School Quality Assessment for Education and WASH in Three ... · School Quality Assessment for...
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School Quality Assessment for Education and WASH in Three (3) UNICEF Supported Regions
Revised Inception Report October 2014
Prepared for
UNICEF Dar es Salaam, Tanzania Plot 1403-1 Bains Avenue, Masaki Dar es Salaam, Tanzania Phone: +255222196600 Email: [email protected]
Prepared by
RTI International P.O. Box 12194 Research Triangle Park, NC 27709-2194 Telephone: (919) 541-6000 www.rti.org
Contract Number: 43162257 Project Number: 0214481
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Table of Contents
SECTION PAGE
List of Exhibits ........................................................................................................................................ iv
Abbreviations ........................................................................................................................................... v
Introduction .............................................................................................................................................. 1
Work Plan ................................................................................................................................................ 2
Activity Summary ............................................................................................................................ 2 Activity 1: Design discussions and inception phase............................................................... 3
Activity 2: Rendering of test content in tangerine software ................................................... 6
Activity 3: Data collector training workshop, pilot test, and revision of data collection
instruments ................................................................................................................ 6
Activity 4: Data collection ..................................................................................................... 9 Activity 5: Data processing and analysis ............................................................................. 10
Activity 6: Findings presentation ......................................................................................... 10
Background Literature Review .............................................................................................................. 11
Purpose, Objectives, and Use of Assessments........................................................................................ 12
1. Increased learning outcomes ................................................................................................ 13
2. Grade 2 teachers demonstrating INSET competencies ......................................................... 13 3. Schools with improved functional WASH facilities, proper maintenance and use of
WASH facilities, and functional WASH facilities and soap available for girls and boys ... 13
Pilot Assessment Instruments ................................................................................................................ 14
Student-level instruments ............................................................................................................... 14
Teacher- and Head Teacher-level instruments ............................................................................... 14 Classroom observation instrument ................................................................................................. 15
School-level instruments ................................................................................................................ 15
Sampling Plan ........................................................................................................................................ 15
Data Collection Plan .............................................................................................................................. 17
Data Analysis Plan ................................................................................................................................. 17
Descriptive Statistics ...................................................................................................................... 18
RQ1: ‘How well are Grade 2 students in the three regions learning to read in
Kiswahili?’– MEANS, PROPORTIONS AND FREQUENCIES .......................... 18
RQ2: ‘How well are Grade 2 students in the three regions learning to do mathematics?’
– MEANS, PROPORTIONS AND FREQUENCIES ............................................. 20
RQ1, RQ2: Cross-Subtask Correlations ............................................................................... 20 RQ3: ‘Are Grade 2 students in the three regions acquiring the necessary Life Skills?’ –
MEANS, PROPORTIONS AND FREQUENCIES ................................................ 21
RQ4: ‘Are Grade 2 teachers in the three regions representing the characteristics
specified in the National Teacher Competency Framework (NTCF)?’ ................... 21
RQ5: ‘What classroom practices are Grade 2 teachers in the three regions using and do
they demonstrate the competencies from the framework?’ ..................................... 22 RQ6: ‘What WASH facilities do schools in the three regions have?’ .................................. 22
RQ7: ‘What WASH behaviours and practices are students using in the three regions?’...... 22
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Outline for Findings Report ................................................................................................................... 22
Annex 1: Instruments .............................................................................................................. 24
Annex 2: EGRA-EGMA-WASH Report Headings .............................................................. 111
Annex 3: Empathy Questions Email ..................................................................................... 115
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List of Exhibits
NUMBER PAGE
Exhibit 1. Summary of instrument subtasks in 2013 USAID 3Rs study and 2014 UNICEF study ...... 1
Exhibit 2. Summary of activities ......................................................................................................... 2
Exhibit 3. Precision estimates .............................................................................................................. 5
Exhibit 4. Assessor numbers, by sample size ....................................................................................... 7
Exhibit 5. Activity 3 schedule: Data collector training, pilot test, and instrument revision .................. 8
Exhibit 6. Activity 4 schedule: Data collection.................................................................................. 10
Exhibit 7. Activity 5 schedule: Data processing and analysis ............................................................ 10
Exhibit 8. Activity 6 schedule: Findings presentation ....................................................................... 11
Exhibit 9. Desired sample size for 60-school sample ......................................................................... 16
Exhibit 10. Frequencies of councils in desired regions ........................................................................ 16
Exhibit 11. Map of sampled regions .................................................................................................... 17
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Abbreviations
CI confidence interval
EGMA Early Grade Mathematics Assessment
EGRA Early Grade Reading Assessment
LQAS lot quality assurance sampling
INSET in-service education training IRR inter-rater reliability
MoEVT Ministry of Education and Vocational Training
NTCF National Teacher Competency Framework
ORF oral reading fluency
SSME Snapshot of School Management Effectiveness UNICEF United Nations Children’s Fund
USAID U.S. Agency for International Development
WASH water, sanitation, and hygiene
RTI Inception Report
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Introduction
It is now well established that the early grades in school—and even preschool and home—form the
foundation for a child’s lifelong learning. A strong educational foundation helps ensure success in the
later education years in primary school, secondary school, and beyond. Conversely, a poor foundation
can hamper a child’s ability to succeed in school and even in life. For this reason, having a clear sense
of achievement levels as students progress through primary grades is crucial. Understanding when and
which foundational skills are being mastered, and awareness of teacher and school practices that may
encourage or hinder this mastery of skills, will help to inform Tanzania’s education system. RTI
International will use a set of assessment instruments to carefully evaluate student performance in
reading, mathematics, and life skills and to evaluate teacher competencies through classroom
instruction observation, and school-based water, sanitation, and hygiene (WASH) facilities and
practices. To produce new analytical data, the instruments will build on the work performed in two
recent studies in Tanzania: the 2008 United Nations Children’s Fund (UNICEF) baseline and the 2013
National Baseline Assessment for the 3Rs (Reading, Writing, and Arithmetic). The 2013 baseline was
conducted by RTI and funded by the United States Agency for International Development (USAID).
It was accomplished using the Early Grade Reading Assessment (EGRA), Early Grade Mathematics
Assessment (EGMA), and Snapshot of School Management Effectiveness (SSME). EGRA and
EGMA are orally-administered assessments that assess foundational literacy and numeracy skills in
students. Oral administration of the EGRA and EGMA ensures students are assessed on the specific
skills of interest to the study, independent and not complicated by the student’s ability to read and
then interpret the assessment instructions.
The data resulting from this current study can, at a regional level, be compared to the national findings
from the 3Rs study. To ensure this the instruments for the UNICEF study draw closely from the
instruments developed for and administered in the 3Rs study. The instruments to be used in the
current UNICEF study focus on the subtasks that were central to the 3Rs benchmarking discussion
and activity. The EGRA instrument contains a subset of the subtasks included in the 3Rs EGRA
instrument. The EGMA instrument contains a subset of the subtasks included in the 3Rs instrument,
but in a modified group-administered design. The questionnaires have been adapted to focus on the
particular interests to UNICEF. Specifically, the content of the Teacher and Head Teacher has been
amplified to gather information on teacher INSET training and teacher competency, the student
questionnaire has been amplified to gather data on student Life Skills. In addition to the Life Skills
instrument, a WASH inventory and observation were newly developed specifically for the UNICEF
study and which were not part of the 3Rs study.
The following chart delineates the similarities and differences between the 3Rs instruments and the
instruments for the current study.
Exhibit 1. Summary of instrument subtasks in 2013 USAID 3Rs study and 2014 UNICEF study
EGRA: Syllables
EGRA: Familiar Words
EGRA: Non-words
EGRA: Oral Reading Passage
EGRA: Reading Comprehension
EGRA: Listening Comprehension
EGRA: Dictation
EGMA: Number Discrimination
EGMA: Missing Number
EGMA: Addition Level 1
Instrument
2014 3Rs UNICEF
USAID Study
RTI Inception Report
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EGMA: Addition Level 2
EGMA: Subtraction Level 1
EGMA: Subtraction Level 2
EGMA: Word Problems
Student Questionnaire: Background
Student Questionnaire: Life Skills
Teacher Questionnaire
Teacher Competencies Instrument
Classroom Observation
Head Teacher Questionnaire
WASH Inventory
WASH Observation
Work Plan
Activity Summary
As with any assessment, extensive planning and preparation must be undertaken before actual
fieldwork begins. Exhibit 2 delineates the activities to take place in the School Quality Assessment
for Education and water, sanitation, and hygiene (WASH). Descriptions of the activities follow the
exhibit.
Exhibit 2. Summary of activities
1. Design discussions and inception phase Early September – mid-September
2. Rendering of test content in Tangerine®
software for electronic tablets Mid-September – early October
3. Data collector training workshop; pilot study; and data collection instrument revision
Early October; mid-October; mid to late October
4. Data collection Late October to early November
5. Data processing and analysis Mid-November – mid-December; late
6. Report writing; findings presentation December – late January; Late January to early-February
Please note that all time ranges are illustrative pending finalisation of the work plan.
The timeline outlined above ensures a rigorous study that will yield high-quality reliable data. The
plan includes the time necessary to develop the new components, such as Grade 2 group-administered
Early Grade Mathematics Assessment (EGMA) instruments, the life skills survey, WASH inventories
and observations, and adaptation of the Teacher Competency Questionnaire. Given the tight timeline
of the study, we hope that key concerns from the United Nation’s Children’s Fund (UNICEF) are
quickly raised and addressed to reach an agreement while ensuring reliable data and adhering to the
schedule.
Instrument
2014 3Rs UNICEF
USAID Study
Activity Anticipated time frame
RTI Inception Report
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Activity 1: Design discussions and inception phase
Inception and design
RTI is sharing this inception report for comment. The inception report includes the following
elements:
Work plan
Background literature review of secondary data sources
Purpose, objectives, and use of assessments
Pilot assessment instruments: EGRA and EGMA Grade 2, life skills for Grade 2, Teacher
Competency Questionnaire, classroom observation for reading and for mathematics lessons,
Head Teacher Questionnaire, WASH inventory, WASH observation protocol and
instruments1, 2
Sampling plan
Data collection plan
Data analysis plan
Outline for the Findings Report
A formal pilot test of the draft instruments will follow the data collection training workshop.
Preliminary Sample Design and Selection
Sampling of schools will take place in three regions: Mbeya, Iringa, and Njombe. From within the
three regions, our current understanding is that all schools will be part of the sample, not only
intervention-specific or UNICEF-specific schools. This will not only allow for a regionally
representative sample, but may also dilute the ability to measure impact of UNICEF programmes. As
a mitigation measure to the issue of diluting programme impact, it is understood that by the end of
2018 UNICEF intends to scale up their programme from six districts in the three regions to all
districts in the three regions.
Data from the EGRA assessment conducted in October–November of 2013 was used to calculate the
required sample size. Student scores were analysed for their within- and across-school variability. As
requested by UNICEF, a total sample size of 60 schools is proposed, with 20 schools being selected
from each of the three designated regions. With this sample of 60 schools, we could have a fairly
precise estimate of student performance in the three combined regions (confidence interval (CI) of +/-
4.5 correct words per minute). This sample size would result in broader confidence intervals at the
regional level. Note that a regional CI of +/- 8 correct words per minute would not allow UNICEF to
detect small changes in average student performance. This sampling approach allows the data to be
disaggregated by gender.
Applying the lot quality assurance sampling (LQAS) methodology will permit us to monitor changes
at the regional level under this 60-school sampling scenario, making it possible to identify the regions
that have achieved the agreed upon minimum performance standard. Using smaller sample sizes, this
method allows researchers to classify schools, or regions that are most in need of additional support.
This approach also allows changes into or out of standard compliance to be detected. Under this
1 As noted earlier, the EGRA Grade 2 and EGMA Grade 2 instruments will be revised from the
versions used in the 2013 USAID-funded National Baseline Assessment for the 3Rs. 2 As indicated above, the Teacher and Head Teacher Questionnaires and the classroom observation
protocol will, to the extent possible, build on the previously administered tools so as to increase comparability of
the results. However, since the districts originally sampled in 2008, and those planned for 2014, have almost no
overlap we will not be able to measure the percentage increases in the number of teachers meeting a standard.
We could report the percentage of teachers meeting a specified standard in the 2008 study and the percentage of
teachers meeting the same standard in the 2014 study.
RTI Inception Report
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approach, minimum standards for students, schools, and regional performance are set. If schools have a
minimum number of students achieving this benchmark, then the school will be classified as having
achieved the minimum standard. Similarly, if regions are found to have a minimum number of schools
meeting the minimum performance standard, then the region will be classified as having met the
minimum performance standard. UNICEF, the Ministry of Education and Vocational Training
(MoEVT), and the proposed research team would work together to establish the performance
standards using data collected via the proposed study and building off benchmarks and targets
recently established by the MoEVT.
The schools will be stratified by region. The sample will allow us to report on findings at the regional
level with a 95% confidence level and with CIs of +/- 8.0 words per minute for student-level data. For
the school-level data this sample will allow us to report at the regional level with a CI ranging from
+/- 4% for low variability scenarios, to +/- 23% for high variability scenarios3. Following the LQAS
sampling approach, this sample size will also allow us to identify which regions and schools are
meeting a set minimum performance standard. For more precise reporting, aggregating the data across
the three regions will allow us to report findings with a 95% confidence level and a CI interval of +/- 4.5 words per minute for student-level data. For school-level data, the combined regional data will
allow us to report with a CI ranging from +/-2.5% for low variability scenarios, to +/- 13% for high
variability scenarios +/- 13% CI for school-level data. Exhibit 3 provides the details of this sampling
approach.
3 Note that unlike EGRA data, we do not have WASH data from Tanzania from previous studies.
Therefore, we do not know how variable these results are. We originally presented a very conservative CI
assuming that there is high variability in the WASH data. We now present the CIs associated with a range of
variability. As may be noted with low variability scenarios, the CIs will be much narrower.
RTI Inception Report
Exhibit 3. Precision estimates
District level No NA NA NA 10 160
Regional level Yes
CI = +/- 8.0
correct words per minute
n = 320 students
High variability CI = +/- 23%
Low variability CI = +/- 4%
Assuming a point estimate of 50%,
n = 20 schools
3 regions
combined Yes
CI = +/- 4.5
correct words per minute
n = 960 students
High variability CI = +/- 13%
Low variability CI = +/- 2.5%
Assuming a point estimate of 50%,
n = 60 schools
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Precision of point estimates Precision of
for student point Is LQAS classification level data using estimates for
Disaggregation possible at this level Oral school level level of disaggregation? Fluency (ORF) WASH Confidence Level n Schools n students per grade
95% 20 320
95%
60
960
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For each selected school, the assessment team will randomly select one teacher from Grade 2 to
participate in the study. Sixteen students will then be randomly selected from within the selected
Grade 2 teachers’ classroom. A 60-school sample would yield a total sample of 960 students (see
Sampling Plan section for further details on the sampling approach for this study).
Activity 2: Rendering of test content in tangerine software
When all the instruments for the student assessments, the Teacher Competency Questionnaire, the
classroom observation tool, the Head Teacher Questionnaire, and the WASH inventories and
observation tool have been completed (at inception phase), all (except for the student-written portions
of the group-administered EGMA) will be submitted to RTI for rendering in digital format (i.e., for
Google Nexus tablets). The upload of the written group-administered EGMA instruments will be
determined once we have finalised these instruments and know more about the content. RTI’s
Tangerine software will be used for data collection and processing. The digital versions of the
assessment instruments will be available for use at the assessor training workshops. The use of
Tangerine and tablet-based data collection for this type of assessment has been shown to reduce errors
and increase confidence in the data, to allow data and assessor monitoring during the data collection
period, and to expedite the data cleaning and analysis process. Tablets from the USAID 3Rs
assessment will be repurposed for administration of this assessment.
Activity 3: Data collector training workshop, pilot test, and revision of data collection instruments
RTI will be responsible for leading the five-day assessor training workshop which will take place
October 6 – 10, 2014 in Mbeya, Tanzania. The staffing will consist of two content trainers. DataVision will provide counterpart technical support and also will be responsible for all logistical
preparations. The purpose of the data collector training workshop will be to prepare the assessors for
the tablet administration of all EGRA instrument, Student Life Skills and Background Questionnaire, the Teacher Competency Questionnaire and classroom observations, the Head Teacher Questionnaire,
and the WASH inventory and observation instruments. The assessors also will be trained in how to do paper-based administration of the group-administered EGMA, and as a backup method for the other
instruments.4 The training will include a detailed technical presentation of information related to the
newly introduced tests (group-administered EGMA, life skills in grade 2, WASH inventory and observation, teacher competency, and revised classroom observation) and review of existing tests, the
context for the assessment in Tanzania, and practical activities oriented towards producing proficient data collectors.
Assessors and Supervisors
To facilitate the management of this activity by DataVision, the team supervisors will be identified
and hired by DataVision as staff or contractors. Other candidates for the data collection teams will be
identified by the MoEVT from among the district council inspectors and by DataVision from among
its pool of temporary data collectors. As mentioned in the Overview, to ensure strong data quality and
streamline the training for the instrument components that remain the same, to the greatest extent
possible, we plan to draw from the pool of assessors who were trained for the 2013 application of the
EGRA, EGMA, and SSME. DataVision has coordinated with the MoEVT to ensure these assessors
are available for the planned UNICEF assessment and has confirmed the availability of these
assessors. These data collectors are already familiar with the EGRA and EGMA instruments, as well
as the questionnaire, inventory, and observation instrument formats used by RTI for the National
Baseline Assessment. They also were previously trained to collect data using tablets and the Tangerine
software. Therefore, for some of the information, the assessors will only need refresher training,
and the learning curve will be smaller for the newly developed elements. For example, the
4 It should be noted that in several recent data collections using Tangerine, paper has never been
required as the tablets have been reliable across thousands of administrations.
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trainers will review guidelines on the minimum standards for water, sanitation, and hygiene for schools in low-cost settings to orient data collectors on the goal-oriented purpose of the inventoried
WASH indicators5. Another component of the study not included in the 2013 training is the group- administered EGMA. The assessors will receive differentiated training so that each assessor will be trained according to the assessments they will be responsible for conducting during data collection.
Once the data collectors and supervisors have been trained in the data collection procedures specific
to this administration, six 3-person teams will be selected to go into the field. Each team will be
composed of one assessor conducting the Head Teacher Questionnaire, WASH Inventory, and WASH
Observation; one assessor conducting the EGRA, group EGMA, and Life Skills Questionnaire; and
one assessor conducting the Classroom Observation and Teacher Questionnaire. More data collectors
will be trained than are needed, which will permit DataVision to incorporate only trainees who
demonstrate that they have mastered the data collection techniques into the data collection teams (see
additional information in the inter-rater reliability [IRR] section that follows). If more qualified
assessors are available than are required for the teams, the ‘extra’ personnel will be asked if they can
serve as on-call emergency alternates.
As indicated above, the study involves a 60-school sample. For training and data collection purposes,
this will require 22 assessors to be trained, and six teams of three people, or 18 total assessors, to be
selected for actual data collection. Exhibit 4 shows the numbers of trained assessors and selected
assessors under this approach.
Exhibit 4. Assessor numbers, by sample size
60 schools 22 18 6
Inter-rater Reliability
The training will include an IRR study to evaluate assessors’ proficiency with the data collection
processes and to ensure that different assessors will score the same child equally, thus increasing the
rigour and reliability of the measurement. Data from the IRR study will be used to provide feedback
to trainees, refine training where necessary, and identify trainees who do not reach a minimum
performance standard. Ultimately, the IRR results will be presented as a way to promote confidence in
the data that the assessments were administered consistently. During the IRR process, trainees will
code the performance of one or more students being assessed. These student performances will be
video-recorded ahead of time by DataVision and RTI for use in the training. There will also be an IRR
evaluation for the classroom observation, in which assessors will watch a pre-recorded lesson and
code their observations. The trainees’ results will then be compared to a ‘gold standard’ created by the
training leaders, to evaluate the accuracy of their coding. The assessors will have a chance to practice
collecting data during one or two school visits during the training workshop. This practical experience
will allow them to get a flavour of the actual data collection process.
Pilot
Immediately following the training workshop will be a one-day pilot test of the instruments in schools
on October 13, 2014. The pilot will serve two purposes: (1) to give the assessors, observers, and
supervisors an authentic training experience with the targeted age group of students in a controlled
school setting; and (2) to further refine the instruments using actual test data before the full field data
5 The full National Strategic Plan for WASH can be retrieved from
http://www.washinschoolsmapping.com/projects/pdf/tanzania%20SWASH.pdf
Sample size Assessors trained
Number of 3-person teams selected for
Assessors selected data collection period
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collection. The pilot will gather assessment data from 150 Grade 2 students. The group-administered
data will be entered manually after the pilot by DataVision data entry specialists, and all data will then
be analysed to ensure the instruments have high reliability and validity.
Following the pilot data analysis, the paper and Tangerine instruments will be revised and finalised in
preparation of data collection and then downloaded to all tablets ahead of administration in the field.
Study Preparations
Upon completion of the data collector training workshop and pilot, all data collectors will return to
their homes for approximately one and a half weeks while the pilot data analysis takes place. All
supervisors (staff or contractors of DataVision) will remain in Dar es Salaam (where they are based)
to finalise all logistics plans. The supervisors will then travel to their designated district council with
the team vehicle and driver, together with all materials for data collection. They will meet up with
their team members at a predetermined location on the Sunday before data collection starts. On that
day they will fully prepare with their team and hand over each team member’s materials for final
checking. The teams will then leave for their first school location later that day (Sunday), ready for
test administration the next day (Monday).
Exhibit 5. Activity 3 schedule: Data collector training, pilot test, and instrument revision
Activity Responsible
parties
Outputs
Time frame
3.1 Identify all workshop MoEVT, Completed Mid- to late participants, send invitations, DataVision participant database September
confirm participation, organise travel
3.2 Identify location for training DataVision Confirmed Late September
workshop; organise all required arrangements at facilities at hotel, including hotel catering needs and materials
3.3 Conduct assessor training RTI, DataVision Data collection Early October
workshop personnel trained
3.4 Produce video segments for RTI, DataVision Video segments Late September
training purposes produced to early October
3.5 Conduct inter-rater reliability RTI, DataVision Trainees assessed Early October
study to evaluate workshop trainees
3.6 Identify pilot test schools, DataVision, Schools identified Late September
organise pilot test, transport, and MoEVT and participation to early October
supply required resources confirmed
3.7 Conduct pilot test RTI, DataVision Pilot test conducted Mid-October
3.8 Analyse pilot test data for any RTI, DataVision Final instruments Mid- to late
needed instrument revision October
3.9 Produce final list of six data DataVision, RTI List of six teams, by Mid-October
collection teams council
3.10 Finalise field logistics plan, hire RTI, DataVision Baseline data Mid-October
cars and drivers, assemble collection plan materials
3.11 Package data collection DataVision Vehicles, materials, Mid- to late
materials by council, load and staff ready for October
vehicles field
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3.12 Load software onto tablets DataVision, RTI All tablets ready for
data collection Mid- to late October
3.13 Supervisors leave for field; confirm school sample and route plans, including hotel organisation
DataVision Final schools list confirmed by council
Late October
Please note that all time ranges are illustrative pending finalisation of the work plan.
Activity 4: Data collection
The data collection will take place over approximately 10 week days October 27 – November 7, 2014,
a time frame that lowers costs and which is necessary to ensure the teams can travel to and within the
regions to reach all sampled schools. The time frame is also short enough to give confidence that the
children assessed on the first day will be comparable to those assessed on the last day. As Exhibit 5
notes, data collection teams will be sent into the field, assembled by team in each of the designated
locations, on the weekend before the start of data collection. Each team will visit one school per day,
assessing 16 students randomly selected from within one randomly selected Grade 2 classroom. The
teachers of the sampled Grade 2 classroom will be interviewed and observed, which will permit us to
align children with their specific teacher and that teacher’s teaching practice and competencies. The
selected students will be assessed using the EGRA, group-administered EGMA, and student life skills
and background survey. The classroom teachers will be asked a small number of questions regarding
any in-service education training (INSET) they have received. As noted previously, these teachers’
reading and mathematics lessons will also be observed to gather data on their competencies. Head
teachers will also be asked questions about the schools’ basic demographic characteristics (e.g.,
number of teachers, number of students, and availability of syllabi with learning targets). The school
will be inventoried and observed for WASH facilities, maintenance, and practices. Please note that
delays in the field due to unexpectedly closed schools, poor weather, poor roads, or sickness among
the assessment teams may result in an unavoidable shift in the timeline.
