wawapo shuleni?

Tiki YOTE yanayohusika.

What facilities are there in the school for promoting safe and private menstrual hygiene for older girls?


Hakuna huduma maalum kwa wasichana / No dedicated or private location for MHM for girls .................................................... 0

Vyumba maalum vya wasichana / Dedicated room in girls toilet/latrine block for MHM ................................................ 1

Chumba maalum kwa wasichana kwenye choo chao/Choo chenye ndoo ya maji na ndoo ya taka / Dedicated room in girls toilet/latrine block for MHM with bucket of water and waste bin ............ 2

Chumba maalum cha kufulia nguo wanazotumia wakiwa kwenye hedhi( maji ya bomba na vyombo vya kufulia kwenye chumba kinachofunga) / Private washing facilities for cloth napkins (such as a tap and basin inside a lockable toilet stall) .......................... 3

Usiri kwenye utupaji wa uchafu / tanuru la kuchoma taka / Private disposal/incineration facilities for disposable napkins ......... 4

Ushahidi wa kuwa upo mpango wa kugawa vitambaa maalum vya wasichana / Evidence of napkin distribution program ........ 5


Elimusiha

Hygiene


105

15.

Je ipo huduma ya kunawa mikono inayotolewa shuleni?

Tiki YOTE yanayohusika.

What types of hand‐washing facilities are there at the school? Tick ALL that apply.

Hakuna sehemu ya kuoshea mikono shuleni au karibu na shule

(endelea swali la 20) /No hand‐washing station in or near school

(skip to20) ............................................................................ 0

Maji yanayotoka kwenye bomba au tanki (kama sinki, au tanki la kuhifadhi maji ya mvua / Running water from a piped system or tank (such as a faucet and sink, a standpost, or a rainwater tank with faucet) .................................................................................. 1

Maji ya kumwagia (toka ndoo au kata) / Hand Poured water system (from a bucket or ladle) ........................................................ 2

Beseni,/ ndoo (mikono huoshewa ndani ya maji badala ya kumwagiwa) / Basin/bucket (hand‐washing is done in the water, i.e., water is not running or poured ............................................ 3


16.

Yapo maeneo mangapi ya kunawa mikono kwa wanafunzi shuleni?

How many hand‐washing stations are there at the school for children?

Namba / Number

# Ya

ku

rah

isis

ha

/of

Faci

litie

s

# Sa

bu

ni a

u m

ajiv

u t

u /

soa

p o

r a

sh o

nly

# M

aji

tu /

wa

ter

on

ly

# Sa

bu

ni a

u m

ajiv

u N

A

ma

ji /

w/

soa

p o

r a

sh

AN

D w

ate

r

# H

aku

na

sa

bu

ni/

ma

jivu

NA

ha

kun

a m

ajiw

/ n

o

soa

p /

ash

AN

D n

o w

ate

r

Kwa wasichana tu / For Girls only

Kwa wavulana tu / For Boys only

Kwa wasichana na wavulana / For Girls and Boys

Walimu wa kike tu / Female teachers only

Walimu wa kiume tu / Male teachers only

Walimu wa kiume na wakike /

Male and Female teachers

17.

Je yapo maeneo ya kunawa mikono kwa wanafunzi walemavu shuleni?

Are hand‐washing facilities accessible to children with physical disabilities?

Hapana / No ......................................................................... 0

Ndiyo / Yes ........................................................................... 1

18.

Je yapo maeneo ya kuoshea mikono yaliyotengenezwa maalum kwa ajili ya wanafunzi wa shule ya awali?

Hapana / No ......................................................................... 0

Ndiyo / Yes ........................................................................... 1


106

Are hand‐washing facilities available in the school designed for pre‐ primary children?

19.

Je kuna mwalimu anayechunguza

Hapana / No ......................................................................... 0 vifaa vya kunawia mikono wakati wa mapumziko? Ndiyo / Yes ........................................................................... 1

Does a teacher observe the hand‐

washing facilities during the break?

20.

Wanatumia chombo gani kunywea maji (kikombe, glasi, n.k.)?

What vessel (cup, glass, etc.) do most children normally use to drink water?

