zambia 2008 district profile for kasama

Zambia 2008 District Profile for Kasama

Goal

1-9 10-12

Female Pupils 24,735 1,787 NIR 48%

Male Pupils 27,816 1,488 NER 109%

Survival to G9 44%

Teachers 968 171

Pupil-Teacher Ratio 56

Schools 122 10 Teacher Attrition Rate 28%

Classrooms 611 116 % Teachers Qualified 90%

Textbooks 52,937 2,104 Pupil-Book Ratio 4.2

ANALYSIS

Grades Actual

Value

Basic School At a glance

Issue #1: Progress in primary school enrolment in Kasama

Since 2005 in Kasama:

The Net Intake Rate is the percentage of seven-year olds who enter school for the first time. It gives us an idea of how many 7-year olds are entering school and how many are not. A higher NIR means more seven year olds are entering school on time.

What is observed and why is it happening?

What action is required?

Are children entering basic school on time?

Net

Inta

ke R

ate

The Net Intake Rate in Kasama:

Has remained constant since 2005.Is similar to the national value.Is 32 percentage points below the goal of 80%.

48% 54% 54%

53% 51% 54%48%

0%

25%

50%

75%

100%

2005 2006 2007 2008 2008 2008 2008

District Dist. Prov. Natl.

Indic. 1

This graph shows the percentage of new school entrantswho are on-time (age 7), overage (older than 7) andunderage (younger than 7). A high percentage of overageentrants means a lower NIR, but is acceptable because itmeans that older children are receiving an education. Once allthe older children have been cycled through school, thepercentage of overage entrants should decrease and thepercentage of on time entrants should increase. If underagepupils are entering in large percentages, they are takingspaces from older pupils.

Of all the children who enter school for the first time, how many are the correct age?Indic. 2



4% 7% 7% 6%

38% 37% 37% 38%

57% 57% 55% 56%

% underage

% ontime

% overage

0%

25%

50%

75%

100%

2005 2006 2007 2008

Overage entrants have decreased by 1 percentage points.

Properly aged entrants have remained unchanged.Underage entrants have increased by 2 percentage

points.

Rela

tive a

ge

of

sc

ho

ol en

tra

nts



Are all basic school age children enrolled in basic school?

Ba

sic

NE

R

The Net Enrollment Rate in Kasama:

Has increased by 10 percentage points since 2005Is 6 percentage points below the national average.Is 29 percentage points above the goal of 80%.

109% 105% 103%

98% 102% 105% 109%

0%

25%

50%

75%

100%

125%

2005 2006 2007 2008 2008 2008 2008


The Basic Net Enrollment Rate is the percentage ofbasic-aged (ages 7-15) children who are enrolled in basicschool (grades 1-9). A higher Basic NER means morechildren are attending school at the correct age.

Indic. 3

3,634

3,466

3,289

3,339

3,305

3,009

2,957

2,022

2,100

3,735

3,322

3,234

3,202

2,960

2,914

2,510

1,834

1,719

1

2

3

4

5

6

7

8

9

Gra

de

Are girls and boys enrolled in equal numbers?Indic. 4

The Gender Parity Index in Kasama:

Is within 0.06 of the national goal of 1 for grades 1-9.

Is highest in grades 1-4, with 0.98 girls per boy.Is lowest in grades 8-9, with 0.86 girls per boy.

The Gender Parity Index is the ratio of female tomale pupils. A GPI larger than one mean there aremore females than males in school. A GPI smallerthan one means there are less females per male inschool. A GPI of 1 is desirable because it meansthere is an equal number of males and females inschool.



Ge

nd

er

Pari

ty In

dex

Grade 1-9GPI: 0.94

Grade 8-9GPI: 0.86

Grade 5-7GPI: 0.9

Grade 1-4GPI: 0.98

ISSUE #2: Efficiency in Kasama

The Grade 1-9 Multi Grade Survival Rate isthe percentage of pupils enrolled in grade 1during the current school year who areexpected to reach grade 9, no matter how manyyears It is estimated using data from a singleyear. A higher survival rate means more pupilsare expected to reach grade 9 and less dropout.



How many first-grade pupils will reach grade 9?

Gra

de

1-9

Mu

lti G

rad

e S

urv

iva

l R

ate

The top reasons that students in grades 5-9 left schoolas reported by school head-masters. Headmasters maynot always know the exact reason.



Why do children in grades 5-9 drop out before completing basic school?