Quality Control Measures
As noted, as part of a quality control measure, most of the data (except the group-administered
EGMA data) will be collected electronically by assessors, observers, and supervisors using the RTI-
developed Tangerine application on Google Nexus tablets. All test data will be uploaded to RTI’s
database daily. RTI will conduct spot checks on the uploaded data from its home office in the United
States on a daily basis and send feedback to the field. Any problems observed in the data review will
be shared with the field teams immediately so as to minimise errors in data collection. In addition to
this daily review of data, DataVision will have field inspectors travel among the data collection teams,
observing data collection procedures, and informing the teams of any problems noted in the data
collection. Data collectors will be asked to confirm the schools they assessed and the number of
students assessed during each day of data collection. Assessors will also be encouraged to send text
messages to DataVision regarding any questions they have or challenges they encounter in the field.
Problems noted during the data collection will be documented and included in the final report. All
logistics and operations related to test administration will be under DataVision’s subcontract
agreement with RTI. Exhibit 6 indicates the timeline for the data collection activity.
Activity Responsible
parties Outputs Time frame
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Exhibit 6. Activity 4 schedule: Data collection
Activity Responsible
parties
Outputs
Time frame
4.1 Teams assemble in the field, receive DataVision Each team ready to Late October materials, travel to location of collect data on Day schools 1
4.2 Conduct data collection (one school DataVision, Data collection Late October to
per day, per assessment team) RTI completed early November
4.3 Upload data to RTI server daily DataVision Data in RTI Late October to
database early November
4.4 Conduct daily control of uploaded RTI, All problems in Late October to
data, communicate identified DataVision data collection early November
problems to field, act upon problems resolved
4.5 Implement quality control procedures RTI, Subsample of Late October to
on data collected from a subsample DataVision schools assessed early November
of schools
4.6 Data entry of group-administered DataVision Data entered in Early to mid-
EGMA data RTI database November
Please note that all time ranges are illustrative pending finalisation of the work plan.
Activity 5: Data processing and analysis
The data cleaning and processing will begin at RTI’s home office immediately after data collection
ends (see Exhibit 7 for timeline). The data analysis will follow at RTI with contributions made by key
UNICEF staff.
Exhibit 7. Activity 5 schedule: Data processing and analysis
Activity Responsible
parties
Outputs
Time frame
5.1 Complete data upload from field DataVision Input for final report Early November
5.2 Store all paper documents, DataVision All project materials Early to mid-
materials, tablets stored for delivery to November
UNICEF
5.3 Clean data RTI, DataVision Final data files Mid-
November to
early
December
5.4 Provide cleaned data files to RTI Final data files submitted Mid-
UNICEF to clients December
5.5 Conduct data analyses RTI Results of analyses Mid-
December to
mid-January
Please note that all time ranges are illustrative pending finalisation of the work plan.
Activity 6: Findings presentation
By late January 2015, the final version of the baseline Final Report will be made available to UNICEF
for a one-day meeting at which the findings will be formally presented. We propose that local
attendees at this gathering in early 2015 include a regional (that is, the three regions in the study)
representative from each of the following UNICEF/Tanzania sections: PMT, PME, WASH, and
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Equal. In addition, a total of three to four representatives will attend from each of the relevant
ministries—including MoEVT, Ministry of Water, and Ministry of Health and Social Welfare—and
the Prime Minister’s Office. In total, the workshop is anticipated to have approximately 20 attendees.
Exhibit 8 presents the proposed schedule.
Exhibit 8. Activity 6 schedule: Findings presentation
Activity Responsible
parties
Outputs
Time frame
6.1 Prepare a combined preliminary results and field report
RTI Preliminary results and field report
Early- January
6.2 Prepare Final Report RTI Final report Mid-January
6.3 Organise findings remarks and slide presentations
DataVision, RTI, UNICEF
Findings presentation plans confirmed
Mid- to late January
6.4 Conduct findings presentation event; Complete Final Report
MoEVT, RTI, DataVision, UNICEF
Findings presentation event with UNICEF conducted; Final Report
Late January to mid- February
6.5 Close out project RTI All end-of-project deliverables completed
After Final Report is accepted
Please note that all time ranges are illustrative pending finalisation of the work plan.
Background Literature Review
There are multiple programmes that have sought to improve the condition of learning and schools in
Tanzania. This study aims to work toward that same goal while increasing the knowledge base that
contributes to improving education through an understanding of improved learning outcomes, teacher
competencies, and school WASH facility availability and use. This section provides context to our
current understanding of the situation in Tanzania.
Student performance on foundational literacy and numeracy is a natural starting point for gaining an
understanding of student learning outcomes. A recent USAID-funded study6 on the reading, writing, and mathematics skills of Grade 2 students in Tanzania examined student performance in the
foundational literacy and numeracy skills. The nationally representative study found that while
students were able to read 18 correct words per minute as a mean score, 40 percent of Grade 2 students
in Tanzania were unable to read a single word correctly when assessed in a grade-appropriate
Kiswahili text. Although these statistics are a good start, they lag behind the international benchmark
of 45–60 correct words per minute—the rate at which reading with comprehension is most likely to
take place. In mathematics, Grade 2 Tanzanian students were reported to be performing reasonably
well at procedural tasks, such as single-digit addition, but struggled with the more conceptual
mathematics tasks. For example, 58 percent of students could not answer a two-digit minus one-digit
subtraction problem. These examples indicate that while many students in Tanzania have some basic
foundational skills from which to build, there is substantial room for improvement in literacy and
numeracy skills. This study will seek to add to the knowledge base of learning outcomes for Grade 2
students in Tanzania, will contribute to understanding where students are having trouble, and work
towards identifying ways to address gaps in foundational literacy and numeracy skills. The study seeks
to establish baseline data at the regional level. Such data was not possible to draw from the nationally
represented 3Rs study. The UNICEF study introduces newly developed instruments which were
not part of the national 3Rs study, namely a student Life Skills assessment, a school-based WASH
inventory, and a school-based WASH observation.
6 National Baseline Assessment for the 3Rs (Reading, Writing, and Arithmetic) Using EGRA, EGMA,
and SSME in Tanzania
12
Teachers are a critical component of education. They are curators of knowledge and trusted to have
the skills and motivation to build the expertise and skills of students in their classes. Much work has
been done to understand what elements come together to foster high-quality teachers. A 2008 study,
“The Quality of Teaching and Learning in Tanzanian Primary Schools: A Baseline Study7,” was designed to provide a store of qualitative and quantitative information to measure the quality of
interactions in the classroom in Tanzanian primary schools. It was one of the first steps in developing
a teacher in-service training programme in Tanzania. The study found that at that time, 64 percent of
teachers in the study had not received any form of in-service training despite teachers reporting a
desire for information on pedagogical skills in the core subject areas of Kiswahili, English,
mathematics, and science. The study also found that pedagogical practices and classroom interaction
was, for the most part, limited to students listening to the teacher presenting material in 63 percent of
the classrooms observed, with very little opportunity for students to discuss or work in pairs or groups. This baseline study informed the development of the 2009 National Teacher Competency Framework
that identified key competency domains. The framework pinpoints essential knowledge, skills,
and professional values primary schools in Tanzania should possess. The four core competency
domains identified were knowledge, teaching skills, assessment and evaluation, and professional
values and behaviours. The 2012 follow-up evaluation8 to the 2008 baseline study gave insight into the pilot INSET strategy for Tanzanian primary school teachers which launched in 2011. The 2012
study found that 70 percent of teachers reported that INSET training improved student participation
and interaction in their lessons. In addition, the training had improved over 50 percent of teachers’
lesson planning and helped them to understand the individual learning needs of the students in their
classes. The current study to be conducted in Iringa, Mbeya, and Njombe will contribute to the
understanding of teacher competencies in these three regions and will identify where teachers
demonstrate the core competencies, and where they are lacking skills, understanding, or resources to
incorporate the skills, knowledge, and values highlighted in the National Teacher Competency
Framework supported by the MoEVT.
The availability of functional, accessible WASH facilities at schools is an important element for
encouraging participation, attendance, retention, and quality learning at schools. The high rates of communicable diseases in Tanzania, coupled with the increased enrolment numbers of primary school
students following the Primary Education Development Programme, have spurred demand for functional and appropriately used WASH facilities in recent years. The 2011 School WASH Mapping
Report9 indicates that 86 percent of schools did not have hand-washing water, 84 percent did not have
hand-washing facilities, 38 percent had no water supply at all, and 6 percent had no latrines (p. 1).
The study we will conduct will add to the base of knowledge regarding the availability, functionality,
and appropriate use of WASH facilities at schools in the three regions of the study. These findings
will help to fill the existing data gaps and provide an understanding and subsequent recommendations
to improve the learning environment in primary schools in Tanzania.
Purpose, Objectives, and Use of Assessments
The School Quality Assessment for Education and WASH in three UNICEF-supported regions (Iringa,
Mbeya, and Njombe) is designed and commissioned to fill data gaps associated with key indicators
identified during the baseline assessment. In particular, the research on these indicators will provide
UNICEF information from the three regions on (1) increased Grade 2 learning outcomes in reading,
mathematics, and life skills; (2) in-service education and training competencies of Grade 2 teachers;
and (3) schools with improved and functional WASH facilities, proper maintenance and use
7 Hardman, F. (2008). Quality of teaching and learning in Tanzanian primary schools: A baseline
study. Institute for Effective Education: University of York, UK 8 Hardman, F. & Dachi, H. (2008). Evaluation of School-Based INSET Pilot Programme. Institute for
Effective Education: University of York, UK. 9 Ministry of Education and Vocational Training. National Strategic Plan for School Water, Sanitation,
and Hygiene (SWASH) 2012–2017. MoEVT: United Republic of Tanzania.
13
of WASH facilities, and availability of functional WASH facilities and soap for girls and boys in the
school. The assessment will also gather information on key demographic and socioeconomic factors
that are hypothesised to be good predictors of student performance in literacy and numeracy. Below is
a detailed description of the specific indicators addressed by the instruments developed for this project.
1. Increased learning outcomes
By applying the EGRA, EGMA, and Life Skills instruments we will measure student learning
outcomes and proficiencies. The EGRA instrument contains subtasks specifically designed to provide
data on how well Grade 2 students perform on oral reading fluency, reading comprehension, and non-
word reading. The EGMA instrument contains subtasks specifically designed to provide data on how
well Grade 2 students perform on pattern completion, addition level 2, subtraction level 2, and word
problems. The Life Skills Questionnaire is designed to assess student knowledge of and proficiency in
applying life skills concepts such as academic grit, self-confidence, empathy, self-control, and
problem-solving. These four areas are directly linked to the areas of interest for UNICEF, based on
their “Classification of Life Skills” document.
The Head Teacher Questionnaire will gather data on indicators regarding the school context which are
believed to be central to students’ acquisition of literacy and numeracy skills.
2. Grade 2 teachers demonstrating INSET competencies
By administering the Teacher Questionnaire and the Classroom Observation instruments we will
measure if Grade 2 teachers in the three regions are demonstrating the core competencies of the
National Teacher Competency Framework. The questionnaire contains questions designed to provide
data on teacher demonstrated knowledge and understanding of the core competency domains. The
classroom observation is a direct observation of how teachers teach a reading or mathematics lesson.
Like the questionnaire, the observation will focus on the competency domains exhibited by the
teacher. During the observation, teachers’ skills, practices, and behaviours demonstrated in the
classroom will be recorded and summarised.
3. Schools with improved functional WASH facilities, proper
maintenance and use of WASH facilities, and functional WASH facilities and soap available for girls and boys
By applying the WASH inventory and observation, we will gather data on WASH facilities at the
school, WASH behaviours and use of the facilities, and availability of the facilities across genders.
Through direct observation of the facilities and their use by students at the school, the instruments will
provide a direct measure of whether WASH facilities, and their proper use, exist in schools in the
three regions assessed.
The assessment instruments, sample, and analysis plan are specifically designed to address the three
areas of inquiry outlined above. The instruments are designed to generate a robust dataset. The sample
is designed to provide the map of where the instruments are applied so that data are captured at the
appropriate level and distribution. The analysis plan is designed to glean understanding from the data
collected by the instruments to be summarised in the final Findings Report. A more detailed
description of the instruments, sampling plan, and analysis plan can be found in the following sections.
14
Pilot Assessment Instruments
Student-level instruments
The EGRA instrument is an individually-administered assessment conducted in Kiswahili. The
assessment will include subtasks addressing oral reading fluency, reading comprehension, and non-
word reading. Oral reading fluency is a timed subtask during which the student is asked to read a
grade-level appropriate passage as completely and correctly as possible in 60 seconds. The student is
then asked to answer up to five reading comprehension questions about the same text. The student is
only asked questions regarding the text they were able to read during the 60-second oral reading
fluency subtask. The non-word reading indicator is measured by a subtask designed to assess a
student’s decoding skills. The student is presented with a grid of non-words and asked to read as
many as possible in 60 seconds. In total, the assessment will take approximately 10 minutes per
student including transition time.
The EGMA instrument for this study is a group-administered assessment conducted in Kiswahili. The
assessment will include subtasks addressing pattern completion, addition level 2, subtraction level 2,
and word problems. The pattern completion subtask provides the students with a series of four
numbers, one of which is missing. The student is then asked to complete the series with the missing
number. The Addition Level 2 subtask is a series of addition problems containing either one, one-digit
number and one, two-digit number or two, two-digit numbers. The student may use paper and pencil to
complete this subtask. The Subtraction Level 2 subtask is a series of subtraction problems containing
either one, one-digit number and one, two-digit number, or two, two-digit numbers. The student
may use paper and pencil to complete the task. The word problem subtask is included in the EGMA
instrument with the anticipation of analysing how students make a plan to solve the word problems
as part of understanding students’ problem-solving and communication Life Skills. The description
of the Word Problems subtask follows as part of the Life Skills assessment. The entire EGMA
assessment will take approximately 10–15 minutes.
The Life Skills component will be addressed in two ways. First, a questionnaire will be administered
to each of the students sampled at each school. It will accompany the administration of the
individually-administered EGRA. The questionnaire is estimated to take approximately 10 minutes
per student. The questionnaire contains items that address academic grit, self-confidence, empathy,
and self-control. The items in these four areas are designed to identify student capacity in each of
these life skill areas while being measurable with self-reporting. The instrument is based on expert
research in this field. The draft instrument in Annex 1 is annotated with information about the origin
of the items. We are currently seeking any required permissions from the source authors to include
these items in the study instruments. These notes will be removed in the final version of the
instruments. Statements will be read to the student and the student will be asked how closely they
identify with the statement. Second, in addition to the questionnaire, the EGMA instrument contains
word problems. As part of the word problem, the student will be asked to present on the response
paper their plan for solving the word problem as well as their work to arrive at the solution. The
student’s ability to make a plan to solve the problem is a way to capture information on problem
solving and communication abilities. By analysing the student-developed plan and approach to
solving the word problems we seek to gain insight into a student’s problem-solving and
communication skills.
Teacher- and Head Teacher-level instruments
The Teacher Questionnaire is conducted as a one-on-one interview with the teacher and the assessor.
The assessor asks the teacher a series of questions regarding their background, INSET training, and
knowledge and application of the core competencies from the National Teacher Competency
Framework. The responses provided by the teachers are coded and recorded by the assessor. The
15
interview lasts approximately 15–20 minutes and is conducted during the teacher’s free time on the
day of the assessment visit.
The Head Teacher Questionnaire is conducted as a one-on-one interview with the head teacher and
the assessor. The assessor asks the head teacher a series of questions regarding the school, enrolment,
teachers at the school, and resources at the school, including WASH resources. The responses
provided by the head teacher are coded and recorded by the assessor. The interview is approximately
15 minutes and is conducted during the head teacher’s free time on the day of the assessment visit.
Classroom observation instrument
The Classroom Observation is a timed observation conducted during either a reading or mathematics
lesson given by the randomly selected teacher on the day of the assessment visit. The lesson is
observed for 30 minutes. At each 3-minute interval the assessor records the action of the teacher and
the lesson content. At the end of the 30-minute observation, the assessor records responses to a series
of five summary questions which provide information on teacher-student interaction, student
participation and discussion, and teacher pedagogical behaviours.
School-level instruments
The WASH inventory includes indicators on the quantity and quality of water, sanitation, and hygiene
facilities found at each school visited. Some of the information will be gathered through questions
posed to the head teacher on the Head Teacher Questionnaire. The remainder of the inventory will be
conducted by an assessor who walks around the school grounds to find and record what facilities exist
and in what condition they are found. This includes information on availability of clean water, source
of drinking water, and water treatment practices; toilet type, number, and functionality; hand-washing
facilities and number of hand-washing facilities available. The inventory will take approximately 20
minutes.
The WASH observation is conducted by an assessor who watches the behaviours exhibited by students
at each school visited. The assessor will use direct observation to determine how the facilities are
used by the students at the school. In addition to general use, function, and availability of WASH
facilities, the assessor will observe students during the school break for a 20-minute interval. During
this observation, the assessor will record whether students demonstrate appropriate hand-washing
behaviour.
Initial forms of each of these instruments can be found in Annex 1.
Sampling Plan
The desired sample is given below in Exhibit 9. In order to report results by region, the sample design
is stratified by the three regions.
16
Exhibit 9. Desired sample size for 60-school sample
Region
Number of
schools
Number of Grade
2 students
per school
Total students
Mbeya 20 16 320
Iringa 20 16 320
Njombe 20 16 320
Total 60 960
A sample design of schools that are randomly selected in clusters, classrooms that are randomly
selected within these schools, and students who are randomly selected from the selected classrooms
will yield samples that are representative at the desired level of disaggregation.
To obtain a sample that has regionally representative estimates, the sample needs to be drawn in such a
way that it can be weighted. As such, consideration needs to be given regarding the urban / rural
schools in the region. Schools are classified as urban or rural at the council level. Therefore, we
propose randomly selecting two councils within each region as our school clusters, one urban council,
and the other rural as described in Exhibit 10.
Exhibit 10. Frequencies of councils in desired regions
Region
Number of
councils
Ratio of urban/rural
Mbeya 11 2:9
Iringa 4 1:3
Njombe 5 2:3
If a school selected for the sample based on the protocol is unsuitable (e.g., impossible to reach
geographically or closed), a replacement school will be randomly selected.
At this stage, the project team will work with the MoEVT to obtain all necessary approvals and
protocols for the survey to be conducted in the sampled schools.
Exhibit 11 indicates where in Tanzania the three regions (Mbeya, Iringa, and Njombe) selected for the
study are located.
17
Exhibit 11. Map of sampled regions
Data Collection Plan
Data collection will take place over the course of two weeks. During this time, six teams of three
assessors will visit the sampled schools to collect data using the prescribed instruments. The teams
will visit one school per day for each of the 10 data collection days. Within the teams, each of the
assessors will have specific roles. One assessor will be responsible for communicating with the Head
Teacher, introducing the assessment team to him/her upon arrival, and explaining the course of the
assessment day including assessment environment arrangements. This assessor will interview the
Head Teacher, and will also conduct the WASH inventory and WASH observation. A second team
member will conduct the Teacher Questionnaire and the Classroom Observation. They will also assist
in conducting a portion of the EGRA and EGMA instruments as needed. The third team member will
conduct the majority of the student EGRA, EGMA, and Life Skills assessments. The teams will ensure
all required assessments are complete and will upload the data they collect using the tablet- based
Tangerine software before they leave the school. Any written portion of the assessments, along with
any paper-based back-up instruments, will be transposed to the Tangerine software and uploaded
electronically to ensure the data are in a compatible format for cleaning, processing, and analysis.
All teams will be closely monitored by the local partner organization, DataVision, who is responsible
for the logistics and organization of the data collection details. DataVision staff will track the progress
of the teams as they conduct the assessments at their batch of schools. In addition to local monitoring
by DataVision staff, RTI will monitor the data uploaded to ensure the anticipated data is being
collected and that the data is high-quality. If any problems are detected either by DataVision or RTI
staff, DataVision will work with the data collection teams to understand what problems were faced and
will find a solution to ensure all of the necessary data to complete the study are collected.
Data Analysis Plan
The following outlines the plan for data analysis as it relates to the primary research questions of the
study. These analyses will inform the content of the final findings report.
18
Descriptive Statistics
File Name: 0.Descriptive Statistics <date>.xlsx
Number Description Notes Sheet Name
1 Counts and % of schools by region
1_School-Counts
2 Counts and % of Grade 2 math and Kiswahili teachers by region
3_Teacher- Counts
3 Counts of students by region and gender
3-1_Student- Counts
RQ1: ‘How well are Grade 2 students in the three regions learning to read in Kiswahili?’– MEANS, PROPORTIONS AND FREQUENCIES
File Name: 1. EGRA Results <date>.xlsx
Number Description Notes Sheet Name
Summary Kiswahili EGRA summary results. Include all the zero scores and non-zero scores (overall for three regions combined)
Run the means and frequencies for the EGRA subtasks. Subtasks: Syllables, Familiar Words, Non-Words (Invented Words), Oral Reading Passage, Reading Comprehension, Listening Comprehension 1, Dictation Words, Dictation Sentences
Means and ranges of : _score_zero , _scores (use timed variable if the subtask is timed), _score_pcnt, _attempted, _attempted_pcnt. Run the same analysis excluding the zero scores.
Tabulations of: _score_zero , _scores (use timed variable if the subtask is timed), _score_pcnt, _attempted, _attempted_pcnt. Notes: If the variable has 26–50 different values, categorize the variable into groups of 5: Note: 0, 1–5, 6–10, 11–15 ect. If the variable has 51+ different values, categorize the variable in to groups of 10: 0, 1–10, 11–20, 21–30 ect.
Kis- EGRA_S
Kis- EGRAd_t
Summary - Regions
Kiswahili EGRA summary results. Include all the zero scores and non-zero scores BY REGION
Run the means and frequencies for the EGRA subtasks. Subtasks: Syllables, Familiar Words, Non-Words (Invented Words), Oral Reading Passage, Reading Comprehension, Listening Comprehension 1, Dictation Words, Dictation Sentences
Means and ranges of : _score_zero , _scores (use timed variable if the subtask is timed), _score_pcnt, _attempted, _attempted_pcnt. Run the same analysis excluding the zero scores.
Tabulations of: _score_zero , _scores (use timed variable if the subtask is timed), _score_pcnt, _attempted, _attempted_pcnt.
Kis- EGRA_S by region
Kis- EGRAd_t
19
File Name: 1. EGRA Results <date>.xlsx
Number Description Notes Sheet Name
Notes: If the variable has 26–50 different values, categorize the variable into groups of 5: Note: 0, 1–5, 6–10, 11–15 ect. If the variable has 51+ different values, categorize the variable in to groups of 10: 0, 1–10, 11–20, 21–30 ect.
1-1 Reading comp by categorized ORF
Categorize ORF by groups of 10 then run the mean percent reading comprehension for each of the categories of 10.
1–1. Kis ReadComp by ORF
1-2 Reading comp by categorized ORF BY REGION
Categorize ORF by groups of 10 then run the mean percent reading comprehension for each of the categories of 10.
1–2. Kis ReadComp by ORF REGION
1-3 ORF by reading comp
Take the mean of the ORF for each score of the reading comprehension (0,1,2,3,4,5)
1–3. Kis ORF by ReadComp
1-4 ORF by reading comp BY REGION
Take the mean of the ORF for each score of the reading comprehension (0,1,2,3,4,5)
1–4. Kis ORF by ReadComp REGION
2-1 Reading categories and language analysis
Run tabulations of the categorized ‘reader’: 1. Nonreader (ORF zero score) 2. Reading at the word production level
(ORF > 0, read_comp < 60% correct/attempted)
3. Reading with some comprehension (achieved 60% correct on read. comp./ out of items attempted)
4. Reading with comprehension (achieved 80% correct on read. comp./ of total [4 or 5 questions correct])
2_Read- Category
2-2 Reading categories and language analysis BY REGION
Run tabulations of the categorized ‘reader’: 4. Nonreader (ORF zero score) 5. Reading at the word production level
(ORF > 0, read_comp <60% correct/attempted)
6. Reading with some comprehension (achieved 60% correct on read. comp./ out of items attempted)
7. Reading with comprehension (achieved 80% correct on read. comp./ of total [4 or 5 questions correct])
2-2_Read- Category REGION
3 Chronbach’s alpha for the instruments
Run the Chronbach’s alpha for the EGRA subtasks Subtasks: letter_sound, invent_word, oral_read, read_comp, list_comp
3_Chronbach- Alpha_a
4 Subtask correlations
Run the correlation among the EGRA subtasks
‐ Use all the observations.
‐ Run it with the zero scores removed
4_Correlation_c
4_Correlation_ NOZEROS_c
5 Kiswahili EGRA LQAS
Run LQAS Kis EGRA- LQAS
5 Kiswahili EGRA LQAS by region
Run LQAS by region Kis EGRA- LQAS by region
20
RQ2: ‘How well are Grade 2 students in the three regions learning to do mathematics?’ – MEANS, PROPORTIONS AND FREQUENCIES
File Name: 2. EGMA Results.xlsx
Number Description Notes Sheet Name
Summary EGMA summary results. Include all the zero scores and non- zero scores
Run the means and frequencies for the EGMA subtasks. Subtasks: Missing Number, Add Level 1, Add Level 2, Sub Level 1, Sub Level 2, Word Problems
Means and ranges of : _score_zero , _scores (use timed variable if the subtask is timed), _score_pcnt, _attempted, _attempted_pcnt.
