zambia 2008 district profile for lusaka at a glance basic school · 2018. 4. 25. · zambia 2008...

Zambia 2008 District Profile for Lusaka

Goal

1-9 10-12

Female Pupils 88,341 7,957 NIR 38%

Male Pupils 83,276 7,743 NER 87%

Survival to G9 40%

Teachers 3905 846

Pupil-Teacher Ratio 42

Schools 411 69 Teacher Attrition Rate 27%

Classrooms 3540 1240 % Teachers Qualified 86%

Textbooks 209,922 9,505 Pupil-Book Ratio 3.5

ANALYSIS

Grades Actual

Value

Basic School At a glance

Issue #1: Progress in primary school enrolment in Lusaka

Since 2005 in Lusaka:

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 Lusaka:

Has remained constant since 2005.Is 16 percentage points below the national value.Is 42 percentage points below the goal of 80%.

38% 45% 54%

34%29%

61%

38%

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



10% 9% 6% 10%

39%31%

52%39%

51%60%

42%51%

% underage

% ontime

% overage

0%

25%

50%

75%

100%

2005 2006 2007 2008

Overage entrants have remained unchanged.Properly aged entrants have remained unchanged.Underage entrants have remained unchanged.

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 Lusaka:

Has increased by 9 percentage points since 2005Is 16 percentage points below the national average.Is 7 percentage points above the goal of 80%.

87% 97% 103%

78% 78%86% 87%

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

9,784

9,152

9,628

10,623

10,813

11,088

11,225

5,599

5,003

10,839

8,993

10,431

11,403

11,722

12,027

12,096

5,618

5,573

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 Lusaka:

Is within 0.07 of the national goal of 1 for grades 1-9.

Is highest in grades 5-7, with 1.08 girls per boy.Is lowest in grades 8-9, with 1.06 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: 1.07

Grade 8-9GPI: 1.06

Grade 5-7GPI: 1.08

Grade 1-4GPI: 1.06

ISSUE #2: Efficiency in Lusaka

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 Lusaka:

Has increased by 4 percentage points since 2005

Is 6 percentage points below the national average.

Is 40 percentage points below the goal of 80%.

40% 43% 34%

35%42%

37%40%

0%

25%

50%

75%

100%

2005 2006 2007 2008 2008 2008 2008

Indic. 5

Indic. 6

1%

4%

25%

34%

34%

9%

18%

19%

24%

26%

0% 10% 20% 30% 40%

Illness

Death

Orphaned

Economic

Economic

Marriage

Pregnancy

Orphaned

Other

Economic

Male

Fem

ale

100%

88%

96%

99%

98%

95%

94%

43%

40%

Urban

100%

95%

93%

100%

85%

65%

12%

13%

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

13% of rural school entrants will reach grade 9 as compared with 40% of urban entrants.

39% of female school entrants will reach grade 9 as compared with 40% of male entrants.

6% of community school entrants will reach grade 9 as compared with 50% of government school entrants.

Indic.7

100%

92%

98%

101%

100%

97%

96%

45%

40%

Male

100%

84%

95%

96%

97%

93%

92%

39%

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%

89%

97%

108%

109%

113%

112%

53%

50%

Govt.

100%

84%

91%

81%

74%

59%

54%

8%

6%

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 Lusaka :

Is 38 points higher than the national average.

Is 4 points lower in rural schools than in urban schools.

Is 2 points shorter in community schools than in government schools.

Indic. 8

627 620 589 623 627 616 6170

100

200

300

400

500

600

700

2008 2008 2008 Rural Urban Comm. Govt.

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

Avera

ge G

7 E

xam

Sco

re

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



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 Lusaka:

Has increased by 9 pupils since 2005.Is 8 pupils lower than the national

average.Is 22 pupils higher than the national goal

Basic Pupil-Teacher Ratio by School Type:

PTR in rural schools is 6 pupils higher than PTR in urban schools.

PTR in community schools is 5 pupils higher than PTR in government schools.

42 43 50

3337 39 42

0

20

40

60

2005 2006 2007 2008 2008 2008 2008


48 42 50 4520

40

60

Rural Urban Comm. Govt.