The Grade 1-9 Multi Grade Survival Rate in Kasama:

Has increased by 5 percentage points since 2005

Is 10 percentage points below the national average.

Is 36 percentage points below the goal of 80%.

44% 26% 34%

39%45%

36%

44%

0%

25%

50%

75%

100%

2005 2006 2007 2008 2008 2008 2008

Indic. 5

Indic. 6

2%

3%

17%

22%

55%

10%

12%

18%

23%

36%

0% 10% 20% 30% 40% 50% 60%

Death

Marriage

Economic

Other

Orphaned

Other

Marriage

Economic

Pregnancy

Orphaned

Male

Fem

ale

100%

107%

111%

117%

108%

111%

113%

98%

105%

Urban

100%

88%

78%

75%

69%

59%

51%

29%

27%

Rural

100% 50% 0 50% 100%

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Grade 9

Are some Grade 1 students less likely than others to reach higher grades of Basic School?

These pyramids compare the multi-grade survival rates for a grade 1 pupil from different education situations.When one group has a lower survival rate to a particular grade, pupils from that group are less likely to reachthat grade.



In Kasama, students are less likely to stay in school through grade 9 if they are female or if they attend a rural or community school.

27% of rural school entrants will reach grade 9 as compared with 105% of urban entrants.

39% of female school entrants will reach grade 9 as compared with 49% of male entrants.

0% of community school entrants will reach grade 9 as compared with 48% of government school entrants.

Indic.7

100%

95%

88%

87%

83%

72%

71%

47%

49%

Male

100%

89%

83%

81%

72%

68%

58%

41%

39%

Female

100% 50% 0 50% 100%

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Grade 9

100%

92%

90%

89%

85%

82%

75%

49%

48%

Govt.

100%

90%

66%

58%

40%

17%

9%

Comm.

100% 50% 0 50% 100%

Grade 1

Grade 2

Grade 3

Grade 4

Grade 5

Grade 6

Grade 7

Grade 8

Grade 9

ISSUE #3: Are children learning?



How do children perform on the Grade 7 exam?

The Grade 7 Exam is designed to measure individual students' learning levelsat the end of grade 7. Exams are a common measure of learning, thoughcritics argue that students with a high knowledge level could perform poorly ifthey are not good at taking tests.

Exam scores are tabulated according to wher the test is taken rather thanwhere a pupil attends school. For example, if a community school pupil travelsto a government school to take the exam, then their score is recorded as agovernment school score. Because of this, the Urb./Rur and Comm./Govt.scores i n the graph may not reflect learning levels properly.

Not all grade 7 pupils sit for the exam, which means that exam scores may notbe representative of the learning level of all grade 7 pupils. If high achievingpupils take the exam and low achieving pupils avoid it, then the average scoresrepresent the learning level of high achievers more than that of low achievers.

The average Grade 7 exam score in Kasama :

Is 10 points lower than the national average.

Is 36 points lower in rural schools than in urban schools.

Is 8 points shorter in community schools than in government schools.

Indic. 8

578 583 589 564 600 562 5700

100

200

300

400

500

600

700

2008 2008 2008 Rural Urban Comm. Govt.

Dist. Prov. Natl. District, 2008 District, 2008

Avera

ge

G7

Exa

m S

co

re

Issue #4: How are school resources distributed in Kasama ?



Are there enough basic school teachers for all pupils?

Pu

pil-T

ea

ch

er

Rati

o

How are basic school teachersdistributed by school type?



The Basic Pupil-Teacher Ratio is theaverage number of basic pupils to eachbasic teacher. A higher PTR means thateach teacher is responsible for more pupils.

The Pupil-Teacher Ratio in Kasama:

Has increased by 3 pupils since 2005.Is 6 pupils higher than the national

average.Is 36 pupils higher than the national goal

Basic Pupil-Teacher Ratio by School Type:

PTR in rural schools is 32 pupils higher than PTR in urban schools.

PTR in community schools is 12 pupils higher than PTR in government schools.

56 62 50

53 50 53 56

0

20

40

60

80

2005 2006 2007 2008 2008 2008 2008


70 38 70 580

20

40

60

80

Rural Urban Comm. Govt.