‐ Run the same analysis excluding the zero scores.
Tabulations of: _score_zero , _scores (use timed variable if the subtask is timed), _score_pcnt, _attempted, _attempted_pcnt. If the variable has 26–50 different values, categorize the variable into groups of 5: 0, 1–5, 6–10, 11–15 ect. If the variable has 51+ different values, categorize the variable in to groups of 10: 0, 1–10, 11–20, 21–30 ect.
EGMA_S
EGMA d_t
Summary by REGION
EGMA summary results. Include all the zero scores and non- zero scores BY REGION
Run the same summary of subtasks by REGION EGMA-by- REGION_so
3 Chronbach’s alpha for the instruments
Run the Chronbach’s alpha for the EGRA subtasks Subtasks: letter_sound, invent_word, oral_read, read_comp, list_comp
3_Chronbach- Alpha_a
4 Subtask Correlations
Run the correlation among the EGRA subtasks
‐ Use all the observations. ‐ Run it with the zero scores removed
NOTE: The sample size may be too small to run a correlation to exclude zero scores for the correlation analysis at the language level. So this should not be reported, just reviewed.
4_Correlation_c 4_Correlation_ NOZEROS_c
RQ1, RQ2: Cross-Subtask Correlations
File Name: 4.Cross-Subtask Correlation >.xlsx
Number Description Notes Sheet Name
1 Kiswahili EGRA Run a Pearson’s correlation among the subtasks for Kiswahili EGRA.
‐ Use all the observations. ‐ Run it with the zero scores removed
NOTE: The sample size may be too small to run a correlation to exclude zero scores for the correlation analysis at the language level. So this should not be reported, just reviewed.
KisEGRA_ct -KisEGRA- No0_ct
2 EGMA Run a Pearson’s correlation among the subtasks for EGMA
‐ Use all the observations.
EGMA_ct
21
‐ Run it with the zero scores removed NOTE: The sample size may be too small to run a correlation to exclude zero scores for the correlation analysis at the language level. So this should not be reported, just reviewed.
EGMA- No0_ct
3 EGRA summary results by demographics
Run the EGRA results by Demographics : [quartile wealth index, repeaters]
RQ3: ‘Are Grade 2 students in the three regions acquiring the necessary Life Skills?’ – MEANS, PROPORTIONS AND FREQUENCIES
File Name: 3.Student Life Skills >.xlsx
Number Description Notes Sheet Name
Summary Puzzles from EGMA and communication and/or social interaction skills
Run the means, frequencies, and proportions for the life skill questions
LifeSkills_S
Summary REGION
Puzzles from EGMA and communication and/or social interaction skills by REGION
Run the means, frequencies, and proportions for the life skill questions
LifeSkills_S_REGION
RQ4: ‘Are Grade 2 teachers in the three regions representing the characteristics specified in the National Teacher Competency Framework (NTCF)?’
File Name: 4.Teacher NCTF >.xlsx
Number Description Notes Sheet Name
1-1 Teacher competency tool (NTCF)
Run the means, frequencies’ and proportions from indicators in the Teacher Competency Questionnaire. Compare results to benchmark “The Quality of Teaching and Learning in Tanzanian Primary Schools: A Baseline Study”.
1-1_T_CompNTCF_S
1-2 Teacher competency tool (NTCF) REGION
Run the means, frequencies’ and proportions from indicators in the Teacher Competency Questionnaire. Compare results to benchmark “The Quality of Teaching and Learning in Tanzanian Primary Schools: A Baseline Study”.
1- 2_T_CompNTCF_S_REGION
2-1 Teacher competency tool (NTCF)
Run the means, frequencies’ and proportions from indicators in the Head Teacher Questionnaire. Compare results to benchmark “The Quality of Teaching and Learning in Tanzanian Primary Schools: A Baseline Study”.
2-1_T_CompNCTF_S
2-2 Teacher competency tool (NTCF)
Run the means, frequencies’ and proportions from indicators in the Head Teacher Questionnaire. Compare results to benchmark “The Quality of Teaching and Learning in Tanzanian Primary
2-2_T_CompNCTF_S
22
Schools: A Baseline Study”.
RQ5: ‘What classroom practices are Grade 2 teachers in the three regions using and do they demonstrate the competencies from the framework?’
File Name: 5.Teacher Framework >.xlsx
Number Description Notes Sheet Name
1 Teacher Classroom Observation Framework Tool
Run the means, frequencies, and proportions from the teacher observation tool indicators
1_T_Comp_S
2 Teacher Classroom Observation Framework Tool BY REGION
Run the means, frequencies, and proportions from the teacher observation tool indicators
1_T_Comp_S_REGION
RQ6: ‘What WASH facilities do schools in the three regions have?’
File Name: 6.WASH facilities >.xlsx
Number Description Notes Sheet Name
1 WASH school facilities observations OVERALL
Run the means, frequencies, and proportions from the WASH tool indicators
1_WASH
2 WASH school facilities observations BY REGION
Run the means, frequencies, and proportions from the WASH tool indicators
1_WASH_REGION
RQ7: ‘What WASH behaviours and practices are students using in the three regions?’
File Name: 7.WASH students >.xlsx
Number Description Notes Sheet Name
1 WASH student observations OVERALL
Run the means, frequencies, and proportions from the WASH student observations
1_WASH_Student
2 WASH student observations BY REGION
Run the means, frequencies, and proportions from the WASH student observations
1_WASH_Student_REGION
Outline for Findings Report
In terms of the nature/feel of the report our sense is that we want to write a report that meets the
following “criteria”:
It addresses the key audience with an aim to provide them with a description of the
intervention, the impact it has had (or not) and the lessons to be learnt, as well as providing
them with evidence-based recommendations for action.
23
It is technical enough to convey the validity and reliability of the analysis etc., but avoids long
lists and tables of statistical values that make the report dense and hard to read for all but
those with a deep interest in research methodology.
It focuses on the key messages and lessons as opposed to being a long laundry list of all the
possible tables and graphs that can be constructed from the data collected. Put differently,
unless the information has direct bearing on the story we won’t gratuitously add it to show
that we have it.
It is complete/detailed enough to give the reader a deep understanding of the issues and
challenges so that with confidence they can with confidence use this study as “evidence” to
support discussions.
It is crisp – not much more than 50 to 65 pages in extent.
We have provided a draft outline of the final Findings Report in Annex 2.
26
Database ID: Namba ya utambuzi:
EGRA/EGMA/SSME: Fomu ya Majibu ya Mwanafunzi Maelekezo ya Msimamizi na Protokali / Pupil Consent Form – 2014
Maelekezo kwa ujumla Fanya utangulizi/utambulisho rafiki na mwanafunzi kwa namna ya mchezo kwa mazungumzo mafupi
kati yenu. (ona mfano hapo chini). Mwanafunzi anatakiwa ahisi maswali anayoulizwa ni kama vile
anacheza badala ya kujihisi anatahiniwa. Tumia muda huu kumuuliza ni lugha ipi atakuwa huru
kuitumia. Soma taratibu kwa sauti na kwa ufasaha maelezo yaliyomo NDANI ya kisanduku tu.
Establish a playful and relaxed rapport with the child through a short conversation. The child should
perceive the assessment almost as a game to be enjoyed rather than a test.
Use this time to identify in what language the child is most comfortable communicating.Read aloud
slowly and clearly ONLY the sections in boxes.
Maridhiano kwa maneno: Msomee mwanafunzi kwa ufasaha habari ifuatayo iliyopo ndani ya
kisanduku.
Read the text in the box clearly to the child.
Habari ya asubuhi. Jina langu ni naishi _ . Napenda nikueleze kidogo habari zangu.
[Eleza idadi ya watoto ulionao, umri wao, mchezo unaoupenda, kipindi cha redio au luninga
unachopendelea, n.k.] Good morning. My name is and I live in . I’d like to tell you a
little bit about myself.
[Number and ages of children; favourite sport, radio or television program, etc.]
1. Unapenda kufanya nini unapotoka shuleni? [ Subiri jibu lake; kama mwanafunzi hataki kusema
lolote, uliza swali la pili, lakini kama anaonekana angependa kuendelea kuongea basi endelea
kupata ridhaa yake kwa maneno]
What do you like to do when you are not in school?
[Wait for response; if student is reluctant, ask question 2, but if they seem comfortable continue to
verbal consent].
2. Unapenda kucheza michezo ipi? What games do you like to play?
Ngoja nikueleze kwa nini nipo hapa leo; Mimi nafanya kazi na Wizara ya Elimu na
Mafunzo ya Ufundi. Tunataka kujua ni kwa jinsi gani wanafunzi wanajifunza kusoma. Kwa
bahati ninyi mmechaguliwa. Let me tell you why I am here today. I work with the Ministry of
Education and we are trying to understand how children learn to read. You were picked by
chance.
Tungependa kupata msaada wenu katika zoezi hili. Lakini si lazima ushiriki kama hupendi.
We would like your help in this. But you do not have to take part if you do not want to.
Tutafanya mchezo wa kusoma na kuhesabu. Nitakupa herufi za kusoma, maneno na hadithi
fupi ambazo utasoma kwa sauti. Utafanya pia hesabu chache. We are going to play reading
and mathematics games. I am going to ask you to read letters, words and a short story out loud
and to solve some sums.
Kwa kutumia kifaa hiki ambacho ni kama saa, nitajua muda gani umetumia kusoma. Using
this stopwatch/device/gadget, I will see how long it takes you to read.
Huu si mtihani kwa hiyo zoezi hili halitahusishwa na matokeo yako ya mitihani hapa
shuleni. This is NOT a test and it will not affect your grade at school.
Nitakuuliza pia maswali yanayohusiana na familia yenu, kama vile lugha mnayotumia
mkiwa nyumbani na vitu mlivyonavyo nyumbani. I will also ask you other questions about
your family, like what language your family uses at home and some of the things your family has.
Sitaandika jina lako ili mtu yeyote asijue kuwa haya ni majibu yako. I will NOT write down
your name so no one will know these are your answers.
Napenda kusema tena, sio lazima ushiriki katika zoezi hili kama hupendi . Pia tukianza
kuongea ukiona hutaki kujibu swali, ni sawa tu. Once again, you do not have to participate if
27
Weka tiki kuonyesha unakubali
Check box if verbal consent is obtained: NDIO YES (Kama amekataa kuhojiwa, mshukuru mwanafunzi na endelea na mwanafunzi mwingine ukitumia fomu hii hii) (If verbal consent is not obtained, thank the child and move on to the next child, using this same form)
A. Tarehe ya Tathmini : Date of assessment:
(Mfano: 5 Mei 2014) Example: 5 May 2014 = 5/03/2014)
Tarehe: Date: Mwezi: Month: Mwaka: Year:
K. Kifungu Section:
L. Namba ya Mwanafunzi: Pupil number:
M.Tarehe ya kuzaliwa mwanafunzi Pupil birth date:
Mwezi Mo_ Mwaka Yr
E. Jina la Msimamizi Mhojaji: N. Jinsi Gender
MvulanaBoy MsichanaGirl
F. Namba ya Mhojaji Administrator code:
G: Jina la Shule School name:
H: Namba ya Shule EMIS School EMIS code:
Muda wa kuanza Start Time
:
Asubuhi AM [
weka vema kwa
moja inayohusuTick
one]
Mchana PM
I. Awamu za shule School shift:
=Siku nzima Full Day =Asubuhi Morning = Mchana Afternoon
you do not wish to. Once we begin, if you would rather not answer a question, that’s all right.
Una swali lolote? Do you have any questions?
Upo tayari kuanza? Are you ready to get started?
29
Sub-test 1. Non-words/ Kusoma maneno yasiyokuwa na
maana Page 1 Sekunde 60 seconds
Mwoneshe mwanafunzi karatasi yenye maneno yasiyokuwa na maana. Show the pupil the
sheet of non-words.
Hii ni karatasi yenye maneno yasiyokuwa na maana: Soma maneno mengi kwa
haraka kadri uwezavyo. Kwa mfano, neno “kamula”[onesha neno “kamula”] soma
“kamula”. Here is a page with some non-words in Kiswahili. Read the non-words as
quickly as you can. For example, this non-word is: “kamula “[Point to the word
“kamula”].
Tufanye zoezi pamoja: soma neno hili [onesha neno “goge”].
Let’s practise: Please read this word [point to the non-word: “goge”].
: Vizuri, neno hili ni “goge”.
Good, This word is “goge”.
: Neno hili ni “goge”. This made-up word is “goge”.
Jaribu mfano mwingine: Soma neno hili [onesha neno “naji”].
Now try another one: please read this word [point to the next made- upword: “naji”].
Vizuri. Neno hili ni “naji”.
Good, this made-up word is “naji”. : Neno hili ni “naji”.
This made-up word is “naji”.
Nikisema “Anza” soma maneno kwa umakini na haraka kadri uwezavyo. Anzia hapa
[onesha] na endelea mpaka mwisho wa mstari. [Onesha neno la kwanza katika mstari baada
ya mfano, sogeza kidole chako mpaka mwisho wa mstari]. Ukifikia neno ambalo hulifahamu
endelela kusoma neno linalofuata. Je upo tayari? Anza. When I say “Begin,” start here [point to first non-word] and read across the page [point]. Point
to each word and read it in a loud voice. Read as quickly and carefully as you can. If you
come to a word you do not know, go on to the next word. Put your finger on the first word.
Ready? Begin.
Anza kupima muda mara mwanafunzi anapoanza kusoma neno la kwanza./ Start the timer when the child reads the first word.
Endapo mtoto hajajibu swali baada ya sekunde 3. If the child doesn’t respond to an item after 3 seconds.
Endapo muda umekwisha (sekunde 60). /If the time on the stopwatch runs out (60 seconds)
Iwapo mwanafunzi hataweza kusoma neno lolote kwa usahihi tangu mwanzo mpaka mwisho wa mstari, Sema “Asante,” Sitisha zoezi hili, kisha weka alama kwenye kisanduku kilichopo hapa chini kisha endelea na zoezi linalofuata.
If the child does not provide a single correct response on the first line (5 items), say “Thank you!”, discontinue this subtask, check the box at the bottom, and go on to the next subtask.
( / ) Kwa kutumia penseli fuatilia na weka alama ya mkwaju kwa maneno yote
aliyokosea kuyasoma/ Mark any incorrect words with a slash
( Ø ) . Iwapo uliweka alama ya kosa aliposahihisha kusoma neno alilokosea,
zungushia neno kisha endelea./Circle self-corrections if you already marked the word
incorrect
( ] ) Weka alama ya mabano katika neno la mwisho alilosoma./Mark the final word
read with a bracket
Mfano: kamula goge naji
mbanyu rishadi yuhu keya tikaka
kojima sarada kamula jami tuwa
naa shoke lesho lengeke fumre
rufishi varede ongu kela zame
riga mbwaku nefesi rabo lihi
chito zihi buba goge tewo
funanziwa koya takibu leki mbekoki
daifa naji suki towato rakinja
domgo fasira twaiana mbeje nyuya
uhu vinja pifu rinzu limwamu
Muda uliobaki (sekunde) Time remaining (SECONDS)
Sitisha zoezi kwa sababu mwanafunzi hana majibu kwenye mstari wa kwanza. Exercise discontinued because the child had no correct answers in the first line.
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30
Sub-test 2a. ORAL READING PASSAGE
Sekunde
60 seconds
Sub-test 2b. READING COMPREHENSION
1. Iwapo mwanafunzi atashidwa kusoma japo neno moja kwa usahihi kwenye kisanduku sema “Asante.” Sitisha zoezi hili, kisha weka alama kwenye kisanduku kilichopo
hapa chini kisha endelea na zoezi linalofuata. Usimuulize maswali ya ufahamu./If the child does not provide a single correct word before the word in a box, say “Thank you!”,
discontinue this subtask and check the box at the bottom. Do not ask any comprehension questions.2. Iwapo mwanafunzi atasema ‘Sijui’ Chukulia kama ni kosa./If a child says “I don’t know,” mark
as incorrect.
Muoneshe mwanafunzi karatasi yenye hadithi wakati unasoma maelekezo. Show the child the sheet in the student stimulus booklet as you read the instructions.
Endapo
mtoto
hajajibu
swali
baada ya
sekunde 3. If the
child
doesn’t
respond to
an item
after 3
seconds
Baada ya mwanafunzi kumaliza kusoma. Ondoa karatasi ya hadithi
mbele yake.
Muulize mwanafunzi maswali yanayohusiana na hadithi aliyosoma.
Mwanafunzi lazima asome hadithi ambayo inahusiana na maswali
atakayoulizwa.
Iwapo mwanafunzi atashindwa kujibu swali baada ya sekunde kumi
(10) weka alama ya hakuna ‘Jibu’. Na endelea kuuliza swali
linalofuata. Usirudie kuuliza swali.
After the child is finished reading, REMOVE the passage from in front of
the child.
Ask the child only the questions related to the text read. A child must
read all the text that corresponds with a given question. If the child does
not provide a response to a question after 10 seconds, mark “no
response” and continue to the next question. Do not repeat the question.
Hii ni karatasi yenye hadithi fupi. Soma hadithi hii kwa sauti, haraka na kwa umakini: ukimaliza kusoma nitakuuliza maswali kuhusu yale uliyosoma. Je umeelewa unachotakiwa kufanya? Nikisema ‘Anza’ soma hadithi, haraka na kwa umakini kadri uwezavyo. Kama utanona neno usiloweza kusoma endelea kusoma neno linalofuata. Weka kidole chako kwenye neno la kwanza. Je, upo tayari? “Anza “. Here is a short story. I want you to read it aloud, quickly but carefully.
When you finish, I will ask you some questions about what you have read. When I
say “Begin,” read the story as best as you can. If you come to a word you do not
know, go on to the next word. Put your finger on the first word. Ready? Begin.
Anza kupima muda mara mwanafunzi anapoanza kusoma neno la kwanza./
Start the timer when the child reads the first word.
Endapo muda umekwisha (sekunde 60). /If the time on the stopwatch runs out
(60 seconds) Sasa nitaanza kuuliza maswali machache kuhusu hadithi uliyosoma. Jitahidi kujibu maswali uwezavyo. Now I am going to ask
you a few questions about the story you just read. Try to answer the
questions as well as you can.
( / ) Kwa kutumia penseli fuatilia na weka alama ya mkwaju kwa maneno yote aliyokosea kuyasoma/ Mark any incorrect words with a slash ( Ø ) . Iwapo uliweka alama ya kosa aliposahihisha kusoma neno alilokosea,
zungushia neno kisha endelea./Circle self‐corrections if you already marked the word incorrect ( ] ) Weka alama ya mabano katika neno la mwisho alilosoma./Mark the final word read with a bracket
() 1 = Sahihi Correct () 0 = Isiyosahihi Incorrect
() . = Hakuna jibu No response.
Neema Maswali (Majibu) Questions [Answers]
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31
Jumapili ilikuwa tarehe ya kuzaliwa kwa Neema. 7
Siku ya kuzaliwa Neema ilikuwa lini?
[Jumapili] 1 0 .
Neema aliwaalika rafiki zake kwenye sherehe.
13 Neema aliwaalika nani?
[Rafiki zake / Joni]
1
0
.
Rafiki zake walikwenda kwenye sherehe wakiwa wamebeba zawadi. 21
Rafiki zake Neema walibeba nini?
[Zawadi] 1 0 .
Sebuleni kulikuwa kumepambwa kwa maua na mapulizo. Neema alipomwona Joni
alimkaribisha ndani. Ilipofika wakati wa kutoa zawadi, Joni hakuwa nayo. 41
Nani hakuwa na zawadi?
[Joni] 1 0 .
Joni alisahau kuomba fedha kwa mama yake. Aliona aibu akainamisha kichwa chini. Joni
alijilaumu kwa sababu hakuwa na zawadi.
60 Kwa nini Joni aliinamisha kichwa chini?
[Aliona aibu/Hakuwa na zawadi]
1
0
.
Muda uliobaki (sekunde)
Time remaining (SECONDS)
Sitisha zoezi kwa sababu mwanafunzi hana majibu kwenye mstari wa
kwanza. Exercise discontinued because the child had no correct answers in the first line.
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48
1.
[Je, mwanafunzi ni msichana?]
[Is the student a girl?]
Hapana / No ............................................................... 0
Ndiyo / Yes ................................................................. 1
2.
Una umri gani?
How old are you?
[Kati ya 5–18]/Range: 5–18 / [Miaka]/Years
Hajui/hajajibu / Don’t know/Refuse ...................... 888
3.
Umepata chochote cha kula kabla ya kuja
shuleni leo?
Did you eat any food before you arrived at
school today?
Hapana / No ............................................................... 0
Ndiyo / Yes ................................................................. 1
Hajui/hajajibu / Don’t know/Refuse ...................... 888
4. Ningependa kuona ni vitabu gani unavyo leo. Tafadhali naomba unionyeshe.
Mtake mwanafunzi akuoneshe vitabu vyote na uoneshe kama wanaweza kufanya hivyo.
I would like to see what school books you
have with you today. Please show me your
[……].
Ask the pupil to show you each item and indicate if they could do so.
Hapana No
Ndiyo Yes
Hajui/hajajibu Do not know/No
response
Kitabu cha kiswahili cha hadithi
Kiswahili reader
0
1
888
Kitabu cha kiswahili
Kiswahili textbook
0
1
888
Daftari la mazoezi la kiswahili
Kiswahili exercise book
0
1
888
Kitabu cha kingereza cha hadithi
English reader
0
1
888
Kitabu cha English
English textbook
0
1
888
Daftari la mazoezi la English
English exercise book
0
1
888
Kitabu cha hisabati
Mathematics textbook
0
1
888
Daftari la mazoezi la hisabati
Mathematics exercise book
0
1
888
RTI Inception Report
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5.
[Rekodi ni kurasa ngapi zilizo andikwa kazi
za mazoezi katika daftari la mwanafunzi la
hisabati.]
[Record how many pages have work on them in the pupil’s mathematics exercise book]
Hakuna daftari la mazoezi la hisabati / No mathematics exercise book available .............................................. 9
Robo ya kurasa zina kazi / One quarter of pages have work ............................................................................... 1
Nusu ya kurasa zina kazi / Half of pages have work.. 2
Robo tatu ya kurasa zina kazi / Three quarters of pages have work .................................................................. 3
Kurasa zote zina kazi / All pages have work ............... 4
6.
[Rekodi ni kurasa ngapi mwalimu
Hakuna daftari la mazoezi la hisabati / No mathematics
amesahihisha au kurekebisha makosa exercise book available.............................................. 9
katika daftari la mazoezi la mwanafunzi.]
[Record how many pages the teacher has
marked or corrected mistakes on in the
None .............................................................................. 0 Hakuna
pupil’s mathematics exercise book.] Robo ya kurasa zimefanyiwa kazi / One quarter of the pages with working .................................................... 1
Nusu ya kurasa zimefanyiwa kazi / Half of the pages with
working ...................................................................... 2
Robo tatu ya kurasa zimefanyiwa kazi / Three quarters of
pages with working .................................................... 3
Kurasa zote zimefanyiwa kazi / All of the pages with
working ...................................................................... 4
7.
Mwalimu hufanyaje unapofanya vizuri
kwenye jaribio au wakati wa kujifunza?
USIMSOMEE mwanafunzi majibu. Weka
tiki majibu YOTE yanayohusika.
What does the teacher do when you do well
on a test or during a lesson?
Do NOT read the responses to the pupil. Tick ALL responses.
Hafanyi kitu / Nothing ................................................ 0
Hunipongeza / Praises me ......................................... 1
Hunipa zawadi / Gives me a prize .............................. 1
Mengineyo / Other .................................................... 1
Hajui/hajajibu / Don’t know/Refuse ...................... 888
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8.
Mwalimu anafanyaje unapokuwa huwezi
kujibu swali au unapokosea kujibu swali?
USIMSOMEE mwanafunzi majibu. Weka
tiki majibu YOTE.
What does the teacher normally do when
you are unable to answer a question or you
answer a question incorrectly?
Do NOT read the responses to the pupil. Tick ALL responses.
Mwalimu hurudia/hufafanua swali / Teacher rephrases/explains the question ................... 1
Mwalimu humtaka mwanafunzi kujaribu tena / Teacher encourages the student to try again ............. 1
Mwalimu humuuliza mwanafunzi mwingine/ Teacher asks
another student ......................................................... 1
Mwalimu huuliza tena / Teacher asks again .............. 1
Mwalimu humsahihisha tena / Teacher corrects the
student ........................................................................... 1
Mwalimu humpiga mwanafunzi / Teacher hits student ................................................... 1
Mengineyo / Other .................................................... 1
Hajui/hajajibu / Don’t know/Refuse ....................... 888
9.