Mikono yao / Their hands .................................................... 0

Hunywa maji moja kwa moja toka kwenye bomba hadi mdomoni / Directly from the faucet or hand pump into mouth............ 1

Huchangia chombo cha kunywea maji / Shared drinking vessel ............ 2

Hutumia glasi za karatasi / Disposable drinking vessel ....... 3

Hutumia vyombo vyao wenyewe / Their own reusable drinking vessel 4

Mengineyo (fafanua) / Other (Specify) ...................... 5


107

WASH Observation


108

Wash – utaratibu wa kuchuguza/observation protocol

Tarehe ya kuchunguza /Date of observation: / _/ Shule (jina na namba ya EMIS) /School (name and EMIS number): Jina la mchunguzi /Observer name:

Ni ipi kati ya hizi inaelezea vizuri zaidi choo na hali ya eneo la kunawia mikono katika shule unayoitembelea? (tiki kwenye kisanduku kinachohusika) /Which of these options best describes the toilet & hand wash station situation at the school you are visiting? (check the appropriate boxes)

Vyoo na eneo la kunawia mikono vipo karibu (unaweza kuchunguza kinachotokea kwenye kila eneo kwa wakati mmoja) /The toilets and hand wash stations are close to each other (you can observe what is happening in each area at the same time)

Chunguza vyoo pamoja na eneo la kunawia /Observe both the toilets and the hand wash station

Kuna vyoo na maeneo ya kunawia mikono lakini hayapo karibu (huwezi kuangalia kinachoendelea sehemu zote mbili kwa wakati mmoja) /There are both toilets and hand wash stations but they are not close together (you cannot observe what is happening in each area at the same time)

Chunguza eneo la kunawia mikono /Observe the hand wash station only

Kuna maeneo ya kunawia mikono lakini hakuna vyoo / There are hand wash stations, but no toilets.

Kuna vyoo lakini hakuna maeneo ya kunawia mikono AU vyoo vikiwa pamoja na maeneo ya kunawia mikono /There are toilets

but no hand wash stations OR toilets including hand wash stations

Chunguza vyoo /Observe the toilets

Vyoo vya wasichana na maeneo ya kunawia mikono vipo pamoja na vyoo vya wavulana na maeneo ya kunawia mikono. Chunguza MAENEO YOTE /The girls’ toilets and hand wash stations are in the same place as the boys’ toilets and hand wash stations. Observe BOTH.

Vyoo vya wasichana na maeneo ya kunawia mikono HAVIPO pamoja na vyoo vya wavulana na maeneo ya kunawia mikono. Chunguza vyoo ama vya wasichana au vya wavulana na

Maeneo ya kunawia mikono kwa wasichana yapo pamoja na maeneo ya kunawia mikono kwa wavulana . Chunguza MAENEO YOTE /The girls’ hand wash stations are in the same place as the boys’ hand wash stations. Observe BOTH.

Maeneo ya kunawia mikono kwa wasichana HAYAPO pamoja na maeneo ya kunawia mikono kwa wavulana. Chunguza maeneo ya kunawia mikono ama ya wasichana au ya wavulana (shule moja

Vyoo kwa wasichana vipo pamoja na vyoo vya kwa wavulana . Chunguza MAENEO YOTE /The girls’ toilets are in the same place as the boys’ toilets. Observe BOTH.

Vyoo kwa wasichana HAYAPO pamoja na vyoo kwa wavulana. Chunguza vyoo ama vya wasichana au vya wavulana (shule moja ukichunguza wasichana inayofuata chunguza wavulana) /The girls’ toilets are NOT in the same place as the boys’ toilets. Observe either the girls’ or the boys’ toilets


109

maeneo ya kunawia mikono (shule moja ukichunguza wasichana inayofuata chunguza wavulana) /The girls’ toilets and hand wash stations are NOT in the same place as the boys’ toilets and hand wash stations. Observe either the girls’ or the boys’ toilets and hand wash stations (alternate from one school to the next).

ukichunguza wasichana inayofuata chunguza wavulana) /The girls’ hand wash stations are NOT in the same place as the boys’ hand wash stations. Observe either the girls’ or the boys’ hand wash stations (alternate from one school to the next).

(alternate from one school to the next).

Wakati wa mapumziko kaa mahali ambapo unaweza kuona vyoo na maeneo ya kunawia mikono (bila kuwabughudhi wanafunzi) kwa muda wa dakika 20.

Kamilisha jedwali hili /

Take up a position and observe the toilets and hand wash stations (without disturbing the children) for 20 minutes while the children are at break.

Complete the tally table.


Kamilisha jedwali hili

/Take up a position and observe the hand wash stations (without disturbing the children) for 20 minutes while the children are at break.