District, 2008 District, 2008

Indic. 9

Indic. 10

Pu

pil-T

ea

ch

er

Ra

tio

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

136 55 50 6 247

PTR

# Schools

133

164

182

258

261

1235

60

61

61

61

62

62

62

62

63

63

64

64

65

65

65

67

67

67

68

68

68

68

70

71

72

75

77

77

79

79

80

82

82

85

87

90

92

92

94

94

95

99

99

108

109

111

112

119

0 200 400 600 800 100012001400

Ivwananji Community

Lusaka East

Chitukuko Basic

Bookworm Community

Kizito Basic

Lunta Community School

Chiyangeyange(Garden-Lima)

Beams

Fenary Community School

Fenary Community School

Chazanga Rodf

Childrens Silvia Comm School

Lilanda Basic

Chainda Wv

Chifundo Mission School

Jerusalem Community

Chitukuko (George)

Kizito (George)

Kalingalinga

Chipata Basic

George Central

Kalingalinga Basic

Ibex Hill (Kalikiliki)

Bwafwanop Community

Edewin King Memorial

Goeorge Aff(George)

Initiative Community

Bauleni Middle

Fight Poverty (Kanyama)

Cornerstone Community

Kanyama Rocs

Justine Kabwe Basic

Cobet (Chawama)

Luba Community

Kimbanguist (Chipata)

Kingstone Community

Chaisa Community

Chiti Community

John Laing Basic

Chibolya (Challege)

David Livingstone(Chazanga)

John Howard Community School

Jesus Cares ( Mtendere)

Chitemwiko School

Eugrades Community

Bwafwano Community School

Chengelo (Kanyama) Community

Jack Community (Mosco)

Blessing John Laing Community

Kamanga Iri Community School

Childrens Liberty

Agape Community

Agape Bridge Community

Kabanana Basic

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.

Tea

ch

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.



12% 13% 87% 6% 11% 18%0%

20%

40%

60%

80%

100%

Rural Urban Comm. Govt. Female Male

District, 2008 District, 2008 District, 2008

27% 14% 14%10%17% 15%

27%

0%

20%

40%

60%

80%

100%

2005 2006 2007 2008 2008 2008 2008


79% 87% 100% 98% 89% 83%0%

25%

50%

75%

100%

Rural Urban Comm. Govt. Female Male

District, 2008 District, 2008 District, 2008

86% 86% 87%

85%87% 87% 86%

75%

100%

2005 2006 2007 2008 2008 2008 2008


The Teacher Attrition Rate in Lusaka:

Has increased by 17 percentage points since 2005.

Is 12 percentage points above the national average.

Is 22 percentage points above the goal of 5%.

Is similar for urban and for rural teachers.

Is 81 percentage points higher for community school teachers.

Is 7 percenage points lower for female teachers.

The Teacher Qualification Rate in Lusaka:

Has increased by 2 percentage points since 2005.

Is similar to the national average.

Is 6 percentage points avove the goal of 80%.

Is 7 percenage points lower for rural teachers.

Is similar by school types.Is 6 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 Lusaka:

Is 0.9 pupils higher than the national average.Is 2.5 pupils higher than the goal of 1.Is 2 pupils higher in rural schools.is 0 pupils higher in community schools.

Indic. 15

3.5 3.2 2.6 5.5 3.5 5.0 4.5

N/A 3.22.8

3.5

0

1

2

3

4

5

6

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

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

3.6 5.2 5.8 6.30

2

4

6

8

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

Ho

urs

per

sh

ift

4.6 4.6 4.6 4.4 4.6 4.5 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 Lusaka:

Is similar to the national average.Is 0.63 hours longer than the goal of 4

hours.Is 0.22 hours shorter in rural schools than in

urban schools.Is 0.14 hours longer in community schools

than in government schools.

Is 0.35 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 Lusaka:

Is 4 pupils above the national average.Is 29 pupils above the goal of 20.5 pupils better 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 Lusaka:

Is 0 percentage points above the national average

Is 4 percentage points below the goal of 100%

similar for urban and for rural schools.13 percentage points lower for community

49 49 46 45 50 44 45

51 49 49 49

0

20

40

60



96% 94% 70% 96% 96% 87% 100%

99%92% 95% 96%

0%

25%

50%

75%

100%



Issue #5: Overview of secondary schools in Lusaka

50% 45% 38%

N/A 59%49% 50%

0%

25%

50%

75%

2005 2006 2007 2008 2008 2008 2008


31% 30% 26%

24%27%

31% 31%

0%

25%

50%

2005 2006 2007 2008 2008 2008 2008


Ba

sic

to

Se

co

nd

ary

T

ran

sit

ion

Rate

Se

co

nd

ary

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

dary

PC

RS

ec

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.







2.0 3.2 2.5

N/A 2.92.0 2.0

0

2

4

2005 2006 2007 2008 2008 2008 2008


17 17 1919 22 19 17

0

20

40

60

2005 2006 2007 2008 2008 2008 2008


30 32 39

4233

3830

0

20

40

60

2005 2006 2007 2008 2008 2008 2008


zambia 2008 district profile for lusaka at a glance basic school · 2018. 4. 25. · zambia 2008...

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