Je huwa unachukua vitabu vya kusoma
Hapana / No ............................................................... 0
kutoka darasani au maktaba ya shule
unaporejea/ unapokwenda nyumbani?
Do you bring home reading books from Ndiyo / Yes ................................................................. 1
your classroom or from the school library? Hajui/hajajibu / Don’t know/Refuse ............................ 888
10.
Mbali na vitabu vya shule, je kuna vitabu,
Hapana / No ............................................................... 0
magazeti au machapisho mengine
unayosoma ukiwa nyumbani?
Apart from your school books, are there Ndiyo / Yes ................................................................. 1
books, newspapers or other materials for you to read at your home? Hajui/hajajibu / Don’t know/Refuse ............................ 888
11. Ni mara ngapi ukiwa nyumbani huwa unasoma kwa sauti mbele ya mtu? sijawahi, mara chache, au kila siku? Msomee mwanafunzi majibu. weka tiki kwa jibu MOJA tu linalohusika.
How often do you read out loud to someone at home? Never, sometimes, or every day?
Read the responses to the pupil.
Tick only ONE response.
Sijawahi / Never ......................................................... 0
Mara chache / Sometimes ......................................... 1
Kila siku / Every day ................................................... 2
Hajui/hajajibu / Don’t know/Refuse ...................... 888
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12.
Ni mara ngapi ukiwa nyumbani huwa mtu anakusomea kwa sauti? Sijawahi, mara chache, au kila siku?
Msomee mwanafunzi majibu. Weka tiki kwa jibu MOJA tu linalohusika.
How often does someone read to you at home? Never, sometimes, or every day?
Read the responses to the pupil.
Tick only ONE response.
Sijawahi / Never ........................................................... 0
Mara chache / Sometimes............................................ 1
Kila siku / Every day ..................................................... 2
Hajui/hajajibu /Don’t know/Refuse......................... 888
Sasa ningependa nikuulize maswali kuhusu kaya ya familia yenu.
Now I would like to ask you some questions about your household.
13.
Je nyumbani kwenu mnatumia umeme?
Does your family have electricity in your
home?
Hapana / No ............................................................... 0
Ndiyo / Yes ................................................................. 1
Hajui/hajajibu / Don’t know/Refuse ...................... 888
14.
Je kwa kawaida nyumbani kwenu mnapata
maji kutoka wapi?
Soma maelezo kwa sauti Onesha picha inayohusika Weka tiki kwenye jibu sahihi.
Where do you normally get your water
from at home?
Read answer options aloud. Point to appropriate pictograms.
Tick only ONE response.
Mto, kijito au ziwa / River, stream, or lake ................ 1
Kisima cha asili au kisima cha kuchimba / Well or borehole ................................................................................... 1
Bomba la jumuiya / Communal tap............................ 1
Maji ya bomba la ndani ya nyumba / Water pipe/tap in your home .................................................................. 1
Gari la maji au tanki / Water truck or tank ................ 1
Mengineyo / Other .................................................... 1
Hajui/hajajibu / Don’t know/Refuse ....................... 888
15.
Je nyumbani kwenu kwa kawaida chakula
kinapikwa kwa kutumia nini?
Soma maelezo kwa sauti Onesha picha inayohusika Weka tiki kwenye jibu sahihi.
How is food most often cooked at your
home?
Read answer options aloud.
Point to appropriate pictograms.
Tick only ONE response.
Kuni / Firewood .......................................................... 1
Jiko la mkaa / A charcoal burner ................................ 2
Jiko la mafuta ya taa / A kerosene stove .................... 3
Jiko la gesi / A gas stove............................................. 4
Jiko la umeme / An electric stove/cooker .................. 5
Mengineyo / Other .................................................... 6
Hajui/hajajibu / Don’t know/Refuse ...................... 888
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16. Je nyumbani kwenu mnatumia choo cha
aina gani?
Soma maelezo kwa sauti Onesha picha inayohusika Weka tiki kwenye jibu sahihi.
What type of toilet does your family use at
your home?
Read answer options aloud.
Point to appropriate pictograms.
Tick only ONE response.
Hakuna choo / No toilet ............................................. 0
Choo cha shimo (ikiwa ni pamoja na choo cha ushirika na familia nyingine au choo cha jumuiya) / Pit toilet (including shared and communal) .............................. 1
Choo cha kuflashi nje ya nyumba / Flush/eastern toilet outside your home ..................................................... 2
Choo cha kuflashi ndani ya nyumba / Flush/eastern toilet inside your home ........................................................ 3
Mengineyo / Other .................................................... 4
Hajui/hajajibu / Don’t know/Refuse ....................... 888
17. Je familia yenu ina vitu vifuatavyo nyumbani kwenu?
Onyesha picha husika.
Does your family have the following items in your home?
Point to appropriate pictograms.
Hapana
No Ndiyo
Yes
Hajui/hajajibu Do not know/No
response
Redio / Radio 0 1 888
Simu ya kiganjani / Mobile phone
0
1
888
Televisheni / Television
0 1 888
Kompyuta / Computer
0 1 888
Jokofu / Refrigerator
0 1 888
Baiskeli / Bicycle 0 1 888
Pikipiki / Motorbike
0 1 888
Gari / Car/truck 0 1 888
Mifugo / Cattle/livestock
0 1 888
Asante sana!
Thank you very much!
RTI Inception Report
54
Dodoso la mwanafunzi / Student Life Skills questionnaire.
“Nitakuuliza maswali yanayokuhusu wewe zaidi. Hakuna jibu sahihi au kosa kwa hiyo tafadhali uwe mkweli kwa kadri unavyoweza. Pia hakuna mtu yeyote atajua kuwa haya ni majibu yako.” / “I’m now going to ask you some more questions about yourself. There are no right or wrong answers so please be as honest as possible and please try to answer all questions. Also, remember that no one will know that these are your answers.”
[Haya ni maswali ya mtu binafsi, kwa hiyo ni muhimu USIONYESHE hisia zako wakati wanafunzi wanajibu.] [As these are personal questions, it is very important that you NOT show any emotion or reaction to any of the children’s responses.]
[Kwa kila swali katika hadithi tumia jina la jinsi ya mwanafunzi unayemhoji] [For each question use the name in the story that is the same as the gender of the student you are interviewing]
Katika sehemu hii nitakusomea maelezo ya wanafunzi tofauti. Tafadhali sikiliza kwa makini maelezo haya na kisha niambie kama wewe uko sawa na wanafunzi hawa ninaokusomea, huko sawa nao au mnafanana kidogo nao. Kwa mfano, kama nikikuambia kuwa Anna/Fred wana furaha kila mara, kama wewe unafuraha kila mara utasema “mimi ni kama Anna/Fred.” Kama huna furaha kila mara utasema “mimi si kama Anna/Fred.” Na kama una furaha wakati mwingine sema “kwa kiasi ni kama Anna/Fred.” Je, umeelewa? Je tuanze?
In this section I’m going to read you descriptions of different children. Please listen carefully to each description and then in each case I want you to tell me if you are the same as that child, not the same as that child, or just a little bit similar to that child. For example, if I tell you that Anna/Fred is always happy, then if you are also always happy you would say: “I am like Anna/Fred”, if you are not always happy you would say: “I am not like Anna/Fred” and if you are sometimes happy you would say: “I am a little like Anna/Fred”. Is that clear? Shall we begin?
Sehemu ya I: Ujasiri wa kitaaluma
Section I: Academic Grit10
1. Ngoja nikumabie kuhusu kijana anayeitwa Bakari/Amina.
Hapana / No ....................................................................... 0
Bakari/Amina anafanya kazi kwa bidii Kwa kiasi / Sort of............................................................... 2
kilamara. Je wewe uko kama Bakari/Amina? Ndiyo / Yes ......................................................................... 1
Hajui/Hajajibu / Don’t know/refuse ............................... 888
Let me tell you about a child called Bakari/Amina. Bakari/Amina always works very hard. Are you like Bakari/Amina?
2.
Ngoja nikuambie kuhusu kijana
Hapana / No ....................................................................... 0
anayeitwa Daudi/Hawa. Daudi/Hawa anamaliza kufanya kazi zote za Kwa kiasi / Sort of............................................................... 2
nyumbani. Je wewe uko kama Ndiyo / Yes ......................................................................... 1 Daudi/Hawa?
Hajui/Hajajibu / Don’t know/refuse ............................... 888
Let me tell you about a child called
Daudi/Hawa. Daudi/Hawa always completes all Daudi’s/Hawa’s chores
10 Questions 1, 2, 4 – 8 were adapted from Rojas, J. P., Reser, J. A., Usher, E. L., & Toland, M. D. (2012). Psychometric properties of the Academic Grit Scale. Lexington: University of Kentucky. Used by permission.
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at home. Are you like Daudi/Hawa?
3. Ngoja nikuambie kuhusu kijana anayeitwa Linus/Hilda. Linus/Hilda hamalizi kazi za nyumbani badala yake huenda hucheza. Je wewe uko kama Linus/Hilda?
Let me tell you about a child called Linus/Hilda. Linus/Hilda does not finish Linus’/Hilda’s chores at home, instead Linus/Hilda goes out and plays. Are you like Linus/Hilda?
Hapana / No ....................................................................... 0
Kwa kiasi / Sort of............................................................... 2
Ndiyo / Yes ......................................................................... 1
Hajui/Hajajibu / Don’t know/refuse ............................... 888
4.
Ngoja nikuambie kuhusu kijana anayeitwa Jakaya/Zawadi. Jakaya/Zawadi anapoona kazi ni ngumu huiacha na hajitahidi. Je wewe uko kama Jakaya/Zawadi?
Let me tell you about a child called Jakaya/Zawadi. When Jakaya/Zawadi finds that a task is hard, Jakaya/Zawadi gives up and stops trying. Are you like Jakaya/Zawadi?
Hapana / No ....................................................................... 0
Kwa kiasi / Sort of............................................................... 2
Ndiyo / Yes ......................................................................... 1
Hajui/Hajajibu / Don’t know/refuse ............................... 888
5.
Ngoja nikuambie kuhusu kijana
Hapana / No ....................................................................... 0
anayeitwa Mashaka/Naomi. Mashaka/Naomi anarudia kuifanya Kwa kiasi / Sort of............................................................... 2
kazi mara nyingine ingawaje Ndiyo / Yes ......................................................................... 1 alishindwa mara ya kwanza. Je wewe uko kama Mashaka/Naomi? Hajui/Hajajibu / Don’t know/refuse ............................... 888
Let me tell you about a child called
Mashaka/Naomi. Mashaka/Naomi always carries on trying even after Mashaka/Naomi was unsuccessful on a task the first time. Are you like Mashaka/Naomi?
6. Ngoja nikuambie kuhusu kijana anayeitwa Ignas/Hadija. Ignas/Hadija
Hapana / No ....................................................................... 0
huwa anajitahidi kufanya kazi kwa Kwa kiasi / Sort of............................................................... 2
bidii hata kama ni jambo gumu. Je wewe uko kama Ignas/Hadija? Ndiyo / Yes ......................................................................... 1
Hajui/Hajajibu / Don’t know/refuse ............................... 888
Let me tell you about a child called Ignas/Hadija. Ignas/Hadija always keeps trying even when what he is doing is very difficult. Are you like Ignas/Hadija?
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7. Ngoja nikuambie kuhusu kijana anayeitwa Damasi/Maria. Damasi/Maria akiwa na kazi za shule hazifanyi mara kwa mara. Je wewe uko kama Damasi/Maria?
Let me tell you about a child called Damasi/Maria. When Damasi/Maria has school work, Damasi/Maria does not always do it. Are you like Damasi/Maria?
Hapana / No ....................................................................... 0
Kwa kiasi / Sort of............................................................... 2
Ndiyo / Yes ......................................................................... 1
Hajui/Hajajibu / Don’t know/refuse ............................... 888
8.
Ngoja nikuambie kuhusu kijana
Hapana / No ....................................................................... 0
anayeitwa Isaya/Pendo. Isaya/Pendo anafanya kazi ile anayotakiwa
Kwa kiasi / Sort of............................................................... 2
kuifanya hata kama hajisikii kufanya Ndiyo / Yes ......................................................................... 1 hivyo. Je wewe uko kama Isaya/Pendo? Hajui/Hajajibu / Don’t know/refuse ............................... 888
Let me tell you about a child called
Isaya/Pendo. Isaya/Pendo always does what has to be done even if Isaya/Pendo does not feel like doing it. Are you like Isaya/Pendo?
Sehemu ya II: Kujiamini
SECTION II: Self‐Confidence11
9. Ngoja nikuambie kuhusu kijana anayeitwa Juma/Chausiku.
Hapana / No ....................................................................... 0
Anapopeleka kazi yake kwa mwalimu Kwa kiasi / Sort of............................................................... 2
anaiona ni nzuri sana. Je wewe uko kama Juma/Chausiku? Ndiyo / Yes ......................................................................... 1
Hajui/Hajajibu / Don’t know/refuse ............................... 888
Let me tell you about a child called Juma/Chausiku. When Juma/Chausiku hands his work in to the teacher Juma/Chausiku really thinks that the work is very good. Are you like Juma/Chausiku?
10.
Ngoja nikuambie kuhusu kijana
Hapana / No ....................................................................... 0
anayeitwa Eliasi/Bahati. Eliasi/Bahati anakuwa na wasiwasi kuwa mwalimu Kwa kiasi / Sort of............................................................... 2
hatafurahia kazi yake. Je wewe uko Ndiyo / Yes ......................................................................... 1 kama Eliasi/Bahati?
Hajui/Hajajibu / Don’t know/refuse ............................... 888
Let me tell you about a child called
11 Questions 9 – 15 were adapted from Heatherton, T. F., & Wyland, C. L. (2003). Assessing self-esteem. In S. J. Lopez & C. R.
Snyder (Eds.), Positive psychology assessment: A handbook of models and measures (pp. 219–233). Washington DC: American
Psychological Association. Retrieved from http://www.dartmouth.edu/~thlab/pubs/03_Heatherton_Wyland_APP_ch.pdf.
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Eliasi/Bahati. Eliasi/Bahati often worries that the teacher will not be pleased with Eliasi’s/Bahati’s work. Are you like Eliasi/Bahati?
11. Ngoja nikuambie kuhusu kijana anayeitwa Bonifasi/Ashura. Anafikiri mazoezi anayofanya darasani ni rahisi kwake kuliko wenzake wanavyoyaona. Je wewe uko kama Bonifasi/Ashura?
Let me tell you about a child called Bonifasi/Ashura. Bonifasi/Ashura thinks that classwork is much easier for Bonifasi/Ashura than it is for the other children in the class. Are you like Bonifasi/Ashura?
Hapana / No ....................................................................... 0
Kwa kiasi / Sort of............................................................... 2
Ndiyo / Yes ......................................................................... 1
Hajui/Hajajibu / Don’t know/refuse ............................... 888
12. Ngoja nikuambie kuhusu kijana anayeitwa Baraka/Perpetua. Baraka/Perpetua anaamini kuwa wanafunzi wenzake wanapenda kucheza na yeye darasani. Je wewe uko kama Baraka/Perpetua?
Let me tell you about a child called Baraka/Perpetua. Baraka/Perpetua believes that the other children in the class really like to play with Baraka/Perpetua. Are you like Baraka/Perpetua?
Hapana / No ....................................................................... 0
Kwa kiasi / Sort of............................................................... 2
Ndiyo / Yes ......................................................................... 1
Hajui/Hajajibu / Don’t know/refuse ............................... 888
13.
Ngoja nikuambie kuhusu kijana
Hapana / No ....................................................................... 0
anayeitwa Amoni/Paulina. Amoni/Paulina anaamini kwamba Kwa kiasi / Sort of............................................................... 2
kazi za shule zinamuwia ngumu zaidi Ndiyo / Yes ......................................................................... 1 yeye kuliko wanafunzi wenzake. Je wewe uko kama Amoni/Paulina? Hajui/Hajajibu / Don’t know/refuse ............................... 888
Let me tell you about a child called
Amoni/Paulina. Amoni/Paulina believes that it is harder for Amoni/Paulina to do school work than it is for the other children in the class. Are you like Amoni/Paulina?
14.
Ngoja nikuambie kuhusu kijana
Hapana / No ....................................................................... 0
anayeitwa Matei/Youze. Matei/Youze anakuwa na wasiwasi anapoinga
Kwa kiasi / Sort of............................................................... 2
kwenye chumba watu Ndiyo / Yes ......................................................................... 1 wanazungumza. Je wewe uko kama Matei/Youze? Hajui/Hajajibu / Don’t know/refuse ............................... 888
Let me tell you about a child called
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Matei/Youze. Matei/Youze often feels nervous when going into a room where other people are already talking. Are you like Matei/Youze?
15.
Ngoja nikuambie kuhusu kijana
Hapana / No ....................................................................... 0
anayeitwa Frenki/Neema. Frenki/Neema anamini kuwa Kwa kiasi / Sort of............................................................... 2
wanafunzi wenzake wanapenda. Je Ndiyo / Yes ......................................................................... 1 wewe uko kama Frenki/Neema?
Hajui/Hajajibu / Don’t know/refuse ............................... 888 Let me tell you about a child called Frenki/Neema. Frenki/Neema believes that the other children in the class admire Frenki/Neema. Are you like Frenki/Neema?
Sehemu ya III: Uwezo wa kuhisi maono ya mwingine
Section III: Empathy12
16. Ngoja nikuambie kuhusu kijana anayeitwa Filemoni/Husna.
Hapana / No ....................................................................... 0
Alipowaona wanafunzi wakichukua Kwa kiasi / Sort of............................................................... 2
vitu vya mwenzao aliwaendea na kuwaambia waache mara moja. Je Ndiyo / Yes ......................................................................... 1
wewe uko kama Filemoni/Husna? Hajui/Hajajibu / Don’t know/refuse ............................... 888
Let me tell you about a child called
Filemoni/Husna. When Filemoni/Husna saw children in the class taking something from one of the other children, Filemoni/Husna went to those children and he told them to stop doing that. Are you like Filemoni/Husna?
17. Ngoja nikuambie kuhusu kijana anayeitwa Josefu/Shida. Josefu/Shida
Hapana / No ....................................................................... 0
aliona mwanafunzi akidondosha Kwa kiasi / Sort of............................................................... 2 kitabu, hakukiokota na akaondoka. Je wewe uko kama Josefu/Shida? Ndiyo / Yes ......................................................................... 1
Hajui/Hajajibu / Don’t know/refuse ............................... 888
Let me tell you about a child called
Josefu/Shida. Josefu/Shida watched a child drop a book and did nothing, Josefu/Shida just walked on. Are you like Josefu/Shida?
18. Ngoja nikuambie kuhusu kijana anayeitwa Shukuru/Pamela.
Hapana / No ....................................................................... 0
Shukuru/Pamela akimuona Kwa kiasi / Sort of............................................................... 2
12 Questions 16 – 19 were adapted from Davis, M. H. (1980). A multidimensional approach to individual differences in empathy.
JSAS Catalog of Selected Documents in Psychology, 10(85); and Davis, M. H. (1983). Measuring individual differences in empathy:
Evidence for a multidimensional approach. Journal of Personality and Social Psychology, 44(1), 113–126. Used by permission.
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mwanafunzi mwingine analia hasikitiki. Je wewe uko kama Shukuru/Pamela?
Let me tell you about a child called Shukuru/Pamela. When Shukuru/Pamela sees other children crying, it does not upset Shukuru/Pamela. Are you like Shukuru/Pamela?
Ndiyo / Yes ......................................................................... 1
Hajui/Hajajibu / Don’t know/refuse ............................... 888
19.
Ngoja nikuambie kuhusu kijana anayeitwa Timoth/Anjela akimuona mwenzake anasikitika naye husikitika. Je wewe uko kama Timoth/Anjela?
Let me tell you about a child called Timoth/Anjela. When Timoth/Anjela sees someone who is sad, Timoth/Anjela feels sad as well. Are you like Timoth/Anjela?
Hapana / No ....................................................................... 0
Kwa kiasi / Sort of............................................................... 2
Ndiyo / Yes ......................................................................... 1
Hajui/Hajajibu / Don’t know/refuse ............................... 888
Sehemu ya IV: Kujitawala
Section IV: Self‐Control13
20.
Ngoja nikuambie kuhusu kijana
Hapana / No ....................................................................... 0
anayeitwa Ally/Naima. Ally/Naima kila mara anasahau vifaa vya shuleni Kwa kiasi / Sort of............................................................... 2
nyumbani. Je wewe uko kama Ndiyo / Yes ......................................................................... 1 Ally/Naima?
Hajui/Hajajibu / Don’t know/refuse ............................... 888 Let me tell you about a child called Ally/Naima. Ally/Naima often forgets the things Ally/Naima needs for class at home. Are you like Ally/Naima?
21. Ngoja nikuambie kuhusu kijana anayeitwa Musa/Rosi. Musa/Rosi
Hapana / No ....................................................................... 0
anaingilia maongezi ya wanafunzi Kwa kiasi / Sort of............................................................... 2
wenzake wakati wanaongea. Je wewe uko kama Musa/Rosi? Ndiyo / Yes ......................................................................... 1
Hajui/Hajajibu / Don’t know/refuse ............................... 888
Let me tell you about a child called
Musa/Rosi. Musa/Rosi often interrupts other children when they are talking. Are you like Musa/Rosi?
22.
Ngoja nikuambie kuhusu kijana
Hapana / No ....................................................................... 0
anayeitwa Huseni/Gloria. Gloria huongea kwa kiburi. Je wewe uko Kwa kiasi / Sort of............................................................... 2
kama Huseni/Gloria? Ndiyo / Yes ......................................................................... 1
13Questions 20 – 27 were adapted from (Tsukayama, E., Duckworth, A. L., & Kim, B. (In press). Domain-specific impulsivity in
school-age children. Developmental Science.). Retrieved from: https://sites.sas.upenn.edu/duckworth/pages/research and
https://upenn.app.box.com/DSIS-C.
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Let me tell you about a child called Huseni/Gloria. Huseni/Gloria says cheeky things. Are you like Huseni/Gloria?
Hajui/Hajajibu / Don’t know/refuse ............................... 888
23.
Ngoja nikuambie kuhusu kijana
Hapana / No ....................................................................... 0
anayeitwa Eriki/Anna. Eriki/Anna hakuweza kuona kitu anachkitafuta Kwa kiasi / Sort of............................................................... 2
chumbani kwake kwa kuwa hakikuwa Ndiyo / Yes ......................................................................... 1 nadhifu. Je wewe uko kama Eriki/Anna? Hajui/Hajajibu / Don’t know/refuse ............................... 888
Let me tell you about a child called
Eriki/Anna. Eriki/Anna cannot find things because Eriki’s/Anna’s room is untidy. Are you like Eriki/Anna?
24.
Ngoja nikuambie kuhusu kijana
Hapana / No ....................................................................... 0
anayeitwa Doto/Subira. Doto/Subira alikasirika akiwa shuleni. Je wewe uko Kwa kiasi / Sort of............................................................... 2
kama Doto/Subira? Ndiyo / Yes ......................................................................... 1
Hajui/Hajajibu / Don’t know/refuse ............................... 888
Let me tell you about a child called Doto/Subira. Doto/Subira got upset and lost Doto’s/Subira’s temper at school. Are you like Doto/Subira?
25.
Ngoja nikuambie kuhusu kijana
Hapana / No ....................................................................... 0
anayeitwa Joshua/Mwajuma. Joshua/Mwajuma husahau mara kwa Kwa kiasi / Sort of............................................................... 2
mara mwalimu anachomwambia. Je Ndiyo / Yes ......................................................................... 1 wewe uko kama Joshua/Mwajuma?
Hajui/Hajajibu / Don’t know/refuse ............................... 888 Let me tell you about a child called Joshua/Mwajuma. Joshua/Mwajuma often forgets what Joshua/Mwajuma was told by the teacher. Are you like Joshua/Mwajuma?
26. Ngoja nikuambie kuhusu kijana anayeitwa Joti/Lulu mara nyingine
Hapana / No ....................................................................... 0
hasikilizi kwa sababu anafikiria Kwa kiasi / Sort of............................................................... 2
mambo mengine. Je wewe uko kama Joti/Lulu? Ndiyo / Yes ......................................................................... 1
Hajui/Hajajibu / Don’t know/refuse ............................... 888
Let me tell you about a child called Joti/Lulu. Joti/Lulu sometimes does not listen because Joti/Lulu is thinking about other things. Are you like Joti/Lulu?
27.
Ngoja nikuambie kuhusu kijana
Hapana / No ....................................................................... 0
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anayeitwa Walter/Rebeca. Walter/Rebeca alikosa heshima kwa mzazi wake alipokasirika. Je wewe uko kama Walter/Rebeca?