Kamilisha jedwali hili

Take up a position and observe the toilets (without disturbing the children) for 20 minutes while the children are at break.


Ni ipi kati ya kauli hizi inaelezea kwa uhakika zaidi tabia ya wanafunzi kunawa mikono kwa wale uliowachunguza /Which of

these statements best describes the hand washing habits of the children that you observed:

Wanafunzi walio wengi walinawa maji kutumia sabuni/majivu / Most of the children washed their hands with soap/ash and water.

Baadhi (≈ 50%) ya wanafunzi walinawa maji kutumia sabuni/majivu /Some (≈ 50%) of the children washed their hands with soap/ash and water.

Walioenda kujisaidia /Went to the toilet

Walionawa mikono /Washed hands

Wasichana walionawa mikono /Washed hands (girls)

Wavulana walionawa mikono /Washed hands (boys)

Wasichana waliotumia choo /Used toilet (girls)

Wavulana waliotumia choo /Used toilet (boys)


110

Wanafunzi wachache walinawa maji kutumia sabuni/majivu /Few of the children washed their

hands with soap/ash and water.

Hakuna mwanafunzi hata mmoja alinawa maji kutumia sabuni/majivu hata pale sabuni/majivu yalikuwepo / None of the children washed their hands with soap/ash and water even soap/ash available.

Hakuna mwanafunzi hata mmoja alinawa maji kutumia sabuni/majivu kwa vile hapakuwa na sabuni/majivu /None of the children washed their hands with soap/ash and water because there was no soap/ash available.

Ni ipi kati ya kauli hizi inaelezea kwa uhakika zaidi uwepo wa vyoo / Which of these statements best describes the availability of toilets:

Vingi – wanafunzi haikuwabidi kusubiri / Ample

– the children did not have to wait

Vya kutosha ‐ Wanafunzi hawahitaji kusubiri kwa muda mrefu / Enough – the children did not have to wait their turn for long

Si vya kutosha ‐ Wanafunzi waliokuwa wanasubiri walichoka na kuondoka / Not enough – the children who were waiting for a while gave up and left

Ni ipi kati ya kauli hizi inaelezea kwa uhakika zaidi uwepo wa sehemu ya kunawa mikono / Which of these statements best describes the availability of hand washing stations:

Vingi – wanafunzi haikuwabidi kusubiri /

Ample – the children did not have to wait



Ni ipi kati ya kauli hizi inaelezea kwa uhakika zaidi uwepo wa vyoo / Which of these statements best describes the availability of toilets:

Vingi – wanafunzi haikuwabidi kusubiri /

Ample – the children did not have to wait




111

Annex 2: EGRA-EGMA-WASH Report Headings

Executive Summary

Policy Background

Purpose and Design of the Assessment

How Well Are Pupils Learning to Read?

How Well Are Pupils Learning to Do Basic Mathematics?

How Well Are Tanzanian Teachers Demonstrating Core INSET Competencies?

Are Tanzanian Primary Schools Equipped with and Making Appropriate Use of WASH Facilities?

Conclusions and Recommendations

Policy and Programme Implications


112

1. Background

2. Evaluation Approach

2.1 Research Questions and Assessment Design

Student performance and life skills

National Teacher Competency Framework and INSET in Tanzania

School WASH

2.2 Overview of Questionnaires and Classroom Observation

2.3 Overview of EGRA

2.3.1 Why test early grade reading?

2.3.2 Purpose of EGRA

2.3.3 What EGRA measures

2.3.4 The EGRA instruments for Tanzania

2.4 Overview of EGMA

2.4.1 Why test early grade mathematics?

2.4.2 Purpose of EGMA

2.4.3 What EGMA measures

2.4.4 The EGMA instrument for Tanzania

2.5 Overview of School WASH


113

2.6 Instrument Adaptation Process for Tanzania: EGRA, EGMA, Questionnaires, Classroom Observation, and WASH

2.7 Sample

3. Methodology

3.1 Sampling Framework

3.2 Descriptive Statistics

3.3 Weighting

4. Results/Findings

4.1 Instrument reliability and validity

4.2 EGRA Kiswahili Results

4.2.1 Summary of scores

4.2.2 Subtask analysis

4.3 EGMA results

4.3.1 Summary of scores

4.3.2 Subtask analysis

4.4 Questionnaire and Classroom Observation Findings

The headings that follow may provide some guidance on content, although the final selection will also be guided by the messages in the data.