District, 2008 District, 2008

Indic. 9

Indic. 10

Pu

pil-T

ea

ch

er

Rati

o

<= 39 40-59 60-119 >= 120 Total

25 26 62 14 128

PTR

# Schools

125

127

130

131

133

134

142

145

146

149

150

180

198

250

72

73

73

73

74

74

75

75

76

77

78

80

80

82

84

86

87

87

89

89

89

91

91

92

93

95

97

97

97

98

100

103

105

106

109

112

114

116

117

120

0 50 100 150 200 250 300

Kateshi

Kapanda Lower Basic

Luyeye

Chiwala

Chishipula Community School

Chanda Mukulu

Masuba Community School

Lukulu South Iri

Munkonge

Chilufya

Shimumbo Primary

Muchanga Community School

Ngoli Primary

Tibi Upper Basic

Kashinka

Chanda Kopa Community

Mponda Community School

Kasenga

Mankalala Community

Kancule

Ntumpa

Nyola Community School

Mwamba

Milenge

Misengo

Kankonshi

Kafula

Mubanga Lupiya

Kasonde Chisuna

Chileshe Mwamba

Pontini

Chisanga Mwamba Community …

Kondamu Community

Chitambi M. Basic

Mapango Community

Chafwa

Mumbi Mukulu

Lwabwe M. Basic

Nkole Mwanakulya

Chimalilo Community

Chilubanama

Ndoloka

Mwelwa

Mumbimfumu

Chitila

Nkolemfumu

Katampa Community

Mukumbe

Musenga Community School

Nkunkulusha Community School

Kalolesha Community

Mulanshi M. Basic

Mulumika

Moboshi Community School

Schools with the highest Grade 1-9 PTR's

In which basic schools are pupil-teacher ratios the largest?



Indic. 11

This page lists the 50 basic schools with the highest G1-G9 pupil-teacher ratios. The schools with the highest ratios arelisted first and have the greatest need for assistance. In a school with a PTR of 60 or less, learning is possible. In a schoolwith a PTR of more than 60, learning is difficult. In a school with a PTR of 120 or more, learning is nearly impossible.Schools with high PTR's may be in need of additional classrooms and other resources as well as teachers.

Teach

er

Att

riti

on

Rate

How many basic school teachers leave their posts every year? The TeacherAttrition Rate isthe percentage ofteachers reportedto have left theirposition in the pastyear. Teachersmay have left foranother teachingpost, or leftteachingaltogether.

A lower TeacherAttrition Ratemeans that lessteachers have lefttheir positionseach year.



Are basic school teachers qualified to teach?

The Teacher Qualification Rateis the percentage of teachers who are known to have a teaching degree, diploma, or certificate. If a teacher's qualification is unknown, they are counted as unqua-lified.

A higher Teacher Qualification Rate means more teachers are qualified to teach.



25% 16% 74% 13% 25% 14%0%

20%

40%

60%

80%

Rural Urban Comm. Govt. Female Male

District, 2008 District, 2008 District, 2008

28% 17% 14%11% 15%20%

28%

0%

20%

40%

60%

80%

2005 2006 2007 2008 2008 2008 2008


81% 98% 12% 98% 95% 85%0%

25%

50%

75%

100%

Rural Urban Comm. Govt. Female Male

District, 2008 District, 2008 District, 2008

90% 85% 87%

88% 86%89%

90%

75%

100%

2005 2006 2007 2008 2008 2008 2008


The Teacher Attrition Rate in Kasama:

Has increased by 17 percentage points since 2005.

Is 13 percentage points above the national average.

Is 23 percentage points above the goal of 5%.

Is 9 percentage points higher for rural teachers.

Is 61 percentage points higher for community school teachers.

Is 10 percentage points higher for female teachers.

The Teacher Qualification Rate in Kasama:

Has increased by 3 percentage points since 2005.

Is similar to the national average.

Is 10 percentage points avove the goal of 80%.

Is 16 percenage points lower for rural teachers.

Is 86 percentage points lower for community school teachers.

Is 10 percentage points higher female teachers.

Indic. 12

Indic. 13

Are there enough math books for basic school pupils?

Pu

pil-B

oo

k R

ati

o

The Basic Pupil-Book Ratio is the number ofprimary pupils for each book. A higher Basic PBRmeans more pupils share each book. This graphuses the PBR for Math books as an indication ofthe PBR across all subjects. Other subjects areequally important and BPR's for these subjects areavailable in Ed*Assist.



The pupil book ratio in Kasama:

Is 1.6 pupils higher than the national average.Is 3.2 pupils higher than the goal of 1.Is 2.2 pupils lower in rural schools.is 3 pupils higher in community schools.

Indic. 15

4.2 2.4 2.6 3.7 5.9 7.0 4.1

N/A 3.6

2.3

4.2

0

1

2

3

4

5

6

7

8

2005 2006 2007 2008 2008 2008 2008 Rural Urban Comm. Govt.