Let me tell you about a child called Walter/Rebeca. Walter/Rebeca was disrespectful to Walter’s/Rebeca’s parents when Walter/Rebeca was upset. Are you like Walter/Rebeca?
Kwa kiasi / Sort of............................................................... 2
Ndiyo / Yes ......................................................................... 1
Hajui/Hajajibu / Don’t know/refuse ............................... 888
Asante sana!
Thank you very much!
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Fomu ya Ridhaa Mwalimu Mkuu/Mwalimu ‐ Head/Teacher Consent Form
Habari, Jina langu ni / Hello, my name is . Tunafanya kazi na Kampuni ya Data Vision pamoja na Wizara ya Elimu na Mafunzo ya Ufundi ili kufanya utafiti mdogo kupima uwezo wa wanafunzi wa Darasa la 11 katika Kusoma na Kuhesabu katika baadhi ya Shule. Utafiti huu mdogo unaitwa ‘Upimaji wa awali katika Kusoma na Kuhesabu (EGRA – Early Grade Reading Assesment na EGMA – Early Grade Mathematics Assesment). We are working with DataVision and the Ministry of Education to conduct a survey to assess the reading and mathematics ability of pupils in Standard 2 in a sample of schools. This survey is called the Early Grade Reading and Mathematics Assessment, or EGRA and EGMA
Lengo la utafiti wa EGRA na EGMA ni kupima uwezo wa wanafunzi katika Kusoma na Kuhesabu. Tunakusanya pia taarifa kuhusu Shule na Walimu ili kujifunza zaidi kuhusu hali na utendaji unaoweza kuathiri wanafunzi katika kujifunza Kusoma na Kuhesabu.The purpose of the EGRA and EGMA survey is to assess the mathematics and reading ability of pupils. We are also gathering information about schools and school staff to learn more about conditions and practices that may affect children’s reading and mathematics.
Hii ni mojawapo kati ya Shule iliyoteuliwa katika utafiti huu mdogo. Ushiriki wako ni wa muhimu sana, vilevile hulazimishwi kushiriki kama haupo tayari. Kama umekubali kushiriki nitakuuliza maswali yanayoendana na shughuli zako za kawaida ukiwa kazini. Pia tutachunguza masomo ya Kiswahili na Hisabati yakifundishwa. Nitakuuliza maswali yatakayochukua muda kati ya dakika 15‐20 na uchunguzi wa somo utachukua dakika 30.This school was randomly selected for participation in this survey. Your participation is very important, but you do not have to participate if you do not wish to. If you agree to participate, I will ask you some questions regarding your normal activities at school and will observe a Kiswahili and Mathematics classroom. My questions for you will take approximately 15‐20 minutes and the observation will take 30 minutes.
Jina lako halitaandikwa katika fomu hii wala kutajwa mahali popote katika, utafiti huu. Majumuisho katika matokeo ya utafiti huu wa EGMA na EGRA utakaofanywa katika shule nyingi, yatajadiliwa pamoja na mradi wa Data Vision, Wizara ya Elimu na Mafunzo ya Ufundi na Wadau wengine wa Elimu ili kubainisha maeneo yatakayohitaji msaada wa ziada kuboresha Kusoma na Kuhesabu katika madarasa ya ngazi ya Awali. Taarifa zitakazotolewa na Walimu katika Utafiti huu hazitawekwa bayana kuwa zimetolewa na shule fulani bali zitajumuishwa na taarifa kutoka Shule nyingine kama taarifa ya utafiti. Your name will NOT be recorded on this form, nor mentioned anywhere in the survey data. The combined results of the EGRA and EGMA surveys conducted in many schools will be shared with DataVision, the Ministry of Education, and other education stakeholders to identify areas where additional support may be needed to improve reading and mathematics in the early grades. Information provided in surveys will be anonymous and will not be reported by school, but will be combined with results from many other schools.
Tunaamini hakutakuwa na madhara kwa wewe kushiriki katika utafiti huu. We believe there is no risk to you in participating in this research.
Hakuna manufaa binafsi utakayoyapata kwa wewe kushiriki katika mahojiano haya. Hata hivyo majibu yako yatasaidia katika kuboresha Kusoma na Kuhesabu katika madarasa ya ngazi za Awali. You will not personally benefit from participating in this interview. However, your responses will be used to
help support improvements in early grade mathematics in Tanzania.
Kama una swali lolote katika utafiti huu tafadhali wasiliana na:‐ If you have any questions regarding this study, please feel free to contact:
DataVision : Garden Road, Mikocheni Area. Plot No. 373. P.O. Box 9983 Dar es Salaam, Tanzania.
Kwa mara nyingine tena, usishiriki katika utafiti kama haupo tayari. Mara tutakapoanza kama hutajibu swali hiyo ni ni sawa tu. Uko tayari kushiriki? Once again, you do not have to participate if you do not wish to. Once we begin, if you would rather not answer a question, that’s all right. Are you willing to participate?
Ukubali kwa ridhaa ya Mwalimu Mkuu/Mwalimu kushiriki (Zungushia duara kama Mwalimu Mkuu/Mwalimu amekubali kwa ridhaa yake) Head/Teacherprovided consent (Circle to indicate
consent was received): NDIYO/YES
Dodoso la Mwalimu Mkuu/Mwalimu – Head/Teacher Questionnaire – Tanzania EGRA/EGMA/WASH 2014
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1.
[Je, Mwalimu ni mwanamke?]
[Is the Teacher female?]
Hapana / No ........................................................................ 0
Ndiyo / Yes .......................................................................... 1
2. Je unafundisha somo lipi / masomo yapi darasa la 2? Kiswahili, Hisabati
Soma majibu. Weka tiki katika majibu yote.
What subjects do you teach to the Standard 2 class?
Read the responses. Tick ALL that apply.
Kiswahili ..................................................................... 1
Hisabati / Mathematics ............................................. 2
Mengineyo (fafanua) / Other (specify)....................... 3
Hajui/hajajibu / Don’t know/Refuse ....................... 888
3. Umekuwa mwalimu wa darasa kwa miaka mingapi?
How many years have you been a classroom teacher?
Umekuwa mwalimu wa darasa kwa miaka mingapi?/
Number of years as a classroom teacher...
4. Je, katika ngazi ya kufundisha Hakuna msukumo / Not at all motivated ................... 1 ulionayo kwa sasa, unasemaje kuhusu kiwango chako cha msukumo kazini?
Kwa jumla msukumo ni mkubwa / On the whole motivated ................................................................... 2
Kiwango cha msukumo ni mkubwa sana / Very motivated ................................................................... 3
How would you rate your current level of motivation in your teaching
Hajui/hajajibu / Don’t know/Refuse ....................... 888
post?
5. Je, umefika kiwango gani cha juu cha
elimu?
USIMSOMEE majibu.
Weka tiki katika jibu moja
linalohusika.
What is your highest level of
academic education?
Do NOT READ the options.
Tick only ONE response.
Kidato cha sita / Form 6 ............................................. 1
Cheti / Certificate ....................................................... 2
Stashahada / Diploma ................................................ 3
Stashahada ya Juu / Advanced diploma ..................... 4
Shahada / Bachelor’s degree ...................................... 5
Shahada ya Uzamili / Master’s degree ....................... 6
Shahada ya Uzamivu / PhD ........................................ 7
Mengineyo / Other ..................................................... 8
Hajui/hajajibu / Don’t know/Refuse ....................... 888
6. Unafahamu mihtasari ya elimu Hapana / No ............................................................... 0 inayotumika kwa darasa la pili?
Ndiyo / Yes ................................................................. 1 Are you familiar with the current Ministry learning standards for Hajui/Hajajibu / Don’t know/Refuse ...................... 888
Grade 2 from the syllabi?
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7. Je umepata mafunzo ya jinsi ya kutumia Hapana / No ............................................................... 0 mihtasari ya elimu kwa darasa la pili?
Ndiyo / Yes ................................................................. 1 Have you been trained in how to apply the current Ministry Grade 2 Hajui/Hajajibu / Don’t know/Refuse ...................... 888
standards?
8. Wakati ukiwa mafunzo ya walimu Hapana / No ............................................................... 0
uliwahi kupata mafunzo rasmi ya
kufundisha kusoma kuandika na Ndiyo / Yes ................................................................. 1
kuhesabu katika darasa la kwanza na Sijui/Hajajibu / Don’t know/Refuse ....................... 888
la pili?
During your pre‐service training, did
you receive any specific training on
how to teach reading and
mathematics to early grade pupils?
9. Je, wakati ukiwa kazini ulishawahi Hapana / No ............................................................... 0
kupata mafunzo ya kuwafundisha
kusoma kwandika na kuhesabu Kama hapana, endelea swali la 21 / If no, skip
to 21 katika darasa la kwanza na la pili?
Ndiyo / Yes ................................................................. 1
Have you attended any in‐service
training on how to teach reading Hajui/Hajajibu / Don’t know/Refuse ...................... 888
and mathematics to early grade
pupils?
10. Kwa mwaka uliopita, ni kwa muda gani umetumia katika Mafunzo ya Walimu Kazini Elimu ya Msingi (MWAKEM)?
In the past year, how much time have you spent in in‐service education training (INSET)?
Chin i ya siku moja / Less than one day ...................... 0
Siku moja / One day ................................................... 1
Chini ya wiki moja / Less than one week .................... 2
Wiki moja / One week ................................................ 3
Zaidi ya wiki moja / More than one week .................. 4
Mengineyo (fafanua) / Other (specify)) ..................... 5
Hajui/Hajajiby / Don’t know/Refuse ...................... 888
11. Je mafunzo ya MWAKEM uliyopata Hapana / No ............................................................... 0 yamekuongezea maarifa kwenye kulifahamu mwanafunzi anavyo
Ndiyo / Yes ................................................................. 1
jifunza kusoma?Has the INSET Hajui/Hajajibu / Don’t know/Refuse ...................... 888
training you attended improved your understanding of how children learn to read?
12. Je mafunzo ya MWAKEM uliyopata Hapana / No ............................................................... 0 yamekuongezea maarifa kwenye kulifahamu mwanafunzi anavyo
Ndiyo / Yes ................................................................. 1
jifunza hisabati?Has the INSET Hajui/Hajajibu / Don’t know/Refuse ...................... 888
training you attended improved your understanding of how children learn to do mathematics?
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13. Je mafunzo ya MWAKEM uliyohudhuria yamekuongezea ujuzi wa kufundisha kusoma?
Has the INSET training you attended improved your skills in teaching reading?
Hapana / No ............................................................... 0
Ndiyo / Yes ................................................................. 1
Hajui/Hajajibu / Don’t know/Refuse ...................... 888
14. Je mafunzo ya MWAKEM uliyohudhuria yamekuongezea ujuzi wa kufundisha hisabati?
Has the INSET training you attended improved your skills in teaching mathematics?
Hapana / No ............................................................... 0
Ndiyo / Yes ................................................................. 1
Hajui/Hajajibu / Don’t know/Refuse ...................... 888
15. Je mafunzo ya MWAKEM uliyohudhuria yamekuongezea ujuzi wa kukadiria na kutathmini?
Kama ndiyo, toa mfano. Has the INSET training you attended improved your assessment and evaluation techniques?
If yes, give an example?
Hapana / No ............................................................... 0
Ndiyo (toa mfano) / Yes (give an example) ................ 1
Hajui/Hajajibu / Don’t know/Refuse ...................... 888
16. Je mafunzo ya MWAKEM yameongezea weledi, thamani na mwenendo wako kuwa mzuri kazini?
Kama ndiyo, toa mfano.
Has the INSET training you attended improved your professional values and behaviours?
If yes, give an example?
Hapana / No ............................................................... 0
Ndiyo (toa mfano) / Yes (give an example) ............... 1
Hajui/Hajajibu / Don’t know/Refuse ...................... 888
17. Je mafunzo ya MWAKEM uliyojifunza yamesaidia wanafunzi kujifunza? Kama ndio, eleza.
Soma majibu.
Weka tiki kwa YOTE yanayohusika.
Has the INSET training you attended improved pupil learning? If yes, explain?
Read the responses.
Tick ALL that apply.
Hapana / No ............................................................... 0
Uelewa mzuri wa kazi / Better understanding of work3
Mwamko mkubwa /shauku ya kujifunza / Greater enthusiasm/interest ................................................... 1
kuongezeka kwa furaha ya kujifunza / Increased enjoyment of learning ................................................ 2
kuongezeka kwa utendaji wa ukadiriaji / Improved performance on assessments ..................................... 4
Mahudhurio mazuri shuleni / Better school attendance ................................................................................... 5
Mengineyo (fafanua) / Other (explain) ...................... 6
Hajui/Hajajiby / Don’t know/Refuse ...................... 888
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18. Je umekuwa ukijihusisha na utoaji Hapana / No ............................................................... 0 wa mafunzo ya MWAKEM. Kama ndio, somo lipi?
Ndiyo, Kusoma / Yes, Reading ................................... 1
Weka tiki kwa YOTE yanayohusika. Ndiyo, Hisabati / Yes, Mathematics ........................... 2
Have you been involved in delivering INSET? If yes, in which subject?
Mengineyo (fafanua) / Other (specify)....................... 3 .....................................................................................
Tick all that apply. Hajui/Hakuna jibu / Don’t know/Refuse ................ 888
19. Umewahi kuan galiwa ukifundisha Hapana / No ............................................................... 0 darasani kama sehemu ya mafunzo ya MWAKEM? Kama ndiyo
Mwalimu mkuu / Head Teacher................................. 1
uliangaliwa na nani? Mwalimu mwingine shuleni / Other teacher at the
Weka tiki kwa YOTE yanayohusika. school…. ..................................................................... 2
Have you been observed teaching in Mengineyo (fafanua) / Other (specify)....................... 3
your school as part of the INSET? If
yes, by whom? Hajui/Hajajibu / Don’t know/Refuse…….888
Tick all that apply.
20. Ni wakati gani uliotumia zaidi katika kujifunza MWAKEM
When do you undertake most of your INSET?
wakati wa saa za masomo / During school hours....... 1
baada ya saa za masomo / After school ..................... 2
mwishoni mwa juma / Weekends .............................. 3
wakati wa likizo / During school holidays ................... 4
Mengineyo (fafanua) / Other (specify)....................... 5
Hajui/Hajajibu / Don’t know/Refuse to answer ...... 888
21. Kuna wanafunzi wangapi wavulana wapo darasani leo?
Cheki karatasi ya sampuli.
How many boys are present in the
class today?
Verify against the sampling
worksheet.
Range: 3‐digit number field in case class has more
than 99. Range check: If >200, ask assessor to confirm
number
Wavulana / Boys ................................................
Hajui/hajajibu / Don’t know/Refuse to answer ...... 888
22. Kuna wanafunzi wangapi wasichana wapo darasani leo?
Cheki karatasi ya sampuli.
How many girls are present in the
class today?
Verify against the sampling
worksheet.
Range: 3‐digit number field in case class has more
than 99. Range check: If >200, ask assessor to confirm
number
Wasichana / Girls ...............................................
Hajui/hajajibu / Don’t know/Refuse to answer ...... 888
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Sasa napenda kukuuliza maswali yanayohusu usimamizi/ maelekezo unayopata kutoka kwa mwalimu
mkuu au mwalimu mkuu msaidizi wa shule.
Now I would like to ask you some questions about the supervision you receive from the Head Teacher or
Assistant Head Teacher.
23. Mwalimu mkuu au mwalimu mkuu
msaidizi amewahi kukagua andalio
lako la somo?
Does the Head Teacher or Assistant
Head Teacher ever check your lesson
plans?
Hapana / No ............................................................... 0
Kama hapana, endelea swali la 25 / If no, skip
to 25.
Ndiyo / Yes ................................................................. 1
Hajui/hajajibu / Don’t know/Refuse ....................... 888
Kama Hajui/hajajibu, endelea swali la 25 / If
don’t know/refuse, skip to 25.
24. Kama ndiyo, ni mra ngapi kwa Mara moja kwa mwaka / Once a year ....................... 1
mwaka andalio lako limekaguliwa? Mara moja kwa kila miezi sita / Once every six months
Soma majibu. Weka tiki katika jibu ................................................................................... 2
moja. Mara moja kwa kila miezi 2‐3 / Once every 2–3 months
................................................................................... 3
If yes, how often during the school Mara moja kwa mwezi / Once every month .............. 4
year are lesson plans checked? Mara moja kwa kila wiki mbili / Once every two weeks
Read the responses. ................................................................................... 5
Tick only ONE response. Mara moja kwa wiki / Once every week ..................... 6
Kila siku / Daily ........................................................... 7
Hajui/hajajibu / Don’t know/Refuse ....................... 888
25. Unapohitaji msaada wa ufundishaji Sijawahi kuhitaji msaada / Never need help .............. 1
unamwona nani? Hakuna wa kumwomba msaada / There is no one to
Soma majibu. Weka tiki katika ask for help ................................................................. 2
majibu yote. Jadiliana na walimu wengine / Discuss casually with
other teachers ............................................................ 3
When you need help with your Jadili katika vikao vya masomo na waalimu wengine /
teaching, whom do you consult? Discuss at subject meetings with other teachers ........ 4
Read the responses. Tick ALL Mwalimu wa taaluma / Academic teacher ................ 5
responses. Mwalimu mkuu msaidizi / Assistant Head Teacher...6
Mwalimu mkuu / Head Teacher................................. 7
Mratibu wa elimu kata / mkaguzi wa shule/Ward
Education Coordinator or School Inspector ................ 8
Mengineyo / Other..................................................... 9
Hajui/hajajibu / Don’t know/Refuse ....................... 888
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26. Katika kipindi cha mwaka, ni mara
ngapi mwalimu mkuu au mwalimu
mkuu msaidizi huangalia ufundishaji
wako darasani?
Soma majibu. Weka tiki katika jibu
MOJA.
During the school year, how
frequently does the Head Teacher or
Assistant Head Teacher observe your
teaching?
Read the responses. Tick only ONE response.
Hajawahi / Never ........................................................ 0
Mara moja kwa mwaka / Once a year ....................... 1
Mara mbili kwa mwaka / Twice a year....................... 2
Robo mwaka / Quarterly ............................................ 3
Kila mwezi / Monthly ................................................. 4
Kila wiki / Weekly ....................................................... 5
Hajui/hajajibu / Don’t know/Refuse ....................... 888
27. Katika kipindi cha mwaka, ni mara
ngapi mwalimu wa taaluma
hujadiliana na wewe kuhusu
ufundishaji wako?
Soma majibu. Weka tiki katika jibu
MOJA.
During the school year, how
frequently does the Academic
Teacher discuss your teaching with
you?
Read the responses. Tick only ONE response.
Hajawahi / Never ........................................................ 0
Mara moja kwa mwaka / Once a year ....................... 1
Mara mbili kwa mwaka / Twice a year....................... 2
Robo mwaka / Quarterly ............................................ 3
Kila mwezi / Monthly ................................................. 4
Kila wiki / Weekly ....................................................... 5
Hajui/hajajibu / Don’t know/Refuse ....................... 888
28. Katika kipindi cha mwaka, ni mara
ngapi mratibu elimu kata
hutembelea shule yako?
Soma majibu. Weka tiki katika jibu
MOJA.
During the school year, how
frequently does the Ward Education
Coordinator visit you?
Read the responses. Tick only ONE response.
Hajawahi / Never ........................................................ 0
Mara moja kwa mwaka / Once a year ....................... 1
Mara mbili kwa mwaka / Twice a year....................... 2
Robo mwaka / Quarterly ............................................ 3
Kila mwezi / Monthly ................................................. 4
Kila wiki / Weekly ....................................................... 5
Hajui/hajajibu / Don’t know/Refuse ....................... 888
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29. Katika kipindi cha mwaka ni mara
ngapi mkaguzi wa shule hutembelea
shule yako?
Soma majibu. Weka tiki katika jibu
MOJA.
During the school year, how
frequently does the School Inspector
visit you?
Read the responses. Tick only ONE response.
Hajawahi / Never ........................................................ 0
Mara moja kwa mwaka / Once a year ....................... 1
Mara mbili kwa mwaka / Twice a year....................... 2
Robo mwaka / Quarterly ............................................ 3
Kila mwezi / Monthly ................................................. 4
Kila wiki / Weekly ....................................................... 5
Hajui/hajajibu / Don’t know/Refuse ....................... 888
30. Una vifaa vya kutosha vya Hapana / No ............................................................... 0
kufundishia na kujifunzia Kiswahili
katika darasa lako? Ndiyo / Yes ................................................................. 1
Do you have adequate materials in
your classroom for teaching and
Haihusiki – hafundishi kiswahili / Not applicable – does
not teach Kiswahili ..................................................... 2
learning Kiswahili? Hajui/hajajibu / Don’t know/Refuse ....................... 888
31. Una vifaa vya kutosha vya Hapana / No ............................................................... 0
kufundishia na kujifunzia hisabati
katika darasa lako? Ndiyo / Yes ................................................................. 1
Do you have adequate materials in
your classroom for teaching and
Haihusiki – hafundishi hisabati / Not applicable – does
not teach Mathematics .............................................. 2
learning Mathematics? Hajui/hajajibu / Don’t know/Refuse ....................... 888
32. Ni vifaa vipi vya kufundishia na kujifunzia unavitumia darasani kwako?
Soma majibu. Weka tiki katika
majibu yote.
What teaching and learning materials do you use in your classroom?
Read the responses.
Tick ALL responses that apply.
Vitabu vya kiada / Textbooks ................................... 1
Vitabu vya kiada na vifaa vilivyotengenezwa nchini / Locally produced books and materials .................... 2
Teknolojia / Technology .......................................... 3
Mengenyio (fafanua) / Other (specify) ....................... 4
Hajui/hajajibu / Don’t know/Refuse ....................... 888
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Sasa napenda kukuuliza namna unavyopima na kufuatilia maendeleo ya mwanafunzi.
Now I would like to ask you about how you assess and monitor pupil progress.
33. Unapima namna gani maendeleo ya Majaribio / Written tests ........................................... 1
taaluma ya wanafunzi?
Usimsomee majibu. Tathimini ya mazungumzo / Oral evaluations ........... 2
Weka tiki katika majibu yote Uchunguzi / Observation ........................................... 3
aliyotoa. Mkoba wa kazi na kazi mradi / Portfolios and other
How do you measure your pupils’ projects ...................................................................... 4
academic progress? Kazi za Nyumbani / Homework.................................. 5
Karatasi ya mazoezi / Worksheets ............................. 6 Do NOT READ the options.
Tick ALL that apply. Tathmini ya mwisho wa muhula / End‐of‐term
evaluation .................................................................. 7
Mengineyo / Other .................................................... 8
Hajui/hajajibu / Don’t know/Refuse ...................... 888
34. Unatumiaje matokeo ya wanafunzi ya
upimaji wa kuzungumza na kuandika
kuboresha ufundishaji wako?
Usimsomee majibu.
Weka tiki katika majibu yote
aliyotoa.
How do you use the results of pupils’
oral and written assessments in your
teaching?
Do NOT READ the options.
Tick ALL that apply.
Kuwapanga wanafunzi kwa madaraja / Grade pupils1
Kutathmini uelewa wa maudhui ya somo / Evaluate
pupils’ understanding of subject matter .................... 2
Kuandaa kazi za kufundishia na kujifunzia / Plan
teaching and learning activities ................................. 3
Kufundisha kwa kuzingatia mahitaji ya wanafunzi /
Adapt teaching to better suit pupils’ needs ............... 4
Kuwapanga wanafunzi katika makundi kulingana na
uwezo / Arrange pupils in ability groups ................... 5
Baini na saidia wanafunzi walio na matatizo kwenye mazingira yao / Identify and support learners who are having difficulties in their circumstances… ............. 6
Mengineyo / Other ................................................. 7
Hajui/hajajibu / Don’t know/Refuse ...................... 888
35. Je tathmini ya wanafunzi ni siri? Hapana / No............................................................... 0
Do you keep assessment information Ndiyo / Yes................................................................. 1
confidential? Hajui/hajajibu / Don’t know/Refuse ...................... 888
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36. Unawataarifuje wazazi kuhusu maendeleo ya wanafunzi?
How do you inform parents of student academic progress?
Siwaarifu wazazi / I don’t inform parents………………..0
Ripoti za kila wakati za maendeleo ya wanafunzi /
Regular progress reports ........................................... 1
Ripoti za maendeleo ya wanafunzi ya mwaka / End of year progress report… ............................................... 2
Mengineyo (fafanua) / Other (specify) ...................... 3
Hajui/hajajibu / Don’t know/Refuse ...................... 888
37. Katika darasa lako, ni wazazi/walezi Hakuna / None ........................................................... 0
wangapi wanafuatilia mazoezi ya
nyumbani ya watoto wao? Hakuna, Baadhi / Some ........................................................... 1
baadhi, wengi, wote. Wengi / Most ............................................................. 2
Soma majibu. Weka tiki katika jibu Wote / All .................................................................. 3
MOJA. Hajui/hajajibu / Don’t know/Refuse ...................... 888
In your class, how many parents /
guardians review pupils’ homework?
