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Africa- Asia Dialogue Reflective Meeting. Malawi Presentation. An investigation into the relationship between selected donor educational inputs and rates of achievement at the basic educational level in the South West Educational Division in Malawi. A Reserch proposal By Demis Kunje

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A reserch proposal by demis kunje dorothy khonje nellie mbano

An investigation into the relationship between selected donor educational inputs and rates of achievement at the basic educational level in the South West Educational Division in Malawi

A Reserch proposal

By

Demis Kunje

Dorothy Khonje

Nellie Mbano


Outline of presentation
Outline of presentation donor educational inputs and rates of achievement at the basic educational level in the South West Educational Division in Malawi

  • Introduction

  • Methodology

  • Progress so far

  • Pilot work

  • Cooperation with Kobe University

  • Challenges

  • Plan


Introduction
Introduction donor educational inputs and rates of achievement at the basic educational level in the South West Educational Division in Malawi

  • Background

  • Statement of the problem

  • Research questions

  • Significance of the study

  • Limitations


Indicators
Indicators donor educational inputs and rates of achievement at the basic educational level in the South West Educational Division in Malawi

Indicator

2002

GDP per capita

MK10, 500.00

Literacy rate

58%

Literacy rate male

66%

Literacy rate female

44%


Infant mortality rate (per 1000 children) donor educational inputs and rates of achievement at the basic educational level in the South West Educational Division in Malawi

104

Maternal mortality rate (per 100000 live births)

1120

Under 5mortality rate (per1000 live births

189

% Children under weight

30%

Fertility rate

6.1

Life expectancy

39


Basic Education donor educational inputs and rates of achievement at the basic educational level in the South West Educational Division in Malawi

Number of teachers

45,784

Pupil to qualified teacher ratio

118

Dropout rate

12%

Repetition rate

15%

Female enrollment

48%

Pupil to specialist teacher ratio (visually impaired)

48

Number of Adults enrolled in ALC

37,500


Basic education donor educational inputs and rates of achievement at the basic educational level in the South West Educational Division in Malawi

  • Expand concept of Basic Education

  • Decentralisation

  • Increase Basic Education Budget

  • Reduce Drop out and Repetition Rates

  • Increase Community Participation

  • Reform Assessment System

    Improve Special Needs Education


Free Primary Education 1994+ donor educational inputs and rates of achievement at the basic educational level in the South West Educational Division in Malawi

  • More children are in school following the introduction of Free Primary Education (FPE) in 1994. Gross Enrolment Ratio (GER) is 132% (2004). Net Enrolment Ratio (NER) of the 6-13 year olds is, however, below 80%, but much higher than before FPE.

  • Disparities in enrolment rates between regions, districts and income groups have narrowed since introducing FPE.


  • FPE has made education popular amongst all stakeholders, the communities, CSOs, development partners, parents and Government. There is collective commitment

  • Gender disparities in enrolment rates at primary level have narrowed since introducing FPE. Up to 1990s boys’ NERs were much higher than those of girls. Now the NERs for boys and girls are almost the same.


Challenges communities, CSOs, development partners, parents and Government. There is collective commitment

  • High drop out rates (12%)

  • High repetition rate (15%)

  • Low completion rate (30%)

  • In adequate teaching and learning materials

  • Poor learning environment (Some classes still being held under trees, inadequate furniture inadequate water and sanitary facilities

  • High pupil-class ratio (70:1)

  • High Qualified-pupil ratio (72:1)


Challenges (contd) communities, CSOs, development partners, parents and Government. There is collective commitment

  • The impact of HIV/AIDS

  • Very high absenteeism

  • Limited access and facilities to persons with disabilities

  • Mobilisation of Funding for the sectors programmes


Statement of the problem
Statement of the problem communities, CSOs, development partners, parents and Government. There is collective commitment

  • Basic education is seen as a necessary condition for development. In addition, it is seen as a right for every child. In Malawi the introduction of free primary education in 1994 resulted in increased enrollments without accompanying improvements in quality. The issue of quality is being addressed in a piecemeal way, in trickles and in an uncoordinated manner. Thus it is not known which inputs or combinations of inputs have impact on the quality of education


Research questions
Research Questions communities, CSOs, development partners, parents and Government. There is collective commitment

  • What are the relationships between inputs namely infrastructure, in-service, school feeding, teaching and learning materials, community sensitization and advisory services on the one hand and the quality of basic education in terms of levels of pupil achievement on the other hand?

  • What combinations of inputs are associated with pupil achievement in mathematics, Chichewa and English in std 5 and std 7?


Research questions cont
Research questions cont. communities, CSOs, development partners, parents and Government. There is collective commitment

  • How are the donor - sponsored inputs in schools utilized to improve the quality of basic education?