District Dist. Prov. Natl. District, 2008 District, 2008

3.5 4.9 5.4 6.50

2

4

6

8

Gr. 1-4 Gr. 5-7 Gr. 8-9 Gr. 10-12

Ho

urs

per

sh

ift

4.4 4.4 4.6 4.3 4.6 3.7 4.30

2

4

6

8

2008 2008 2008 Rural Urban Comm. Govt.

Ho

urs

per

sh

ift

Are basic school pupils' shifts long enough?

Shift duration is the average number of hours out of a school day that a pupil attends school. Higher values mean pupils spend more time learning. 4-6 hours per day is recommended by the Ministry of Education. Shift duration is lower when schools use multiple shifting.



Indic. 14 The average shift duration in Kasama:

Is 0.21 hours shorter than the national average.

Is 0.42 hours longer than the goal of 4 hours.

Is 0.22 hours shorter in rural schools than in urban schools.

Is 0.63 hours shorter in community schools than in government schools.

Is 0.49 hours shorter than the goal of 4 hours in grades 1-4.

Are there enough classrooms for basic school pupils?

Pu

pil C

las

sro

om

Rati

o

The Basic Pupil Classroom Ratio is theaverage number of basic pupils for eachclassroom. A higher Pupil Classroom Ratiomeans a larger number of pupils in eachclassroom. In schools that practice multipleshifting, the pupil-classroom ratio is not thesame as the pupil class ratio.



Are basic school classrooms in permanent condition?

% C

las

sro

om

s P

erm

an

en

t

The Percentage of Classrooms in PermanentCondition is the percentage of classrooms thatare reported to be permanent rather thantemporary or incomplete.



Indic. 16

Indic. 17

The number of pupils sharing each classroom in Kasama:

Is 1 pupils above the national average.Is 26 pupils above the goal of 20.2 pupils better in rural schools than in

urban schools.20 pupils better in community schools

than in government schools.

The Percentage of classrooms in permanent condition in Kasama:

Is similar to the national averageIs 28 percentage points below the goal of

100%18 percenage points lower for rural schools.69 percentage points lower for community

schools.

46 45 46 46 48 31 51

49 49 5046

0

20

40

60



72% 57% 70% 66% 84% 13% 82%

87%77% 74% 72%

0%

25%

50%

75%

100%



Issue #5: Overview of secondary schools in Kasama

34% 34% 38%

N/A 33% 33% 34%

25%

50%

2005 2006 2007 2008 2008 2008 2008


29% 16% 26%

24%29% 29% 29%

0%

25%

50%

2005 2006 2007 2008 2008 2008 2008


Bas

ic t

o S

ec

on

dary

T

ran

sit

ion

Ra

teS

ec

on

dary

En

rollm

en

t R

ate

Indic. 18

Indic. 19

Are students reaching secondary school?

Are all secondary aged children enrolled in secondary school?

The Basic toSecondaryTransition Rate is thepercentage of studentsin the last grade ofbasic school (grade 9)who reach the firstgrade of secondary(grade 10). A higherrate means morepupils are beingpromoted tosecondary.



The Secondary Net Enrollment Rate is the percentage of secondary-aged children who are enrolled in secondary school. A higher Secondary NERmeans more children are attending school at the correct age.



Sec

on

dary

PT

RS

ec

on

da

ry P

CR

Sec

on

dary

PB

R

Indic. 20

Indic. 21

Indic. 22

Are there enough secondary school teachers?

Are there enough secondary school classrooms?

Are there enough secondary school math books?

The Secondary Pupil Teacher Ratio is the average number of secondary pupils for each secondary teacher. A higher Secondary PTR means that each teacher is responsible for more pupils.

The Secondary Pupil-Book Ratio is the number of primary pupils for each book. A higher Secondary BPR means more pupils share each book. This graph gives the BPR for Math books, but ratios for the other subjects are equally important.

The Secondary Pupil Classroom Ratio is the average number of secondary pupils for each classroom. A higher Pupil Classroom Ratio means a larger number of pupils in each classroom.







5.9 2.4 2.5

N/A 4.9 4.45.9

0

2

4

6

8

2005 2006 2007 2008 2008 2008 2008


19 18 1914 15 1419

0

20

40

60

2005 2006 2007 2008 2008 2008 2008


41 40 39

3934

3841

20

40

60

2005 2006 2007 2008 2008 2008 2008


zambia 2008 district profile for kasama

Documents