None, some, most or all?
Read the responses.
Tick only ONE response.
38. Je unaridhika kwa ujumla na ushiriki Hapana / No............................................................... 0
wa wazazi katika kazi za shule za
watoto wao? Ndiyo / Yes................................................................. 1
Are you generally satisfied with Hajui/hajajibu / Don’t know/Refuse ...................... 888
parents’ involvement in their
children’s schoolwork?
39. Je wanafunzi wako wengi darasani Hapana / No ....................................................................... 0
husoma kwa ufahamu? Ndiyo / Yes ......................................................................... 1
Are most children in your class reading with comprehension? Hajui/hajajibu / Don’t know/Refuse ............................... 888
40. Je wanafunzi wako wengi darasani Hapana / No ....................................................................... 0
huandika kwa kujiamini? Are most children in your class writing with Ndiyo / Yes ......................................................................... 1
confidence? Hajui/hajajibu / Don’t know/Refuse ............................... 888
41. Je wanafunzi wako wengi darasani hu Hapana / No ....................................................................... 0
jumilisha na kutoa namba zenye tarakimu mbili? Are most children in your Ndiyo / Yes ......................................................................... 1
class adding and subtracting with two‐ digit numbers?
Hajui/hajajibu / Don’t know/Refuse ............................... 888
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42. Je wanafunzi wako wengi darasani wanaweza kukamilisha muundo wa namba? Are most children in your class able to complete number patterns?
Hapana / No ....................................................................... 0
Ndiyo / Yes ......................................................................... 1
Hajui/hajajibu / Don’t know/Refuse ............................... 888
43. Je wanafunzi wako wengi darasani wanaweza kulinganisha namba zenye tarakimu mbili na tatu? Are most children in your class able to compare two‐ and three‐digit numbers?
Hapana / No ....................................................................... 0
Ndiyo / Yes ......................................................................... 1
Hajui/hajajibu / Don’t know/Refuse ............................... 888
44. Kulingana na viwango vya wizara ya
elimu ni kiwango kipi mwanafunzi
anatakiwa kuweza kusoma kiswaili kwa
mfuluizo?
USIMSOMEE majibu.
Weka tiki katika jibu moja linalohusika.
According to Ministry standards, at what
class level are children expected to read
with comprehension?
Do NOT READ the options.
Tick only ONE response.
Darasa la 1 / Standard 1 ..................................................... 1
Darasa la 2 / Standard 2 ..................................................... 2
Darasa la 3 / Standard 3 ..................................................... 3
Darasa la 4 au zaidi / Standard 4 or higher ....................... 4
Hajui/hajajibu / Don’t know/Refuse ............................... 888
45. Kulingana na viwango vya wizara ya
elimu ni kiwango kipi mwanafunzi
anatakiwa kuweza kuandika kwa
kujiamini?
USIMSOMEE majibu.
Weka tiki katika jibu moja linalohusika.
According to Ministry standards, at what class level are children expected to write with confidence?
Do NOT READ the options.
Tick only ONE response.
Darasa la 1 / Standard 1 ..................................................... 1
Darasa la 2 / Standard 2 ..................................................... 2
Darasa la 3 / Standard 3 ..................................................... 3
Darasa la 4 au zaidi / Standard 4 or higher ....................... 4
Hajui/hajajibu / Don’t know/Refuse ............................... 888
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46. Kulingana na viwango vya wizara ya
elimu ni kiwango kipi mwanafunzi
anatakiwa kuweza ku jumilisha na kutoa
tarakimu mbili?
USIMSOMEE majibu.
Weka tiki katika jibu moja linalohusika.
According to Ministry standards, at what class level are children expected to add and subtract with two‐digit numbers?
Do NOT READ the options.
Tick only ONE response.
Darasa la 1 / Standard 1 ..................................................... 1
Darasa la 2 / Standard 2 ..................................................... 2
Darasa la 3 / Standard 3 ..................................................... 3
Darasa la 4 au zaidi / Standard 4 or higher ....................... 4
Hajui/hajajibu / Don’t know/Refuse ............................... 888
47. Kulingana na viwango vya wizara ya
elimu ni kiwango kipi mwanafunzi
anatakiwa kuweza kukamilisha muundo
wa namba?
USIMSOMEE majibu.
Weka tiki katika jibu moja linalohusika.
According to Ministry standards, at what class level are children expected to complete number patterns?
Do NOT READ the options.
Tick only ONE response.
Darasa la 1 / Standard 1 ..................................................... 1
Darasa la 2 / Standard 2 ..................................................... 2
Darasa la 3 / Standard 3 ..................................................... 3
Darasa la 4 au zaidi / Standard 4 or higher ....................... 4
Hajui/hajajibu / Don’t know/Refuse ............................... 888
48. Kulingana na viwango vya wizara ya
elimu ni kiwango kipi mwanafunzi
anatakiwa kuweza kulinganisha tarakimu
mbili na tatu?
USIMSOMEE majibu.
Weka tiki katika jibu moja linalohusika.
According to Ministry standards, at what class level are children expected to compare two‐ and three‐digit numbers?
Do NOT READ the options.
Tick only ONE response.
Darasa la 1 / Standard 1 ..................................................... 1
Darasa la 2 / Standard 2 ..................................................... 2
Darasa la 3 / Standard 3 ..................................................... 3
Darasa la 4 au zaidi / Standard 4 or higher ....................... 4
Hajui/hajajibu / Don’t know/Refuse ............................... 888
Asante Sana.
Thank you very much.
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Mpendwa Mwalimu / Dear Teacher, Kama sehemu ya utafiti huu, tungependa usome kifungu chenye habari kuhusu madarasa ya mwanzo katika kusoma na hisabati. Baada ya hapo tungependa kukuuliza maswali machache kuhusu taarifa za utafiti zilizoelezwa katika kipande hiki cha habari. / As part of the survey that we are conducting we would like to have you read an informational passage about reading and mathematics in the early grades. We would then like to ask you to answer a few questions about the survey information described in the passage. Pamoja na hilo, tungependa kujua zaidi kuhusu matarajio yako kuhusiana na wanafunzi na kiwango cha hisabati wanachomudu kukifanya kwa kila darasa. Tungependa pia kujua hitaji la kipau mbele chako katika kupata mafunzo yanayohusu namna ya kufundisha mada mbalimbali kwa ufanisi zaidi kwenye somo la hisabati. / Additionally, we would like to know a little about your expectations of children and the mathematics that they should be able to do at each standard. We would also like to survey your interest in receiving training on how to teach a range of mathematical topics effectively.
Upimaji wa ubora wa huduma za elimu / School Quality Assessment for Education
Wanafunzi hawawezi kujifunza bila kuwa na ujuzi wa kusoma, kuandika na kuhesabu. Kusoma ndio msingi wa kukuza ujuzi huo.Utafiti umeonyesha kuwa umahiri wa mwanafunzi kusoma huongeza uwezo wake kiakili katika kujifunza. Pia hutayarisha msingi kwa ajili ya kukuza ustadi wa lugha. Kijenzi cha ujuzi wa kusoma ni pamoja na utambuzi wa herufi, sauti bainifu, msamiati, ufasaha na uwezo wa kufahamu. Hisabati ni msingi wa ujenzi wa ujuzi katika numerali. Utafiti umeonyesha kuwa hisabati huongeza uwezo wa mwanafunzi kutatua matatizo pamoja na hujenga uwezo wa kufikiri. Kijenzi cha ujuzi wa hisabati ni pamoja na utambuzi wa namba, idadi isiyofahamika, mitindo ya namba, mafumbo, kujumlisha na kutoa.
Without literacy and mathematics skills children will not be able to learn. Reading is the basis for the development of literacy skills. Research has shown that reading skill enhances students’ comprehension ability. It also prepares the foundation for the language skills development. The components of reading skills include letter recognition, phonemic awareness, vocabulary, fluency, and comprehension ability. Mathematics is the basis for the development of numeracy skills. Research has shown that mathematics enhances students’ problem‐solving and reasoning skills. The components of mathematics skills include number recognition, quantity discrimination, pattern completion, word problems, addition, and subtraction skills.
Kutokana na matokeo yatakayopatikana, kwenye utafiti huu tutafahamu vizuri jinsi wanafunzi wanavyojifunza kusoma na kufanya hisabati. Kwa msingi huo, matokeo yatatumika kuamua jinsi ya kuwasaidia wanafunzi, walimu, na shule ili kuboresha kusoma na hisabati kwa wanafunzi wa darasa la pili. / Based on the results of this survey, we will have a better understanding of how well students are learning to read and learning to do mathematics. Based on this, the results can be used to make decisions on how to support students, teachers, and schools to improve reading and mathematics skills for Grade 2 students.
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1. Kulingana na kifungu hiki, ni aina gani ya uwezo unaoupata mwanafunzi
kutokana na kusoma? / According to the passage, what type of ability does
reading skills develop in students?
a. Ujuzi katika numerali na utatuzi wa matatizo / Numeracy and problem‐
solving
b. Kufahamu kusoma na kuandika / Comprehension and literacy
c. Kukosoa kwa lengo la kufahamu / Criticism and critical appreciation
d. Usanisi na uchambuzi / Synthesis and analysis
2. Kulingana na kifungu hiki, ni aina gani ya vipaji hisabati humwezesha
mwanafunzi kuvipata? /According to the passage, what type of ability does
mathematics skills develop in students?
a. Ujuzi katika numerali na utatuzi wa matatizo / Numeracy and problem‐
solving
b. Kufahamu kusoma na kuandika / Comprehension and literacy
c. Kukosoa kwa lengo la kufahamu / Criticism and critical appreciation
d. Usanisi na uchambuzi / Synthesis and analysis
3. Je utafiti huu unalenga umri gani ? / What age group is the focus of this
survey??
a. Darasa la 1, 2, na 3 / Grade 1, 2, and 3
b. Darasa la 2 na 3 / Grade 2 and 3
c. Darasa la 2 / Grade 2
d. Wanafunzi wote / All children
4. Kulingana na kifungu hiki, tunatarajia kupata faida gani kwenye zoezi hili? /
According to this passage, what are we hoping to gain from this activity?
a. Jinsi walimu wanavyofundisha kusoma / How teachers teach reading
b. Jinsi walimu wanavyofundisha hisabati / How teachers teach
mathematics
c. Jinsi wanafunzi wanavyosoma mara kwa mara / How frequently
students read
d. Jinsi wanafunzi wanavyojifunza vizuri kusoma na kufanya hisabati /
How well students are learning to read and do mathematics
5. Kutokana na kifungu hiki, kutafanyika nini na taarifa itakayotokana na zoezi
hili? / According to this passage, what can be done with the information from
this activity?
a. Msada utatolewa kwa wanafunzi, walimu na shule / Help support
students, teachers, and schools
b. Kujenga shule / Build schools
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c. Kuunda vikundi vya kusoma vya walimu / Create teacher reading
groups
d. Kuunda chama cha hisabati cha wanafunzi / Create student
mathematics clubs
Ili kusaidia utafiti huu kuelewa vizuri matarajio yako kuhusiana na kile ambacho wanafunzi wanatarajiwa kukifanya pamoja na mada ambazo ungependa kupatiwa mafunzo, tafadhali unaweza: / To assist us in developing a better sense of your expectations of what children should be able to do and the topics that you would like to receive training on, please can you:
Kujibu kila swali, /Answer each question,
Onesha ni katika darasa lipi mwanafunzi anaweza kujibu maswali haya, na / Indicate at what
standard level you expect students to be able to answer this question, and
Onesha kama utapenda kupata mafunzo juu ya mada zinazohusiana na maswali. / Indicate if
you would like training on how to teach the topic addressed by the question.
Kipengele / Item Ni katika darasa lipi mwanafunzi anaweza kujibu swali hili? (weka alama ya V kwenye kisanduka kinachohusika) / At what standard level do you expect students to be able to answer this question? (tick the appropriate box)
Utapenda kupata mafunzo yahusuyo kufundisha kwa ufanisi zaidi jinsi wanafunzi wanavyoweza kufanya vizuri zaidi maswali kama hili? / Would you like to receive training on how to effectively teach children how to solve problems like this one?
1. Andika ukianza na iliyo ndogo zaidi hadi iliyo kubwa zaidi: / Write from smallest to largest:
23 123 63 68 Jibu: / Answer:
ndiyo /
yes
hapana/n
o
2 3 4 5 6 7
2. Andika ukianza na iliyo ndogo zaidi hadi iliyo kubwa zaidi: / Write from smallest to largest:
268 628 678 782
Jibu: /Answer:
ndiyo /
yes
hapana/n
o
2 3 4 5 6 7
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Kipengele / Item Ni katika darasa lipi mwanafunzi anaweza kujibu swali hili? (weka alama ya V kwenye kisanduka kinachohusika) / At what standard level do you expect students to be able to answer this question? (tick the appropriate box)
Utapenda kupata mafunzo yahusuyo kufundisha kwa ufanisi zaidi jinsi wanafunzi wanavyoweza kufanya vizuri zaidi maswali kama hili? / Would you like to receive training on how to effectively teach children how to solve problems like this one?
3. Andika ukianza na iliyo ndogo zaidi hadi iliyo kubwa zaidi: / Write from smallest to largest:
4 1 0.7 65%
5 3
Jibu: / Answer:
ndiyo /
yes
hapana/n
o
2 3 4 5 6 7
4. Kamilisha: / Complete: 3 1
4 5 – = 1 5
Jibu: / Answer:
ndiyo /
yes
hapana/n
o
2 3 4 5 6 7
5. Kamilisha: /
Complete: 50,7 – 2,74
=
Jibu: / Answer:
ndiyo /
yes
hapana/n
o
2 3 4 5 6 7
6. Kamilisha: / Complete:
268 + 248 = 400 + +
16
Jibu: / Answer:
ndiyo /
yes
hapana/n
o
2 3 4 5 6 7
7. Kamilisha: /Complete: 3 × 3 ‐ = 3
× 2,8
Jibu: / Answer:
ndiyo /
yes
hapana/n
o
2 3 4 5 6 7
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Kipengele / Item Ni katika darasa lipi mwanafunzi anaweza kujibu swali hili? (weka alama ya V kwenye kisanduka kinachohusika) / At what standard level do you expect students to be able to answer this question? (tick the appropriate box)
Utapenda kupata mafunzo yahusuyo kufundisha kwa ufanisi zaidi jinsi wanafunzi wanavyoweza kufanya vizuri zaidi maswali kama hili? / Would you like to receive training on how to effectively teach children how to solve problems like this one?
8. Baini namba inayokosekana mtiririko huu: / Determine the missing number in the pattern:
5 10 20
Jibu: / Answer:
ndiyo /
yes
hapana/n
o
2 3 4 5 6 7
9. Baini namba inayokosekana mtiririko huu: Determine the missing number in the pattern:
3 8 13
Jibu: / Answer:
ndiyo /
yes
hapana/n
o
2 3 4 5 6 7
10. Baini namba inayokosekana mtiririko huu: / Determine the missing number in the pattern:
4 9 22
Jibu: / Answer:
ndiyo /yes
hapana/n
o
2 3 4 5 6 7
11. Baini namba inayokosekana mtiririko huu: /Determine the 12th term in the pattern:
5; 6; 8; 11; …
Jibu: / Answer:
ndiyo /
yes
hapana/n
o
2 3 4 5 6 7
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Kipengele / Item Ni katika darasa lipi mwanafunzi anaweza kujibu swali hili? (weka alama ya V kwenye kisanduka kinachohusika) / At what standard level do you expect students to be able to answer this question? (tick the appropriate box)
Utapenda kupata mafunzo yahusuyo kufundisha kwa ufanisi zaidi jinsi wanafunzi wanavyoweza kufanya vizuri zaidi maswali kama hili? / Would you like to receive training on how to effectively teach children how to solve problems like this one?
12. Bainisha kama sentensi za hesabu ni kweli au si kweli (weka alama ya V kwenye kisanduka kinachohusika) /Determine which statements are true and false (tick the correct box):
15 – 8 + 6 = 6 + 15 – 8
15 – 8 + 6 = 15 – 6 + 8
15 – 8 + 6 = 15 + 6 – 8
15 – 8 + 6 = 8 – 6 + 15
ndiyo /
yes
hapana/n
o
2 3 4 5 6 7
13. Bainisha kama sentensi za hesabu ni kweli au si kweli (weka alama ya V kwenye kisanduka kinachohusika) / Determine which statements are true and false (tick the correct box):
58 × 12 = 58 × 10 + 58 × 2
58 × 12 = 50 + 8 × 10 + 2
58 × 12 = 60 × 12 ‐ 2 × 12
58 × 12 = 50 + 8 × 12
ndiyo /
yes
hapana/n
o
2 3 4 5 6 7
14. Kama / If 630 × = 420 Ni nini jibu la: / What is the value of: 630 × + 80?
Jibu: / Answer:
ndiiyo /
yes
hapana/no
2 3 4 5 6 7
15. Mama hutumia 2/3 ya ujazi wa kikombe cha unga kupika bakuli moja la uji. Kama ana vikombe 15 vya unga, anaweza kupika
2 uji mabakuli mangapi? / Mother uses of
3
a cup of oats to make 1 bowl of porridge. If she has 15 cups of oats, how many bowls of porridge can she make?
Jibu: / Answer:
ndiyo /
yes
hapana/n
o
2 3 4 5 6 7
True False True False True False True False
True False True False True False True False
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Kiswahili Classroom Observation 3 6 9 12 15 18 21 24 27 30
Maudhui ya somo / Lesson Content (only one X)
Kusoma / Reading Kujadili misamiati / Discussing Vocabulary Kuangalia Herufi / Focus on Letters
Kuangalia maneno na sentensi ngazi ya: ufasaha, alama za uandishi / Word and Sentence Level: fluency, punctuation
Kusoma kwa sauti (kifungu cha habari) / Reading aloud (texts)
Kusoma kimya (kifungu cha habari) / Reading silently (texts)
Kupima ufahamu wa kifungu cha habari / Checking comprehension of the text
Kuandika / Writing Uumbaji wa Herufi,maneno, na sentensi / Mechanical production of letters, words, sentences
Kuandika utungaji / Creative writing
Kunakili / Copying
Kuchora / Drawing
Imla / Dictation
Kusikiliza / Listening Kusikiliza hadithi na maelezo / Listening to stories and descriptions
Kusikiliza sauti na maneno / Listening to sounds and words
Kupima ufahamu wa kifungu cha habari / Checking comprehension of the text
Imla / Dictation
Kuzungumza / Speaking Kusimulia Hadithi / Telling/Retelling stories
Igizo dhima/igizo / Role play/drama
Kuimba / Singing
Michezo / Games
Sarufi / Grammar Kuelezea kanuni za lugha / Presenting the rules of the language
Kufanya mazoezi ya kanuni za lugha (mazoezi ya sarufi)/ Practicing the rules (grammar exercises)
Vitendo vya ufundishaji / Teacher Action (only one X)
Kuelezea / Talking/explaining
Darasa zima kurudia maelezo ya mwalimu / Whole class repetition/recitation
Kuandika ubaoni / Writing on the board
Onesho mbinu / Demonstrating
Vielelezo na maelezo, marudio / Modeling and recitation, revision
Kutoa kazi / Setting a task
Maswali na majibu / Asking/answering questions
Darasa zima / Whole class
Vikundi vidogo vidogo / Small group
Mmoja mmoja / Individual
Kusaidia wanafunzi / Assisting pupils
Vikundi vidogo vidogo / Small group
Mmoja mmoja / Individual
Kufuatilia na kuwasaida wanafunzi / Monitoring pupils and assessments
Darasa zima / Whole class
Vikundi vidogo vidogo / Small group
Mmoja mmoja / Individual
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1. Je ni vipi mwalimu ameweza kufuatilia uelewa wa wanafunzi?
How well does the teacher monitor the pupils’understanding?
Mwalimu hakuuliza swali lolote kwa wanafunzi / Teacher does not ask the pupils any questions.
Mwalimu aliuliza maswali ya kukumbuka na sio maswali ya kupima uelewa / Teacher asks pupils recall or repetition questions, but not questions that check for the pupils understanding (e.g., recall or repetition questions only).
Mwalimu aliuliza maswali ya kupima uelewa, lakini hakutoa msaada zaidi / Teacher asks pupils questions to check for pupil understanding, but does not provide further assistance.
Mwalimu aliuliza maswali ya kupima uelewa na alitoa msaada/ maelezo zaidi / Teacher asks pupils questions to check for pupil understanding and provides assistance/further explanation.
2. Je ni kwa kiasi gani mwalimu aliwasaidia wanafunzi kuelewa?
How well does the teacher support the pupils’understanding?
Mwanafunzi alipotoa jibu ambalo si sahihi, mwalimu alimkaripia au kumuadhibu / When a pupil responds incorrectly, the teacher scolds or punishes the pupil.
Mwanafunzi alipotoa jibu ambalo si sahihi, mwalimu alimtaka kujaribu tena au alimwendea mwanafunzi mwingine / When a pupil responds incorrectly, the teacher tells the pupil to try again or she moves on to another pupil.
Mwanafunzi alipotoa jibu ambalo si sahihi, mwalimu alifafanua zaidi, alitoa vidokezo au alinyumbulisha swali katika lugha nyepesi zaidi. / When a pupil responds incorrectly, the teacher asks a clarifying question, cues the pupil, or breaks down the task as appropriate.
Hakuna jibu sahihi lililotolewa au halihusiki / No correct response given or not applicable
3. Ushiriki wa wanafunzi
Pupil participation
Wanafunzi wanashiriki pale wanapotakiwa kufanya hivyo lakini si kwa kujitolea / Pupils participate when called on to do so but do not volunteer.
Wanafunzi wanashiriki pale wanapotakiwa kufanya hivyo na wengine kwa kujitolea / Pupils participate when called on to do so and some pupils volunteer.
Wanafunzi nashiriki kwa bidii (pamoja na kuonesha utayari wa kuuliza na kujibu maswali, kubuni) / Pupils participate actively (including showing a willingness to ask and answer questions or make guesses.)
4. Majadiliano ya wanafunzi
Pupil discussion
Wanafunzi hawashiriki katika majadiliano / Pupils do not engage in discussions.
Ushiriki wa wanafunzi umejikita katika kujibu maswali wanapoulizwa / Pupil engagement in discussions is limited to responding to questions when called on.
Ushiriki wa wanafunzi umejikita kwa baadhi ya wanafunzi kuanzisha mada, kuuliza na kujibu maswali wanapoulizwa / Pupils’ engagement in discussion is limited to some pupils initiating topics and/or posing and responding to questions.
Wanafunzi kueleza maoni yao na kutetea hoja zao. Wanafunzi kutumia mjadala unaofaa katika kukubaliana au kutokukubaliana / Pupils state their opinions and defend them. Pupils use appropriate interaction patterns to agree or disagree.
5. Je ni kwa kiasi gani wanafunzi wameweza
kujibu maswali kwa usahihi? Pamoja na:
kusoma kwa ufasaha wanapotakiwa kufanya
hivyo.
What proportion of pupils are able to respond
correctly to questions, including reading with
fluency when asked to read?
Hakuna maswali yaliyoulizwa / No questions were
asked.
Hakuna / None (0%)
Chini ya nusu (<50%) / Less than half (<50%)
Zaidi ya nusu (>50%) / More than half (>50%)
Wote (100%) / All (100%)
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Mathematics Classroom Observation 3 6 9 12 15 18 21 24 27 30
Maudhui ya somo / Lesson Content (only one X)
Namba Nzima / Whole numbers
Utambuzi, kusoma na kuandika / Identification, reading, and writing
Kuhesabu- mamoja / Counting – ones
Kuhesabu- katika makundi / Counting – groups
Kulinganisha / Comparing
Kukokotoa- kujumlisha / Calculation – addition
Kukokotoa- kutoa / Calculation – subtraction
Kukokotoa- kuzidisha / Calculation – multiplication
Mafumbo / Word problems
Sehemu / Fractions Kuelezea sehemu ya kitu kizima / Describing parts of whole
Kulinganisha / Comparing
Jiometri / Geometry Kutaja majina ya maumbo bapa / Naming shapes
Kuchagua na kupanga / Classifying and sorting
Kuchora maumbo bapa / Drawing plain figures
Fedha / Money Utambuzi wa sarafu na noti za Tanzania / Identifying notes and coins
Kukokotoa (kujumlisha na kutoa) fedha / Calculating with money (additions and subtraction)
Vitendo vya ufundishaji / Teacher Action (only one X)
Kuelezea / Talking/explaining Darasa zima kurudia maelezo ya mwalimu / Whole class repetition/recitation
Kuandika ubaoni / Writing on the board
Onesho mbinu / Demonstrating
Vielelezo na maelezo, marudio / Modeling and recitation, revision
Kutoa kazi / Setting a task
Maswali na majibu / Asking/answering questions
Darasa zima / Whole class
Vikundi vidogo vidogo / Small group
Mmoja mmoja / Individual
Kusaidia wanafunzi / Assisting pupils
Vikundi vidogo vidogo / Small group
Mmoja mmoja / Individual
Kufuatilia na kuwasaida wanafunzi / Monitoring pupils and assessments
Darasa zima / Whole class
Vikundi vidogo vidogo / Small group
Mmoja mmoja / Individual
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Mwisho wa uchunguzi jibu maswali haya kwa kuzingatia ulichoona darasani. At the end of the observation period complete the following questions based on your general impression of the lesson.
