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

• Who are beneficiaries of Education?

• Who did not play her/his part well

Year Div. I Div. II Div. III Div. IV Div. I - III

2009 1.85 4.37 11.63 54.66 17.9

2010 1.53 2.83 7.14 38.90 11.5

The magnitude of the fall

THE FALL PER SUBJECT

Subject 2009 2010 Difference

Civics 61.9 41.1 20.8

Kiswahili 70.4 50.4 10.0

English 57.9 30.3 27.6

History 51.6 34.0 17.6

Geography 43.1 25.6 17.5

Biology 43.2 30.5 12.7

Physics 55.5 44.6 10.9

Chemistry 57.1 43.1 14.0

Mathematics 17.8 16.1 1.7

Performance/Grade per Subject

Subject No. of candidates

A B C D

Civics 352,676 0.25 3.19 12.46 24.96

Kiswahili 352,665 0.04 1.77 11.04 37.36

English 352,367 0.11 1.55 7.85 20.68

History 345,113 0.05 0.93 7.82 25.03

Geography 351,981 0.02 0.4 4.19 20.89

Physics 93.337 1.24 5.05 13.25 24.98

Chemistry 139,075 1.00 4.88 14.27 23.66

Biology 350,601 0.11 1.33 5.17 23.73

Mathematics 352,518 0.58 1.74 4.28 9.42

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.

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….)

Area of Concern

• Administrative and Management issues

• Issues of Curriculum

• Inadequate Teaching and Learning Materials

• Unfriendly school environment

• Examination processes

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.

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.

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.

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.

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.

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

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.

Budgetary Allocation Per Secondary

2009/10 2010/11 2011/12

Budgetary allocation to Secondary Education (in mil. Sh)

108,323 201,147 465,979

No of secondary school pupils

1,466,402 1,638,699 1,789,547

Allocation per pupil (Tsh.)

73,870 122,748 260,389

Together we will win

Play your part