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Why and Who

RESULTS AND PERFORMANCE Rapid Assessment of Form 4 Results 2010 by Mr. C. Philemon, Director (Ag) of Secondary Education. Why and Who. Importance of Secondary Education Examination Performance Vs Quality of Education

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Why and Who

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  1. RESULTS AND PERFORMANCE Rapid Assessment of Form 4 Results 2010 by Mr. C. Philemon, Director (Ag) of Secondary Education

  2. Why and Who • Importance of Secondary Education • Examination Performance Vs Quality of Education • Who are beneficiaries of Education? • Who did not play her/his part well

  3. The magnitude of the fall

  4. THE FALL PER SUBJECT

  5. Performance/Grade per Subject

  6. Fingers at ….. • The National Examination Council itself: the setting of the exams, marking of the papers, how do we arrive at the final mark given to a candidate,… • The Ministry of Education: that policies and provisions were wanting! • The office of the Prime Minister – Regional Administration and Local Government is everything being run well! - Teachers, students and parents.

  7. Research • Visited schools (Government and Non-government) • Schools in each Council • Visited Best and Poor achievers • Interviews to stakeholders (REO, DEO, NECTA, TIE, TAMONGSCO, HOS….)

  8. Area of Concern • Administrative and Management issues • Issues of Curriculum • Inadequate Teaching and Learning Materials • Unfriendly school environment • Examination processes

  9. Findings • In some of the schools visited, only 25% of the books required were actually in place; i.e. there is no enough books, • Only 35% of the schools visited had any laboratory let alone the apparatus and chemicals needed, • Most schools do not have libraries, not even a room set aside for ‘library use’. Only 20% of the schools visited had such a room. • There are schools with as few as only two qualified teachers for the whole school, • In 72% of the schools visited there were no appropriate houses of teachers.

  10. Recommendations • Capacity building to be carried for Education Officers at Regional and Council levels and Heads of Schools, • Strong following/monitoring of classroom work by Inspectors and other education officers from all levels, • Introduce and manage appropriate attendance journal for teachers, • Recruit more teachers and deploy them appropriately, • Upgrade the importance and role of the Form 2 Exams, • Encourage and where possible facilitate provision of at least one meal a day for Day-scholars, • Upgrade the existing Wananchi-built schools to make them have adequate number of required buildings and services.

  11. Quality and Relevance • Intensifying efforts to provide adequate and appropriate teaching and learning materials in all subjects at all levels, • Enhance and strengthen school Inspection to adequately monitor the delivery of quality education, • To improve the national examination assessment framework.

  12. Teaching Force and Teaching Processes • To collaborate with other stakeholders in accelerating the supply of graduate teachers for secondary schools, • To enhance professional competence of teachers and tutors, • To provide incentives for greater retention of teachers.

  13. SEDP II • Upgrading the Wananchi – built secondary schools to give a conducive environment for Teaching and Learning. • Improving the equitable provision of teachers and the quality of teaching mathematics, science and languages. • Ensuring adequate financing to secondary schools and improving utilization of resources. • Providing Capacity Building and Technical Assistance to implement reforms.

  14. Government Responses • Recruitment of new teachers (9,226) • Provision of science and mathematics textbooks • Provision of Micro-science kits • Provision of INSET to science and mathematics teachers • Establishment of Regional INSET centres • Development of Teachers Guide in science • Development of Training modules for English teachers

  15. Conclusion • the kind and adequacy of schools that we have, • the kind of students who come in those schools and maybe “what they are” before they sit for their exams, • the support (or lack of it) from parents and community around, • the adequacy, competence and commitment of the teachers in the schools, • the teaching processes, • institutional arrangements and the education systems, • management of schools.

  16. Budgetary Allocation Per Secondary

  17. Together we will winPlay your part

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