1. Je ni vipi mwalimu ameweza kufuatilia uelewa wa wanafunzi?
How well did the teacher monitor the pupils’understanding?
Mwalimu hakuuliza swali lolote kwa wanafunzi / Teacher does not ask the pupils any questions.
Mwalimu aliuliza maswali ya kukumbuka na sio maswali ya kupima uelewa / Teacher asks pupils recall or repetition questions, but not questions that check for the pupils understanding (e.g., recall or repetition questions only).
Mwalimu aliuliza maswali ya kupima uelewa, lakini hakutoa msaada zaidi / Teacher asks pupils questions to check for pupil understanding, but does not provide further assistance.
Mwalimu aliuliza maswali ya kupima uelewa na alitoa msaada/maelezo zaidi / Teacher asks pupils questions to check for pupil understanding and provides assistance/further explanation.
2. Je ni kwa kiasi gani mwalimu aliwasaidia wanafunzi kuelewa?
How well did the teacher support the pupils’understanding?
Mwanafunzi alipotoa jibu ambalo si sahihi, mwalimu alimkaripia au kumuadhibu / When a pupil responds incorrectly, the teacher scolds or punishes the pupil.
Mwanafunzi alipotoa jibu ambalo si sahihi, mwalimu alimtaka kujaribu tena au alimwendea mwanafunzi mwingine / When a pupil responds incorrectly, the teacher tells the pupil to try again or she moves on to another pupil.
Mwanafunzi alipotoa jibu ambalo si sahihi, mwalimu alifafanua zaidi, alitoa vidokezo au alinyumbulisha swali katika lugha nyepesi zaidi. / When a pupil responds incorrectly, the teacher asks a clarifying question, cues the pupil, or breaks down the task as appropriate.
Hakuna jibu sahihi lililotolewa au halihusiki / No correct response given or not applicable
3. Ushiriki wa wanafunzi
Pupil participation
Wanafunzi wanashiriki pale wanapotakiwa kufanya hivyo lakini si kwa kujitolea / Pupils participate when called on to do so but do not volunteer.
Wanafunzi wanashiriki pale wanapotakiwa kufanya hivyo na wengine kwa kujitolea / Pupils participate when called on to do so and some pupils volunteer.
Wanafunzi nashiriki kwa bidii (pamoja na kuonesha utayari wa kuuliza na kujibu maswali, kubuni) / Pupils participate actively (including showing a willingness to ask and answer questions and/or make guesses.)
4. Majadiliano ya wanafunzi
Pupil discussion
Wanafunzi hawashiriki katika majadiliano / Pupils do not engage in discussions.
Ushiriki wa wanafunzi umejikita katika kujibu maswali wanapoulizwa / Pupil engagement in discussions is limited to responding to questions when called on.
Ushiriki wa wanafunzi umejikita kwa baadhi ya wanafunzi kuanzisha mada, kuuliza na kujibu maswali wanapoulizwa / Pupils’ engagement in discussion is limited to some pupils initiating topics and/or posing and responding to questions.
Wanafunzi kueleza maoni yao na kutetea hoja zao. Wanafunzi kutumia mjadala unaofaa katika kukubaliana au kutokukubaliana / Pupils state their opinions and defend them. Pupils use appropriate interaction patterns to agree or disagree.
5. Je ni kwa kiasi gani wanafunzi wameweza kujibu maswali kwa usahihi? Pamoja na: kusoma kwa ufasaha wanapotakiwa kufanya hivyo.
What proportion of pupils are able to respond correctly to questions, including reading with fluency when asked to read?
Hakuna maswali yaliyoulizwa / No questions were asked.
Hakuna / None (0%)
Chini ya nusu (<50%) / Less than half (<50%)
Zaidi ya nusu (>50%) / More than half (>50%)
Wote (100%) / All (100%)
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1.
Una wadhifa gani hapa shuleni?
What is your position at the school?
Mwalimu mkuu / Head Teacher..........................................1
Mwalimu Mkuu msaidizi / Assistant Head Teacher ............2
Mwalimu wa taaluma / Academic Teacher .........................3
2.
[Je, Mwalimu mkuu/ mwalimu mkuu
Hapana / No ........................................................................0 msaidizi/ mwalimu wa taaluma ni mwanamke?] Ndiyo / Yes ..........................................................................1
[Is the Head Teacher/ Assistant Head
Teacher /Academic Teacher female?]
3.
Umekuwa mwalimu mkuu kwa miaka mingapi?/mwalimu mkuu msaidizi/ mwalimu wa taaluma kwa muda gani?
How many years have you been Head Teacher / Assistant Head Teacher/ Academic Teacher in total?
Miaka / Years.............................................................
Hajui/hajajibu / Don’t know/Refuse ................................ 888
4.
Umekuwa mwalimu mkuu /mwalimu mkuu msaidizi/mwalimu wa taalum katika shule hii kwa muda gani?
How many years have you been Head Teacher / Assistant Head Teacher / Academic Teacher of this school?
Miaka/ Years..............................................................
Sijui/hajajibu / Don’t know/Refuse ................................. 888
5. Kiwango chako cha juu cha elimu ni
kipi?
Usimsomee majibu. Weka tiki katika jibu moja tu.
What is your highest level of academic
education?
Do NOT READ the options.
Tick only ONE response.
Kidato cha sita / Form 6 ......................................................1
Cheti / Certificate ................................................................... 2
Stashahada / Diploma .........................................................3
Stashahada ya juu / Advanced diploma ..............................4
Shahada / Bachelor’s degree ...............................................5
Shahada ya Uzamili / Master’s degree ................................6
Shahada ya Uzamilivu / PhD ...............................................7
Mengineyo / Other .............................................................8
Hajui/ hajajibu / Don’t know/Refuse ............................... 888
6.
Je kwa sasa kuna wanafunzi wangapi wasichana walioandikishwa katika shule hii?
How many girls are currently enrolled in this school?
Kama ni zaidi ya 200 hakikisha idadi hiyo. / Range check: if >200, ask assessor to confirm number
Idadi ya wasichana / Number of girls ........................
Hajui/ hajajibu / Don’t know/Refuse ............................... 888
7.
Je kwa sasa kuna wanafunzi wangapi , wavulana walioandikishwa katika shule hii?
How many boys are currently enrolled in this school?
Kama ni zaidi ya 200 hakikisha idadi hiyo. / Range check: if >200, ask assessor to confirm number
Idadi ya wavulana / Number of boys .........................
Hajui/hajajibu / Don’t know/Refuse ................................ 888
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8.
Wanafunzi wangapi shuleni ni walemavu?
How many students in this school have physical disabilities?
Idadi ya wasichana / Number of girls ........................
Idadi ya wavulana / Number of boys .........................
Hajui/hajajibu / Don’t know/Refuse 888
9.
Je kwa sasa wapo walimu wangapi wa kiume wameajiriwa katika shule hii?
How many male teachers are currently employed at this school?
Idadi ya walimu wa kiume / Number of male teachers
Hajui/ hajajibu / Don’t know/Refuse ............................... 888
10.
Je kwa sasa kuna walimu wangapi wa kike wameajiriwa katika shule hii?
How many female teachers are currently employed at this school?
Idadi ya walimu wa kike / Number of female teachers
Hajui/ hajajibu / Don’t know/Refuse ............................... 888
11.
Katika mwaka huu wa masomo kuna walimu wangapi wanaofundisha darasa la 2 katika shule hii?
During this school year, how many Standard 2 teachers are there at this school?
Idadi ya walimu wa darasa la 2 / Number of Standard 2
teachers .....................................................................
Hajui/ hajajibu / Don’t know/Refuse ............................... 888
12.
Mwaka huu kuna madarasa mangapi ya Darasa la 2 hapa shuleni?
During this school year, how many Standard 2 classes are there at this school?
Iadadi ya madarasa ya 2 / Number of Standard 2 classes
...................................................................................
Hajui/ hajajibu / Don’t know/Refuse ............................... 888
13.
Kuna walimu wangapi wa darasa la 2 ambao hawakufika shuleni leo?
How many Standard 2 teachers are absent today across the school?
Idadi ya walimu wa darasa la 2 wasiokuwepo / Number of
absent Standard 2 teachers ......................................
Hakuna kumbukumbu / Record unavailable .......................0
Hajui/ hajajibu / Don’t know/Refuse .............................. 888
14.
Je ni walimu wangapi wanajua viwango
Hakuna / None .....................................................................0 vya muhtasari unaotumika kwa sasa wa darasa la pili? Chini ya 25% / Less than 25% ................................................1
How many teachers are familiar with Zaidi ya 25%, lakini pungufu ya 50% / More than 25%, less
the current Ministry learning standards than 50% ...............................................................................2
for Standard 2? Zaidi ya 50% / More than 50% ..............................................3
Wote /All ............................................................................4
Hajui/ hajajibu / Don’t know/Refuse ............................... 888
15.
Je, ni walimu wangapi wa darasa la pili
Hakuna / None ......................................................................0 wanaofundisha wana kiwango cha elimu cha kufundisha darasa la pili? Chini ya 25% / Less than 25% ................................................1
(Wenya vyeti vya elimu toka chuo cha Zaidi ya 25%, lakini chini ya 50% / More than 25%, less than
elimu.) 50% ...................................................................................... 2
How many of the Standard 2 teachers Zaidi ya 50% / More than 50% ..............................................3
meet the minimum Ministry
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qualifications to teach Standard 2?
(Minimum standard to teach Standard 2 is a certificate from a teachers college.)
Wote /All ............................................................................4
Hajui/ hajajibu / Don’t know/Refuse ............................... 888
16.
Je walimu wangapi wa darasa la pili wamepata mafunzo ya elimu kazini kwa mwaka uliopita?
How many of the Standard 2 teachers have received in‐service training in the past year?
Hakuna / None ......................................................................0
Kama hakuna, endela na swali la 18 / If never, skip to 18
Chini ya 25% /Less than 25%.................................................1
Zaidi ya 25%, lakini pungufu ya 25% / More than 25%, less than 50% ...............................................................................2
Zaidi ya 50% / More than 50% ..............................................3
Wote / All ...........................................................................4
Hajui/ hajajibu / Don’t know/Refuse .............................. 888
17.
Kwa walimu waliopata mafunzo kazini, waliyapata kwa wastan wa muda gani?For those teachers who received in‐service training, how long was the typical training session?
Chini ya siku moja / Less than one day ...............................1
Siku moja / One day ............................................................2
Zaidi ya siku moja / More than one day ..............................3
Wiki moja / One week .........................................................4
Zaidi ya wiki moja / More than one week ...........................5
Hajui/hajajibu / Don’t know/Refuse ................................ 888
18. Je umepata mafunzo yeyote ya namna
ya kufundisha kusoma, kuandika na
kuhesabu kwa darasa la 1 ,2, na 3?
Do you have any specific training on
how to teach reading and
mathematics to early grade pupils?
Hapana / No ........................................................................0
Ndiyo / Yes ..........................................................................1
Hajui/ hajajibu / Don’t know/Refuse .............................. 888
19.
Utajuaje maendeleo ya wanafunzi Uchunguzi darasani / Classroom observation .....................1 kitaaluma?
Usisome majibu. Weka tiki kwenye Kwa kufuatilia matokeo ya majaribio mwanafunzi aliyopewa na mwalimu / Monitor pupil results on tests given by
majibu yanayohusika. teachers ..............................................................................2
How do you know whether pupils are Tathmini kwa kuwauliza wanafunzi maswali ya mdomo / progressing academically? Orally evaluate pupils myself ............................................10
Do NOT READ the options. Tick ALL that apply.
Kwa kuhakiki mazoezi na kazi za nyumbani za wanafunzi / Check pupil’s assignments or homework ............................3
Walimu hunipa repoti ya maendeleo / Teachers provide me
progress reports ..................................................................4
Tathmini za mwisho wa mihula / End‐of‐term evaluations…
........................................................................................... 5
Mrejesho toka kwa wazazi/mlezi / Feedback from parents…6
Mrejesho toka kwa washauri nasaha / Feedback from school
counselors ...........................................................................7
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Mrejesho toka kwa kamati ya shule / Feedback from school committees .................................................................................. 8
Menginyeo / Other .............................................................9
Hajui/ hajajibu / Don’t know/Refuse .............................. 888
20. Kwa kawaida ni wanafunzi wa darasa la
ngapi shuleni kwako wanamaliza
kusoma kwa ufahamu?
Soma majibu. Weka tiki jibu moja tu.
At what grade level are pupils in your
school typically reading with
comprehension?
Read the responses.
Tick only ONE response.
Darasa la 1 / Standard 1 ......................................................1
Darasa la 2 / Standard 2 ......................................................2
Darasa la 3 / Standard 3 ......................................................3
Darasa la 4 au la juu zaidi / Standard 4 or higher ...............4
Hajui/hajajibu / Don’t know/Refuse ................................ 888
21. Kwa kawaida ni wanafunzi wa darasa la ngapi shuleni kwako wanaweza kuandika kwa kujiamini?
At what grade level are pupils in your
school typically writing with
confidence?
Read the responses.
Tick only ONE response.
Darasa la 1 / Standard 1 ......................................................1
Darasa la 2 / Standard 2 ......................................................2
Darasa la 3 / Standard 3 ......................................................3
Darasa la 4 au la juu zaidi / Standard 4 or higher ...............4
Hajui/hajajibu / Don’t know/Refuse ................................ 888
22. Kwa kawaida ni wanafunzi wa darasa la
ngapi shuleni kwako wanaweza ku
jumilisha na kutoa tarakimu mbili?
Soma majibu. Weka tiki jibu moja tu.
At what grade level are pupils in your school typically adding and subtracting with two‐digit numbers? Read the responses.
Tick only ONE response.
Darasa la 1 / Standard 1 ......................................................1
Darasa la 2 / Standard 2 ......................................................2
Darasa la 3 / Standard 3 ......................................................3
Darasa la 4 au la juu zaidi / Standard 4 or higher ...............4
Hajui/hajajibu / Don’t know/Refuse ................................ 888
23. Kwa kawaida ni wanafunzi wa darasa la ngapi shuleni kwako wanaweza kukamilisha muundo wa namba?
At what grade level are pupils in your school typically able to complete number patterns?
Read the responses.
Tick only ONE response.
Darasa la 1 / Standard 1 ......................................................1
Darasa la 2 / Standard 2 ......................................................2
Darasa la 3 / Standard 3 ......................................................3
Darasa la 4 au la juu zaidi / Standard 4 or higher ...............4
Hajui/hajajibu / Don’t know/Refuse ................................ 888
24. Kwa kawaida ni wanafunzi wa darasa la ngapi shuleni kwako wanaweza kulinganisha tarakimu mbili na tatu?
At what grade level are pupils in your school typically able to compare two‐ and three‐digit numbers? Read the responses.
Tick only ONE response.
Darasa la 1 / Standard 1 ......................................................1
Darasa la 2 / Standard 2 ......................................................2
Darasa la 3 / Standard 3 ......................................................3
Darasa la 4 au la juu zaidi / Standard 4 or higher ...............4
Hajui/hajajibu / Don’t know/Refuse ................................ 888
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25.
Je, mwanzo mwa mwaka wa masomo
Hapana / No .......................................................................0 ulipo anza shule yako ilikuwa na idadi ya vitabu vinavyotosheleza kulingana Ndiyo / Yes ..........................................................................1
na mwongozo na sera za Elimu? Kama ndiyo, nenda namba 27 / If yes, skip to 27.
At the beginning of this school year, did your school have the appropriate Hajui/hajajibu / Don’t know/Refuse ................................ 888
number of textbooks for your pupils, according to current Ministry policy?
26.
Kama hapana, ulipata baada ya muda
Sikupata kabisa / Never received them ...............................0 gani?
Miezi 9‐12 / 9–12 months ...................................................1 If no, how long after the beginning of the school year did you receive the Miezi 6‐9 / 6–9 months .......................................................2
missing textbooks? Miezi 3‐6 / 3–6 months .......................................................3
Miezi 2‐3 / 2–3 months .......................................................4
Chini ya mwezi mmoja / Less than one month ...................5
Hajui/hajajibu / Don’t know/Refuse ................................ 888
27.
Je shule ina muhtasari unaoonyesha
Hapana / No ........................................................................0 viwango vya kujifunza na mafanikio yatakayopatikana kwa darasa la pili? Ndiyo / Yes ..........................................................................1
Does the school have the current Ministry‐issued syllabi with learning Hajui/hajajibu / Don’t know/Refuse ................................ 888
standards and achievements clearly defined for grade 2?
28.
Kulingana na viwango vya wizara ya elimu ni kiwango kipi mwanafunzi anatakiwa kuweza kusoma kiswaili kwa mfuluizo?
According to Ministry standards, at
what class level are children to be
reading Kiswahili fluently?
Do NOT READ the options.
Tick only ONE response.
Darasa la 1 / Standard 1 ......................................................1
Darasa la 2 / Standard 2 ......................................................2
Darasa la 3 / Standard 3 ......................................................3
Darasa la 4 au la juu zaidi / Standard 4 or higher ...............4
Hajui/hajajibu / Don’t know/Refuse ................................ 888
29.
Kulingana na viwango vya wizara ya elimu ni kiwango kipi mwanafunzi anatakiwa kuweza kuandika kwa kujiamini?
According to Ministry standards, at what class level are children to be writing with confidence?
Do NOT READ the options.
Tick only ONE response.
Darasa la 1 / Standard 1 ......................................................1
Darasa la 2 / Standard 2 ......................................................2
Darasa la 3 / Standard 3 ......................................................3
Darasa la 4 au la juu zaidi / Standard 4 or higher ...............4
Hajui/hajajibu / Don’t know/Refuse ................................ 888
30. Kulingana na viwango vya wizara ya
elimu ni kiwango kipi mwanafunzi
anatakiwa kuweza ku jumilisha na
kutoa tarakimu mbili? USISOMEE
MAJIBU.
Darasa la 1 / Standard 1 ......................................................1
Darasa la 2 / Standard 2 ......................................................2
Darasa la 3 / Standard 3 ......................................................3
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Weka tiki katika jibu MOJA tu.
According to Ministry standards, at what class level are children expected to add and subtract with two‐digit numbers?
Do NOT READ the options.
Tick only ONE response.
Darasa la 4 au zaidi / Standard 4 or higher ........................4
Hajui/hajajibu / Don’t know/Refuse ................................ 888
31. Kulingana na viwango vya wizara ya
elimu ni kiwango kipi mwanafunzi
anatakiwa kuweza kukamilisha
muundo wa namba? USIMSOMEE
MAJIBU.
Weka tiki katika jibu MOJA tu.
According to Ministry standards, at what class level are children expected complete number patterns?
Do NOT READ the options.
Tick only ONE response.
Darasa la 1 / Standard 1 ......................................................1
Darasa la 2 / Standard 2 ......................................................2
Darasa la 3 / Standard 3 ......................................................3
Darasa la 4 au zaidi / Standard 4 or higher ........................4
Hajui/hajajibu / Don’t know/Refuse ................................ 888
32. Kulingana na viwango vya wizara ya
elimu ni kiwango kipi mwanafunzi
anatakiwa kuweza kulinganisha
tarakimu mbili na tatu? USIMSOMEE
MAJIBU.
Weka tiki katika jibu MOJA tu.
According to Ministry standards, at what class level are children expected compare two‐ and three‐digit numbers?
Do NOT READ the options.
Tick only ONE response.
Darasa la 1 / Standard 1 ......................................................1
Darasa la 2 / Standard 2 ......................................................2
Darasa la 3 / Standard 3 ......................................................3
Darasa la 4 au zaidi / Standard 4 or higher ........................4
Hajui/hajajibu / Don’t know/Refuse ................................ 888
33.
Unaridhika na ushiriki wa wazazi katika
Hapana / No ........................................................................0 kazi za shuleni za wanafunzi?
Are you generally satisfied with Ndio / Yes............................................................................1
parents’ involvement in their children’s Hajui/hajajibu / Don’t know/Refuse ................................ 888
schoolwork?
Nitakuuliza maswali juu ya maji na usafi shuleni kwako
Now I would like to ask you some questions about Water, Sanitation, and Hygiene at your school.
34.
Ni kwa kiasi gani vyanzo vya maji vinafanya kazi?
Vipo vyanzo vyenye maji kila wakati yanapohitajika
Hakuna vyanzo vyenye kutoa maji kila wakati,ikimaanisha maji hayapatikani kutoka kwenye vyanzo yanapohitajika
How often is the water source
Hakuna chanzo cha maji / No water source ........................0
Kama hakuna chanzo cha maji, nenda namba 39 /
If no water source, skip to question 39
Siku 5‐7 kwa wiki / 5–7 days per week ................................1
Siku 2‐4 kwa wiki /2–4 days per week .................................2
Pungufu ya siku 2 kwa wiki / Fewer than 2 days per week 3
Mengineyo (fafauna) / Other (specify) ...............................4
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functional?
Functional water source means water is available from the source when needed.
Not functional water source means that the water is not available from the source when needed.
Hajui/hajajibu / Don’t know/Refuse ................................ 888
35.
Kama maji yanapatikana kwenye
Hapana / No ........................................................................0 vyanzo vya maji, je yanatosha kwa matumizi ya shule kama wanafunzi Ndiyo / Yes ..........................................................................1
kunywa, kunawa mikono na kupikia chakula? Hajui/hajajibu / Don’t know/Refuse ................................ 888
Chunguza na kadiria kama shule
inafikia malengo ya Shirika la Afya Duniani (WHO)/Shirika la Umoja wa Mataifa linaloshughulika na mfuko wa fedha wa watoto lenye mwongozo wa kuwapa kila wanafunzi na wafanyakazi lita 5 za maji kila mmoja kwa siku; pia kuwapa lita 20 kila mwanafunzi na wafanyakazi wote kwenye shule za bweni kila siku.
When the water source is functional,
does it provide enough water for the needs of the school, including water for drinking, hand‐washing, and food preparation?
PROBE and make a rough estimate if
the school meets World Health Organisation (WHO)/United Nations Children’s Fund (UNICEF) guideline of 5 liters per person per day for all students and staff at school; 20 litres per person per day for all residential school children and staff at boarding schools.
36.
Kwa mawazo yako, vyanzo vya maji
Hapana / No ........................................................................0 shuleni vinatunzwa na kutengenezwa kama vikiharibika? Kiasi / Partially ....................................................................2
In your opinion, are the school water Ndiyo / Yes ..........................................................................1
facilities successfully maintained, and repaired when required? Hajui/hajajibu / Don’t know/Refuse ................................ 888
37.
Je vyanzo vya maji shuleni vinawekwa dawa ili kuwa salama kunywa?
Do you treat the main water source at the school to make it safer to drink?
Hata kidogo / Never ............................................................0
Kama hapana, nenda namba 39 / If no, skip to
question 39
Mara nyingine / Sometimes ................................................2
Kila mara / Always ..............................................................1
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Hajui/hajajibu / Don’t know/Refuse ................................ 888
38.
Kama maji hayawekwi dawa, je shule inafanya nini kwenye vyanzo vya maji ili maji yawe salama kunywewa?
If you do treat the water, how do you treat the main water source at the school to make it safer to drink?
Usisome majibu. Weka tiki kwenye
majibu yanayohusika.
DO NOT read response options.
Tick all that apply.
Kuchemsha / Boiling ...........................................................1
Klorini/ dawa ya kung’arisha maji / Chlorination/bleach . 2
Machujio ya kauri / Ceramic filters ....................................... 3
Kuchuja kwa mishumaa / Candle filters ..............................4
Chujio la biosand / Biosand filters .......................................5
Kuchuja kwa nguo / Straining it through a cloth .................. 6
Sola inayozuia/ua viini vya maradhi / Solar disinfection .. 7
Kuacha maji yatuame / Letting it stand and settle..............8
Mengineyo (fafanua) / Other (specify) ................................9
Hajui/hajajibu / Don’t know/Refuse ................................ 888
Usafi
Sanitation
39.
Je shule ina choo?
Hapana / No ........................................................................0
Does the school have any toilet Kama hapana, nenda namba 42 / If no, skip to facilities? question 42
Ndiyo / Yes ..........................................................................1
Hajui/hajajibu / Don’t know/Refuse ................................ 888
40.
