zambia 2008 district profile for mbalazambia 2008 district profile for mbala goal 1-9 10-12 female...
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Zambia 2008 District Profile for Mbala
Goal
1-9 10-12
Female Pupils 18,652 525 NIR 42%
Male Pupils 22,905 705 NER 91%
Survival to G9 22%
Teachers 674 62
Pupil-Teacher Ratio 62
Schools 151 5 Teacher Attrition Rate 17%
Classrooms 678 54 % Teachers Qualified 84%
Textbooks 96,531 3,547 Pupil-Book Ratio 1.6
ANALYSIS
Grades Actual
Value
Basic School At a glance
Issue #1: Progress in primary school enrolment in Mbala
Since 2005 in Mbala:
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 Mbala:
Has remained constant since 2005.Is 12 percentage points below the national value.Is 38 percentage points below the goal of 80%.
42% 54% 54%
37% 35% 38% 42%
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
What is observed and why is it happening?
What action is required?
3% 5% 6% 6%
25% 24%27%
33%
72% 71% 67%62%
% underage
% ontime
% overage
0%
25%
50%
75%
100%
2005 2006 2007 2008
Overage entrants have decreased by 10 percentage points.
Properly aged entrants have increased by 8 percentage points.
Underage entrants have increased by 3 percentage points.
Rela
tive a
ge
of
sc
ho
ol en
tra
nts
What is observed and why is it happening?
What action is required?
Are all basic school age children enrolled in basic school?
Ba
sic
NE
R
The Net Enrollment Rate in Mbala:
Has increased by 6 percentage points since 2005Is 12 percentage points below the national average.Is 11 percentage points above the goal of 80%.
91% 105% 103%
85% 89% 91% 91%
0%
25%
50%
75%
100%
125%
2005 2006 2007 2008 2008 2008 2008
District Dist. Prov. Natl.
The Basic Net Enrollment Rate is the percentage 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
3,334
2,854
2,877
2,815
2,721
2,381
2,501
1,196
1,097
3,385
2,818
2,740
2,715
2,350
2,124
1,888
983
778
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 Mbala:
Is within 0.09 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 0.77 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.
What is observed and why is it happening?
What action is required?
Ge
nd
er
Pari
ty In
dex
Grade 1-9GPI: 0.91
Grade 8-9GPI: 0.77
Grade 5-7GPI: 0.84
Grade 1-4GPI: 0.98
ISSUE #2: Efficiency in Mbala
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.
What is observed and why is it happening?
What action is required?
How many first-grade pupils will reach grade 9?
Gra
de
1-9
Mu
lti G
rad
e S
urv
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.
What is observed and why is it happening?
What action is required?
Why do children in grades 5-9 drop out before completing basic school?
The Grade 1-9 Multi Grade Survival Rate in Mbala:
Has increased by 8 percentage points since 2005
Is 12 percentage points below the national average.
Is 58 percentage points below the goal of 80%.
22% 26% 34%
13% 16%
23% 22%
0%
25%
50%
75%
100%
2005 2006 2007 2008 2008 2008 2008
Indic. 5
Indic. 6
2%
7%
25%
30%
34%
10%
14%
20%
22%
29%
0% 10% 20% 30% 40%
Illness
Marriage
Other
Economic
Orphaned
Orphaned
Other
Marriage
Economic
Pregnancy
Male
Fem
ale
100%
74%
82%
89%
75%
64%
71%
58%
40%
Urban
100%
86%
80%
75%
67%
57%
52%
22%
20%
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.
What is observed and why is it happening?
What action is required?
In Mbala, students are less likely to stay in school through grade 9 if they are female or if they attend a rural or community school.
20% of rural school entrants will reach grade 9 as compared with 40% of urban entrants.
18% of female school entrants will reach grade 9 as compared with 26% of male entrants.
0% of community school entrants will reach grade 9 as compared with 27% of government school entrants.