Significance of the study
Significance of the study communities, CSOs, development partners, parents and Government. There is collective commitment

  • Understand relationships

  • Show appropriateness

  • Indicate Minimum levels of resources

  • Describe usage and management

  • Complement other studies


Limitations of the study
Limitations of the study communities, CSOs, development partners, parents and Government. There is collective commitment

  • Inputs may age

  • Limitations in collecting information

  • Limited sample

  • Limited time


Some research findings
Some research findings communities, CSOs, development partners, parents and Government. There is collective commitment

  • SACMEQinvestigated pupil, teacher and school factors and how they related to the achievement of minimum levels of literacy and numeracy. The main findings were that the majority of the pupils in Malawi primary schools are performing below minimum and desirable levels of reading and mathematical skills


Some research findings1
Some research findings communities, CSOs, development partners, parents and Government. There is collective commitment

  • A similar study by MIE(2005) in 12 districts shows that learner achievement in four subjects at the primary school level was below expected levels and that less than 10% of the learners were adequately prepared for the next higher class they were to move into.


Some research findings2
Some research findings communities, CSOs, development partners, parents and Government. There is collective commitment

  • NIPDEP(2003) showed that there were slight increases in performance in mathematics and English after JICA introduced some interventions such as infrastructure, teacher in – service and teacher support in schools


Some research findings3
Some research findings communities, CSOs, development partners, parents and Government. There is collective commitment

  • PLAN(2005) report of some increases in the percentages of pupils gaining mastery in Chichewa after teachers in two districts had undergone some specific training


Prospects
Prospects communities, CSOs, development partners, parents and Government. There is collective commitment

  • This shows that there is some hope that achievement can be influenced in some ways and this provides a basis for further enquiry into what best represents positive influences on achievement in the Malawian context.


Methodology
Methodology communities, CSOs, development partners, parents and Government. There is collective commitment

  • Quantitative

    -Using existing Raw Data e.g SACMEQ

    -Collect data on educational inputs and achievement

  • Qualitative

    Study utilisation of resources and inputs in schools


Phase 1 relationship between inputs and achievement

DIVISION (1) communities, CSOs, development partners, parents and Government. There is collective commitment

Rural(160 schools)

Unsupported

Donor supported

Urban(20 schools)

Unsupported

Donor supported

Phase 1: Relationship between inputs and achievement


Instruments
Instruments communities, CSOs, development partners, parents and Government. There is collective commitment

  • School Profile

  • Achievement tests

  • Class 5 and 7

  • Mathematics, English and Chichewa


Data ananlysis
Data ananlysis communities, CSOs, development partners, parents and Government. There is collective commitment

  • Descriptive statistics

  • Multi level analysis


Phase 2 how inputs are utilised

Rural communities, CSOs, development partners, parents and Government. There is collective commitment

Supported

Successful

Not successful

Unsupported

Successful

Not successful

Urban

Supported

Successful

Not successful

Unsupported

Successful

Not successful

Phase 2: How inputs are utilised


Instruments and target participants

Focus communities, CSOs, development partners, parents and Government. There is collective commitment

Methods

Community participation

Interviews and Focus group discussion

Management

Interviews and Focus group discussion

Teaching and learning

Observations, Interviews and Focus group discussion

In-service training

Interviews with teachers

Use of resources

Observations, Interviews and Focus group discussion

Instruments and target participants

:


Data analysis
Data analysis communities, CSOs, development partners, parents and Government. There is collective commitment

  • Themes

  • Triangulation

  • Activity profiles


Progress report
Progress Report communities, CSOs, development partners, parents and Government. There is collective commitment

  • Briefing Ministry of Education

  • Proposals to UNESCO and JICA

  • Seminars: MOE, Higher Education, School Community

  • Pilot Study

  • Refining Instruments


Class 5 results
Class 5 Results communities, CSOs, development partners, parents and Government. There is collective commitment


Class 5 girls and boys
Class 5: Girls and boys communities, CSOs, development partners, parents and Government. There is collective commitment


Class 5 correlation
Class 5: Correlation communities, CSOs, development partners, parents and Government. There is collective commitment


Class 5 by school
Class 5: by school communities, CSOs, development partners, parents and Government. There is collective commitment


Class 7 results
Class 7 results communities, CSOs, development partners, parents and Government. There is collective commitment


Class 7 girls and boys
Class 7: Girls and boys communities, CSOs, development partners, parents and Government. There is collective commitment


Correlation
Correlation communities, CSOs, development partners, parents and Government. There is collective commitment


Class7 by school
Class7: by school communities, CSOs, development partners, parents and Government. There is collective commitment


Schools
Schools communities, CSOs, development partners, parents and Government. There is collective commitment


Cooperation with kobe university
Cooperation with Kobe University communities, CSOs, development partners, parents and Government. There is collective commitment

  • Revision of Proposal

  • Testing and revision of instruments

  • Collecting data

  • Analysis of existing raw data ( training)

  • Collection and data analysis

  • Planning for qualitative study


Challenges
Challenges communities, CSOs, development partners, parents and Government. There is collective commitment

  • Funding


Plans
Plans communities, CSOs, development partners, parents and Government. There is collective commitment

  • Collect data in South West Education Division

  • Analyse SACMEQ data

  • Do qualitative Study

  • Disseminate information to stakeholders


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