4.4.1 Basic school inputs

4.4.2 Classroom teaching and learning process


114

4.4.4 Student life skills

Life skills knowledge

Life skills application

4.5 School WASH

Water

Sanitation

Hygiene

5. Conclusions and Recommendations


115

Annex 3: Empathy Questions Email

4 October 2014 email from Amy Mulcahy-Dunn to Cecilia Baldeh

Dear Cecilia,

Here is the document which includes Dr. Davis’ original empathy questions that we used in developing the empathy questions for thes UNICEF survey. I have provided the correct link for this document for your use as well. (http://www.fetzer.org/sites/default/files/images/stories/pdf/selfmeasures/EMPATHY- InterpersonalReactivityIndex.pdf). The title for the article from which this instrument was excerpted is as follows (“Measuring individual differences in empathy: Evidence for a multidimensional approach”. By Davis, Mark H. Journal of Personality and Social Psychology, Vol 44(1), Jan 1983, 113-126.) and may be purchased here: http://psycnet.apa.org/index.cfm?fa=buy.optionToBuy&id=1983-22418-001. I have asked our librarian to see if she can obtain a copy of this article and will be happy to share it with you if you would like.

The original Davis empathy test measures 4 dimensions of empathy – these are: “Perspective Taking – the tendency to spontaneously adopt the psychological point of view of others Fantasy – taps respondents' tendencies to transpose themselves imaginatively into the feelings and actions of fictitious characters in books, movies, and plays

Empathic Concern – assesses "other-oriented" feelings of sympathy and concern for unfortunate others Personal Distress – measures "self-oriented" feelings of personal anxiety and unease In tense interpersonal settings”. Davis 1983

Davis’ original instrument includes 28-items (7 items for each of the 4 Empathy dimensions) which are answered on a 5-point Likert scale ranging from “Does not describe me well” to “Describes me very well”.

For purposes of the UNICEF test, I would recommend focusing on the “Empathetic Concern” as I believe these are most relevant to what UNICEF is teaching. Davis’ original questions related to Empathy Concern include the following:

2. I often have tender, concerned feelings for people less fortunate than me. (EC) 4. Sometimes I don't feel very sorry for other people when they are having problems. (EC) (-) 9. When I see someone being taken advantage of, I feel kind of protective towards them. (EC) 14. Other people's misfortunes do not usually disturb me a great deal. (EC) (-) 18. When I see someone being treated unfairly, I sometimes don't feel very much pity for them. (EC) (-) 20. I am often quite touched by things that I see happen. (EC) 22. I would describe myself as a pretty soft-hearted person. (EC)

We revised these questions to be more appropriate and relevant for children in the second

grade. We piloted these questions with a handful of 1st, 2nd, and 4th graders in the US. The students seemed to understand the questions and some actually enjoyed the interview. The test did not take too long and one child hoped there would be more questions. We worked with colleagues based overseas to adapt some of the language which might be considered too ‘American’ and less familiar to students in Tanzania. We are ready to adjust this language further based on student reaction during the pilot.

http://www.fetzer.org/sites/default/files/images/stories/pdf/selfmeasures/EMPATHY-

http://psycnet.apa.org/index.cfm?fa=buy.optionToBuy&id=1983-22418-001

http://psycnet.apa.org/index.cfm?fa=buy.optionToBuy&id=1983-22418-001


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Davis’ original scoring method for the empathy is noted below. We have reduced the Likert scale down to 3 options (“doesn’t sound like me ”, “sort of sounds like me”, and “sounds just like me”). The negative and positive scoring is already reflected in the student questionnaire.

“NOTE: (-) denotes item to be scored in reverse fashion A = 0 B = 1 C = 2 D = 3 E = 4 Except for reversed-scored items, which are scored:

A = 4 B = 3 C = 2 D = 1 E = 0”

I hope that this background information answers your questions on the soft-skills instrument but please don’t hesitate to ask if you have any questions. We’re quite excited to see how the students in Mbeya react to these questions.

I will be in Dar Wednesday through Friday of this week. Though I will be primarily in meetings with USAID, if the schedule permits, would be happy to meet with you if you would like.

Thank you very much, Amy

Amy Mulcahy-Dunn

Director, EdData II

International Development Group

RTI International

919-541-8892 [email protected]

Admskype

mailto:[email protected]