Indic.7
100%
87%
84%
79%
74%
62%
63%
29%
26%
Male
100%
83%
77%
73%
61%
53%
45%
23%
18%
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%
84%
83%
82%
75%
68%
64%
31%
27%
Govt.
100%
86%
67%
55%
39%
23%
13%
Comm.
100% 50% 0 50% 100%
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Grade 7
Grade 8
Grade 9
ISSUE #3: Are children learning?
What is observed and why is it happening?
What action is required?
How do children perform on the Grade 7 exam?
The Grade 7 Exam is designed to measure individual students' learning 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 Mbala :
Is 2 points lower than the national average.
Is 1 points lower in rural schools than in urban schools.
Is 52 points longer in community schools than in government schools.
Indic. 8
586 583 589 586 587 637 5850
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 Mbala ?
What is observed and why is it happening?
What action is required?
Are there enough basic school teachers for all pupils?
Pu
pil-T
ea
ch
er
Rati
o
How are basic school teachersdistributed by school type?
What is observed and why is it happening?
What action is required?
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 Mbala:
Has decreased by 11 pupils since 2005.Is 12 pupils higher than the national
average.Is 42 pupils higher than the national goal
Basic Pupil-Teacher Ratio by School Type:
PTR in rural schools is 31 pupils higher than PTR in urban schools.
PTR in community schools is similar to PTR in government schools.
62 62 50
73
56 5862
0
20
40
60
80
2005 2006 2007 2008 2008 2008 2008
District Dist. Prov. Natl.
67 37 65 620
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
17 40 79 18 154
PTR
# Schools
120
123
126
129
141
151
158
170
175
178
187
205
209
216
242
273
287
299
78
79
79
80
81
81
81
82
82
82
84
85
85
86
87
87
88
89
90
90
90
93
93
93
96
96
96
99
101
102
107
111
113
113
118
119
0 50 100 150 200 250 300 350
Kapela Primary Sch
Mikongolo
Naminamba Community School
Chiyenza Iri
Mwandwizi Iri
Chiswela Community
Vyula Basic School
Chituta Community School
Chikunta
Chisanzu Mid Basic
Miile Iri
Mwambala Mid Basic
Landula
Kaka Mid Basic
Mayanga Mid Basic
Mpande Mid Basic
Mutwizi Mission Community School
Ntembo Mid Basic
Mwiluzi Mid Basic
Lwindu Iri
Chimula Primary
Mingomba School
Sikalembe
Kapufi
Chaya Christian Community
Lushoto Community
Sichise Community School
Chila Hristian Orphanage
Mwenda
Sumbi School
Mfwambo M. Basic
Kamutozo
Misolo Community
Matanga Middle Basic
Kapunda
Chisafwa Community
Old Kapela
Senka
Tanzuka
Lucheche Basic
Iyanda
Kacheche Iri
Chilambwe Community
Chilinde
Iyanda Iri
Vundoka Community
Changa Community
Namukale Community
Chela Community
Kapoli Iri
Isofu Community School
Ntenda
Kamyanga
Nasayanga Community
Schools with the highest Grade 1-9 PTR's
In which basic schools are pupil-teacher ratios the largest?
What is observed and why is it happening?
What action is required?
Indic. 11
This page lists the 50 basic schools with the highest G1-G9 pupil-teacher ratios. The schools with the highest ratios 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.
What is observed and why is it happening?
What action is required?
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.
What is observed and why is it happening?
What action is required?
13% 15% 21% 12% 22% 8%0%
20%
40%
Rural Urban Comm. Govt. Female Male
District, 2008 District, 2008 District, 2008
17% 17% 14%
16% 14% 14%17%
0%
20%
40%
2005 2006 2007 2008 2008 2008 2008
District Dist. Prov. Natl.
82% 92% 26% 93% 89% 81%0%
25%
50%
75%
100%
Rural Urban Comm. Govt. Female Male
District, 2008 District, 2008 District, 2008
84% 85% 87%
76% 75% 79% 84%
0%
25%
50%
75%
100%
2005 2006 2007 2008 2008 2008 2008
District Dist. Prov. Natl.
The Teacher Attrition Rate in Mbala:
Has increased by 1 percentage points since 2005.
Is similar to the national average.
Is 12 percentage points above the goal of 5%.
Is similar for urban and for rural teachers.
Is 9 percentage points higher for community school teachers.
Is 14 percentage points higher for female teachers.
The Teacher Qualification Rate in Mbala:
Has increased by 8 percentage points since 2005.
Is similar to the national average.
Is 4 percentage points avove the goal of 80%.
Is 10 percenage points lower for rural teachers.
Is 67 percentage points lower for community school teachers.
Is 8 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.
What is observed and why is it happening?
What action is required?
The pupil book ratio in Mbala:
Is 1 pupils lower than the national average.Is 0.6 pupils higher than the goal of 1.Is 0.6 pupils lower in rural schools.is 2 pupils higher in community schools.
Indic. 15
1.6 2.4 2.6 1.5 2.2 3.2 1.5
N/A 1.51.4
1.6
0
1
1
2
2
3
3
4
2005 2006 2007 2008 2008 2008 2008 Rural Urban Comm. Govt.
District Dist. Prov. Natl. District, 2008 District, 2008
3.6 4.7 5.2 6.20
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 4.5 3.9 4.40
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.
What is observed and why is it happening?
What action is required?
Indic. 14 The average shift duration in Mbala:
Is 0.28 hours shorter than the national average.
Is 0.35 hours longer than the goal of 4 hours.
Is 0.22 hours shorter in rural schools than in urban schools.
Is 0.5 hours shorter in community schools than in government schools.
Is 0.37 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.
What is observed and why is it happening?
What action is required?
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.
What is observed and why is it happening?
What action is required?
Indic. 16
Indic. 17
The number of pupils sharing each classroom in Mbala:
Is 1 pupils above the national average.Is 27 pupils above the goal of 20.11 pupils worse in rural schools than in
urban schools.1 pupils better in community schools
than in government schools.
The Percentage of classrooms in permanent condition in Mbala:
Is 10 percentage points below the national average
Is 40 percentage points below the goal of 100%
35 percenage points lower for rural schools.47 percentage points lower for community
47 45 46 48 37 39 40
51 4843
47
0
20
40
60
2005 2006 2007 2008 2008 2008 2008 Rural Urban Comm. Govt.
District Dist. Prov. Natl. District, 2008 District, 2008
60% 57% 70% 56% 91% 19% 66%
71%
60% 58% 60%
0%
25%
50%
75%
100%
2005 2006 2007 2008 2008 2008 2008 Rural Urban Comm. Govt.
District Dist. Prov. Natl. District, 2008 District, 2008
Issue #5: Overview of secondary schools in Mbala
23% 34% 38%
N/A 37%
22% 23%
0%
25%
50%
2005 2006 2007 2008 2008 2008 2008
District Dist. Prov. Natl.
12% 16% 26%
14%9%
12% 12%
0%
25%
50%
2005 2006 2007 2008 2008 2008 2008
District Dist. Prov. Natl.
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.
What is observed and why is it happening?
What action is required?
The Secondary Net Enrollment Rate is the percentage of secondary-aged children who are enrolled in secondary school. A higher Secondary NERmeans more children are attending school at the correct age.
What is observed and why is it happening?
What action is required?
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.
What is observed and why is it happening?
What action is required?
What is observed and why is it happening?
What action is required?
What is observed and why is it happening?
What action is required?
0.7 2.4 2.5
N/A 3.4
0.8 0.70
2
4
2005 2006 2007 2008 2008 2008 2008
District Dist. Prov. Natl.
20 18 1916 1323 20
0
20
40
60
80
2005 2006 2007 2008 2008 2008 2008
District Dist. Prov. Natl.
62 40 39
37 32 32
62
0
20
40
60
80
2005 2006 2007 2008 2008 2008 2008
District Dist. Prov. Natl.
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