Yapo matundu mangapi ya vyoo kwa wanafunzi?
[Weka namba]
How many toilet compartments are there in the school for children?
[Insert number]
Kwa wasichana tu / Exclusively for girls ....................
Kwa wavulana tu / Exclusively for boys ....................
Choo kinachotumiwa na kila mtu / Communal toilets
(anyone can use) .......................................................
41.
Kwa mawazo yako, shule inadumisha
Hapana / No ........................................................................0 usafi wa vifaa vyote vya usafi na kuvitengeneza vinapoharibika? Kiasi / Partially ....................................................................2
In your opinion, are the school Ndiyo / Yes ..........................................................................1
sanitation facilities successfully maintained and repaired when Hajui/hajajibu / Don’t know/Refuse ................................ 888
required?
42.
Je, kuna vipindi vya elimu ya usafi wa
Hapana / No ........................................................................0 miili ya wasichana vinavyotolewa ili wale waliopevuka wakiwa kwenye Ndiyo / Yes ..........................................................................1
hedhi waweze kuwa na usiri wakati wakiwa kwenye hali hiyo? Hajui/hajajibu / Don’t know/Refuse ................................ 888
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Is there a menstrual hygiene education session for girls in the school to promote safe and private menstrual hygiene for older girls?
43.
Je kuna mikakati ya kuwaelimisha wasichana jinsi ya kujisetiri kwa usafi bila kutupa ovyo vifaa wanavyovitumia?
Is there a napkin disposal program for menstrual hygiene management in the school?
Hapana / No ........................................................................0
Ndiyo / Yes ..........................................................................1
Hajui/hajajibu / Don’t know/Refuse ................................ 888
Usafi wa shule
Hygiene
44.
Je shule ina mahali pa kufualia?
Does the school have hand‐washing facilities?
Hapana / No ........................................................................0
Kama hapana, nenda namba 47 / If no, skip to
question 47
Ndiyo / Yes ..........................................................................1
Hajui/hajajibu / Don’t know/Refuse ................................ 888
45.
Kuna maeneo mangapi wanafunzi wanaweza kufulia shuleni?
How many hand‐washing stations are there in the school for children?
Kwa wasichana tu / Exclusively for girls ....................
Kwa wavulana tu / Exclusively for boys ....................
Kwa kila mtu / Communal (anyone can use) ............
46.
Kuna sabuni ya kutosha (au majivu)?
Is sufficient soap (or ash) available?
Hata kidogo / Never ...........................................................0
Mara nyingine / Sometimes ................................................2
Kila mara / Always ..............................................................1
Hajui/hajajibu / Don’t know/Refuse ................................ 888
47.
Je mada ya usafi hufundishwa shuleni?
Is hygiene taught in the school?
Hapana / No ........................................................................0
Ndiyo / Yes ..........................................................................1
Hajui/hajajibu / Don’t know/Refuse ................................ 888
Hii sehemu ya mwisho inahusu mapumziko kwa siku shuleni
This last section is about the breaks during the school day.
48.
Muda gani unatumika kwa, ajili ya mapunziko shuleni?
How many minutes per day are devoted to breaks for the whole school?
Hajui/ hajajibu / Don’t know/Refuse ............................... 888
49.
Muda gani unatumika kwa, ajili ya mapunziko hasa kwa darasa la pili? How many minutes per day are devoted to breaks for Grade 2in
Hajui/ hajajibu / Don’t know/Refuse ............................... 888
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particular?
50.
Shule inatumia masaa mangapi kwa siku? (Matumizi ya mfano katika HH)
How long is the school day (in hours)?
(Use the format HH)
Hajui/ hajajibu / Don’t know/Refuse ............................... 888
Asante sana!
Thank you very much!
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Orodha ya kupima na kuchunguza upatikanaji wa maji shuleni, usafi na usafishaji wa mazingira ya shule / School‐based water, sanitation, and hygiene (WASH) inventory and observational assessment14
Orodha hakiki inayofuata ni ya kupima na kuchunguza wakati wa kufanya zoezi la “Early Grade Reading Assessment (EGRA)” na “Early Grade Mathematics Assessment (EGMA)” kwenye shule zilizoteuliwa.
The following check list and observations are to be completed during the formal Early Grade Reading Assessment (EGRA) and Early Grade Mathematics Assessment (EGMA) at each selected primary school.
Taarifa za shule‐orodha iliyoandaliwa kuruhusu uchaguzi unaotokana na taarifa zilizokusanywa kutoka mashuleni ‐ Taarifa za shule au Dodoso la mwalimu mkuu School Information – selection available as a pre‐populated dropdown list from data collected in the School Information or Head Teacher questionnaire
Jina la mtu anayejaza taarifa za WASH‐andika geresho la kitambulisho cha mkadiriaji / Name of person completing WASH assessment – enter assessor ID code
Tarehe na muda zoezi la ukadiriaji limemalizika / Date and time assessment completed
Jina la shule / School name
Geresho linalotambulisha shule / School identification code
Shule ilipo (Mkoa/Wilaya/nyingine) / School location (Region/District/other)
Data za GPS / GPS coordinates Wanafunzi wenye ulemavu (idadi ya wavulana, idadi ya wasichana, jumla) / Students with physical
disabilities (no. of boys, no. of girls, total)
SEHEMU YA II: Orodha ya hali ya utendaji wa usafi‐uchunguzi SECTION II: Inventory and Daily Hygiene activities – observational
Maji / Water
1.
Nini chanzo kikuu cha maji shuleni?
Maji hayapatikani shuleni au jirani na shule (endelea swali la 6)
What is the school’s main water No water available in or near school (skip to question 6) source?
............................................................................................. 0
Maji ya bomba yapo kwenye eneo la shule / Piped water to school
yard/plot .............................................................................. 1
Maji ya umma/bomba / Public tap/standpipe ..................... 2
Maji ya kisima / Tubewell / Borehole ................................... 3
Kisima kilichohifadhiwa / Protected dug well ....................... 4
Kisima kisichohifadhiwa / Unprotected dug well .................. 5
Chemchem iliyohifadhiwa / Protected spring....................... 6
Chemchem isiyohifadhiwa / Unprotected spring .................. 7
Kukusanya maji ya mvua / Rainwater collection .................. 8
Maji ya chupa / Bottled water .............................................. 9
Mkokoteni wenye tanki la maji/pipa / Cart with small tank/drum
........................................................................................... 10
Gari la maji / Tanker truck .................................................. 11
14 Survey based on UNICEF’s ‘WASH in Schools Monitoring Package’. UNICEF/NYHQ2005-
1677/Estey
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Maji yaliyotuama au yanayotiririka (mito,bwawa, ziwa, dimbwi, mfereji, kijito,mifereji ya umwagiliaji maji) / Surface water (river, dam, lake, pond, stream, canal, irrigation
channels) ............................................................................ 12
Mengineyo (fafanua) / Other (specify) ............................. 999
2.
Je chanzo cha maji kina maji sasa?
Hapana / No ......................................................................... 0
Chanzo chenye maji ni kile chenye maji Kiasi (yapo kidogo)/ Partially (at a reduced rate) ................. 2 wakati wote yanapohitajika
Ndiyo / Yes ........................................................................... 1 Chanzo kisicho na maji ni kile kisicho na maji wakati yanapohitajika
Is the main water source functional
now?
Functional water source means water is
available from the source when needed;
Not functional water source means that
the water is not available from the source when needed.
3.
Je, vyombo vya kutunzia maji ya
Hapana / No ......................................................................... 0 kunywa vina mifuniko?
Ndiyo / Yes ........................................................................... 1 Are drinking water storage containers properly covered? Haihusiki / Not applicable .................................................... 2
4.
Je vifaa vya maji ya kunywa
Hapana / No ......................................................................... 0 vinafikiwa na wanafunzi wenye ulemavu ? Ndiyo / Yes ........................................................................... 1
Are drinking water facilities
accessible to children with physical disabilities?
5.
Je wanafunzi wa shule ya awali
Hapana / No ......................................................................... 0 wanaweza kuyapata maji ya kunywa wenyewe? Ndiyo / Yes ........................................................................... 1
Can the pre‐primary children in the
school get drinking water by themselves?
Usafi
Sanitation
6.
Je kuna dalili ya kinyesi cha
Hapana / No ......................................................................... 0 binadamu karibu na shule?
Ndiyo / Yes ........................................................................... 1 Are there signs of open defecation/human feces near the
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school?
7.
Ni aina gani ya choo kipo shuleni?
Hakuna urahisi, msitu, vichaka (endelea swali la 15) / No facility,
Bush, Field (skip to question 15) ........................................... 0 Tiki yote yanayohusika
Vyoo vya kuvuta maji / Flush or pour‐flush toilet ................. 1 What type of toilet facilities are there at the school? Choo cha shimo / Pit latrine ................................................. 2 Tick ALL that apply.
Choo chenye matundu ya kupitishia hewa (VIP) / Ventilated Improved Pit latrine (VIP) ..................................................... 3
Choo cha shimo chenye mfuniko / Pit latrine with slab ....... 4
Choo cha shimo kisicho na mfuniko / Pit latrine without slab/open
pit ......................................................................................... 5
Choo kilichotengenezwa mahsusi kwa kutengeneza mbolea /
Composting toilet ................................................................. 6
Ndoo / Bucket ...................................................................... 7
Vyoo vya kuning’iniza (juu ya maji) / Hanging toilet, Hanging latrine
............................................................................................. 8
Mengineyo (fafanua) / Other (specify) ............................. 999
8.
Shule ina matundu mangapi ya vyoo ambayo yanatumika na ni masafi? / How many functional toilet compartments are there in the school for children and how clean are the facilities?
Vyoo vinatumika na havijavunjika. / Functional toilet facilities are not physically broken and can be used.
Vipo vyoo vibovu na havitumiki. / Not functional facilities exist, but are so badly damaged or deteriorated it is no longer reasonably possible to use them.
Vipo vyoo visivyo na harufu. Hakuna kinyesi, wala inzi, wala uchafu. / Clean facilities do not smell. There is no visible feces in or around the facility, there are no flies, and there is no litter.
Vyoo ni visafi kiasi, vina harufu kidogo na /au ipo dalili ya kinyesi, inzi, na/au uchafu. / Somewhat clean facilities have some smell and/or some sign of fecal matter and/or some flies and/or some litter.
Vyoo ni vichafu na vinanuka. Kuna dalili ya kinyesi na/au inzi na/au uchafu mwingi. / Not clean facilities have a strong smell
Number / Namba
Cheki kama inahusika / Check if applies
# K
utu
mik
a /
Fun
ctio
na
l
# K
uto
tum
ika
/ N
ot
Fun
ctio
na
l
#
Si s
afi /
No
t C
lea
n
# Sa
fi k
iasi
/
Som
ewh
at
Cle
an
# Sa
fi /
Cle
an
Kwa wasichana tu / For Girls only
Kwa wavulana tu / For Boys only
Kwa wasichana na wavulana / For Girls and Boys
Walimu wakike tu / Female teachers only
Walimu wa kiume / Male teachers only
Walimu wa kike na kiume / Male and Female teachers
Vyoo hutumiwa na kila mtu shuleni / Toilets for use by anyone at the school
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and/or presence of fecal matter and/or a significant fly problem and/or a large amount of litter.
9.
Je wanafunzi walemavu wanaweza
Hapana / No ......................................................................... 0 kuvitumia bila shida?
Ndiyo / Yes ........................................................................... 1 Are toilets accessible to children with physical disabilities?
10.
Je vipo vyoo vilivyotengenezwa
Hapana / No ......................................................................... 0 maalum kwa ajili ya wanafunzi wa shule ya awali? Kama hapana, nenda namba 12, If no, skip to 12
Are some toilets available in the Ndiyo / Yes ........................................................................... 1
school designed for pre‐primary children?
11.
Je vipo vyoo vya wanafunzi kwa
Hapana / No ......................................................................... 0 wanafunzi wa shule ya awali peke yao? Is there a separate toilet facility Ndiyo / Yes ........................................................................... 1
for pre‐primary school children?
12.
Je kuna mwalimu anayechunguza
Hapana / No ......................................................................... 0 vifaa vya kunawia mikono wakati wa mapumziko? Does a teacher observe Ndiyo / Yes ........................................................................... 1
the hand‐washing facilities during the break?
13.
Je kuna karatasi maalum
Hapana / No ......................................................................... 0 zinazotumika chooni ndani ya vyoo?Is there toilet paper available Ndiyo / Yes ........................................................................... 1
in the toilet stalls?
14.
Ni huduma gani inatolewa inayosaidia wasichana wakubwa walio katika hedhi kujisitiri wawapo shuleni?
Tiki YOTE yanayohusika.
What facilities are there in the school for promoting safe and private menstrual hygiene for older girls?
Tick ALL that apply.
Hakuna huduma maalum kwa wasichana / No dedicated or private location for MHM for girls .................................................... 0
Vyumba maalum vya wasichana / Dedicated room in girls toilet/latrine block for MHM ................................................ 1
Chumba maalum kwa wasichana kwenye choo chao/Choo chenye ndoo ya maji na ndoo ya taka / Dedicated room in girls toilet/latrine block for MHM with bucket of water and waste bin ............ 2
Chumba maalum cha kufulia nguo wanazotumia wakiwa kwenye hedhi( maji ya bomba na vyombo vya kufulia kwenye chumba kinachofunga) / Private washing facilities for cloth napkins (such as a tap and basin inside a lockable toilet stall) .......................... 3
Usiri kwenye utupaji wa uchafu / tanuru la kuchoma taka / Private disposal/incineration facilities for disposable napkins ......... 4
Ushahidi wa kuwa upo mpango wa kugawa vitambaa maalum vya wasichana / Evidence of napkin distribution program ........ 5
Mengineyo (fafanua) / Other (specify) ............................. 999
Elimusiha
Hygiene
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15.
Je ipo huduma ya kunawa mikono inayotolewa shuleni?
Tiki YOTE yanayohusika.
What types of hand‐washing facilities are there at the school? Tick ALL that apply.
Hakuna sehemu ya kuoshea mikono shuleni au karibu na shule
(endelea swali la 20) /No hand‐washing station in or near school
(skip to20) ............................................................................ 0
Maji yanayotoka kwenye bomba au tanki (kama sinki, au tanki la kuhifadhi maji ya mvua / Running water from a piped system or tank (such as a faucet and sink, a standpost, or a rainwater tank with faucet) .................................................................................. 1
Maji ya kumwagia (toka ndoo au kata) / Hand Poured water system (from a bucket or ladle) ........................................................ 2
Beseni,/ ndoo (mikono huoshewa ndani ya maji badala ya kumwagiwa) / Basin/bucket (hand‐washing is done in the water, i.e., water is not running or poured ............................................ 3
Mengineyo (fafanua) / Other (specify) ............................. 999
16.
Yapo maeneo mangapi ya kunawa mikono kwa wanafunzi shuleni?
How many hand‐washing stations are there at the school for children?
Namba / Number
# Ya
ku
rah
isis
ha
/of
Faci
litie
s
# Sa
bu
ni a
u m
ajiv
u t
u /
soa
p o
r a
sh o
nly
# M
aji
tu /
wa
ter
on
ly
# Sa
bu
ni a
u m
ajiv
u N
A
ma
ji /
w/
soa
p o
r a
sh
AN
D w
ate
r
# H
aku
na
sa
bu
ni/
ma
jivu
NA
ha
kun
a m
ajiw
/ n
o
soa
p /
ash
AN
D n
o w
ate
r
Kwa wasichana tu / For Girls only
Kwa wavulana tu / For Boys only
Kwa wasichana na wavulana / For Girls and Boys
Walimu wa kike tu / Female teachers only
Walimu wa kiume tu / Male teachers only
Walimu wa kiume na wakike /
Male and Female teachers
17.
Je yapo maeneo ya kunawa mikono kwa wanafunzi walemavu shuleni?
Are hand‐washing facilities accessible to children with physical disabilities?
Hapana / No ......................................................................... 0
Ndiyo / Yes ........................................................................... 1
18.
Je yapo maeneo ya kuoshea mikono yaliyotengenezwa maalum kwa ajili ya wanafunzi wa shule ya awali?
Hapana / No ......................................................................... 0
Ndiyo / Yes ........................................................................... 1
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Are hand‐washing facilities available in the school designed for pre‐ primary children?
19.
Je kuna mwalimu anayechunguza
Hapana / No ......................................................................... 0 vifaa vya kunawia mikono wakati wa mapumziko? Ndiyo / Yes ........................................................................... 1
Does a teacher observe the hand‐
washing facilities during the break?
20.
Wanatumia chombo gani kunywea maji (kikombe, glasi, n.k.)?
What vessel (cup, glass, etc.) do most children normally use to drink water?
Mikono yao / Their hands .................................................... 0
Hunywa maji moja kwa moja toka kwenye bomba hadi mdomoni / Directly from the faucet or hand pump into mouth............ 1
Huchangia chombo cha kunywea maji / Shared drinking vessel ............ 2
Hutumia glasi za karatasi / Disposable drinking vessel ....... 3
Hutumia vyombo vyao wenyewe / Their own reusable drinking vessel 4
Mengineyo (fafanua) / Other (Specify) ...................... 5
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Wash – utaratibu wa kuchuguza/observation protocol
Tarehe ya kuchunguza /Date of observation: / _/ Shule (jina na namba ya EMIS) /School (name and EMIS number): Jina la mchunguzi /Observer name:
Ni ipi kati ya hizi inaelezea vizuri zaidi choo na hali ya eneo la kunawia mikono katika shule unayoitembelea? (tiki kwenye kisanduku kinachohusika) /Which of these options best describes the toilet & hand wash station situation at the school you are visiting? (check the appropriate boxes)
Vyoo na eneo la kunawia mikono vipo karibu (unaweza kuchunguza kinachotokea kwenye kila eneo kwa wakati mmoja) /The toilets and hand wash stations are close to each other (you can observe what is happening in each area at the same time)
Chunguza vyoo pamoja na eneo la kunawia /Observe both the toilets and the hand wash station
Kuna vyoo na maeneo ya kunawia mikono lakini hayapo karibu (huwezi kuangalia kinachoendelea sehemu zote mbili kwa wakati mmoja) /There are both toilets and hand wash stations but they are not close together (you cannot observe what is happening in each area at the same time)
Chunguza eneo la kunawia mikono /Observe the hand wash station only
Kuna maeneo ya kunawia mikono lakini hakuna vyoo / There are hand wash stations, but no toilets.
Kuna vyoo lakini hakuna maeneo ya kunawia mikono AU vyoo vikiwa pamoja na maeneo ya kunawia mikono /There are toilets
but no hand wash stations OR toilets including hand wash stations
Chunguza vyoo /Observe the toilets
Vyoo vya wasichana na maeneo ya kunawia mikono vipo pamoja na vyoo vya wavulana na maeneo ya kunawia mikono. Chunguza MAENEO YOTE /The girls’ toilets and hand wash stations are in the same place as the boys’ toilets and hand wash stations. Observe BOTH.
Vyoo vya wasichana na maeneo ya kunawia mikono HAVIPO pamoja na vyoo vya wavulana na maeneo ya kunawia mikono. Chunguza vyoo ama vya wasichana au vya wavulana na
Maeneo ya kunawia mikono kwa wasichana yapo pamoja na maeneo ya kunawia mikono kwa wavulana . Chunguza MAENEO YOTE /The girls’ hand wash stations are in the same place as the boys’ hand wash stations. Observe BOTH.
Maeneo ya kunawia mikono kwa wasichana HAYAPO pamoja na maeneo ya kunawia mikono kwa wavulana. Chunguza maeneo ya kunawia mikono ama ya wasichana au ya wavulana (shule moja
Vyoo kwa wasichana vipo pamoja na vyoo vya kwa wavulana . Chunguza MAENEO YOTE /The girls’ toilets are in the same place as the boys’ toilets. Observe BOTH.
Vyoo kwa wasichana HAYAPO pamoja na vyoo kwa wavulana. Chunguza vyoo ama vya wasichana au vya wavulana (shule moja ukichunguza wasichana inayofuata chunguza wavulana) /The girls’ toilets are NOT in the same place as the boys’ toilets. Observe either the girls’ or the boys’ toilets
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maeneo ya kunawia mikono (shule moja ukichunguza wasichana inayofuata chunguza wavulana) /The girls’ toilets and hand wash stations are NOT in the same place as the boys’ toilets and hand wash stations. Observe either the girls’ or the boys’ toilets and hand wash stations (alternate from one school to the next).
ukichunguza wasichana inayofuata chunguza wavulana) /The girls’ hand wash stations are NOT in the same place as the boys’ hand wash stations. Observe either the girls’ or the boys’ hand wash stations (alternate from one school to the next).
(alternate from one school to the next).
Wakati wa mapumziko kaa mahali ambapo unaweza kuona vyoo na maeneo ya kunawia mikono (bila kuwabughudhi wanafunzi) kwa muda wa dakika 20.
Kamilisha jedwali hili /
Take up a position and observe the toilets and hand wash stations (without disturbing the children) for 20 minutes while the children are at break.
Complete the tally table.
Wakati wa mapumziko kaa mahali ambapo unaweza kuona vyoo na maeneo ya kunawia mikono (bila kuwabughudhi wanafunzi) kwa muda wa dakika 20.
Kamilisha jedwali hili
/Take up a position and observe the hand wash stations (without disturbing the children) for 20 minutes while the children are at break.
Complete the tally table.
Wakati wa mapumziko kaa mahali ambapo unaweza kuona vyoo na maeneo ya kunawia mikono (bila kuwabughudhi wanafunzi) kwa muda wa dakika 20.
Kamilisha jedwali hili
Take up a position and observe the toilets (without disturbing the children) for 20 minutes while the children are at break.
Complete the tally table.
Ni ipi kati ya kauli hizi inaelezea kwa uhakika zaidi tabia ya wanafunzi kunawa mikono kwa wale uliowachunguza /Which of
these statements best describes the hand washing habits of the children that you observed:
Wanafunzi walio wengi walinawa maji kutumia sabuni/majivu / Most of the children washed their hands with soap/ash and water.
Baadhi (≈ 50%) ya wanafunzi walinawa maji kutumia sabuni/majivu /Some (≈ 50%) of the children washed their hands with soap/ash and water.
Walioenda kujisaidia /Went to the toilet
Walionawa mikono /Washed hands
Wasichana walionawa mikono /Washed hands (girls)
Wavulana walionawa mikono /Washed hands (boys)
Wasichana waliotumia choo /Used toilet (girls)
Wavulana waliotumia choo /Used toilet (boys)
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Wanafunzi wachache walinawa maji kutumia sabuni/majivu /Few of the children washed their
hands with soap/ash and water.
Hakuna mwanafunzi hata mmoja alinawa maji kutumia sabuni/majivu hata pale sabuni/majivu yalikuwepo / None of the children washed their hands with soap/ash and water even soap/ash available.
Hakuna mwanafunzi hata mmoja alinawa maji kutumia sabuni/majivu kwa vile hapakuwa na sabuni/majivu /None of the children washed their hands with soap/ash and water because there was no soap/ash available.
Ni ipi kati ya kauli hizi inaelezea kwa uhakika zaidi uwepo wa vyoo / Which of these statements best describes the availability of toilets:
Vingi – wanafunzi haikuwabidi kusubiri / Ample
– the children did not have to wait
Vya kutosha ‐ Wanafunzi hawahitaji kusubiri kwa muda mrefu / Enough – the children did not have to wait their turn for long
Si vya kutosha ‐ Wanafunzi waliokuwa wanasubiri walichoka na kuondoka / Not enough – the children who were waiting for a while gave up and left
Ni ipi kati ya kauli hizi inaelezea kwa uhakika zaidi uwepo wa sehemu ya kunawa mikono / Which of these statements best describes the availability of hand washing stations:
Vingi – wanafunzi haikuwabidi kusubiri /
Ample – the children did not have to wait
Vya kutosha ‐ Wanafunzi hawahitaji kusubiri kwa muda mrefu / Enough – the children did not have to wait their turn for long
Si vya kutosha ‐ Wanafunzi waliokuwa wanasubiri walichoka na kuondoka / Not enough – the children who were waiting for a while gave up and left
Ni ipi kati ya kauli hizi inaelezea kwa uhakika zaidi uwepo wa vyoo / Which of these statements best describes the availability of toilets:
Vingi – wanafunzi haikuwabidi kusubiri /
Ample – the children did not have to wait
Vya kutosha ‐ Wanafunzi hawahitaji kusubiri kwa muda mrefu / Enough – the children did not have to wait their turn for long
Si vya kutosha ‐ Wanafunzi waliokuwa wanasubiri walichoka na kuondoka / Not enough – the children who were waiting for a while gave up and left
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Annex 2: EGRA-EGMA-WASH Report Headings
Executive Summary
Policy Background
Purpose and Design of the Assessment
How Well Are Pupils Learning to Read?
How Well Are Pupils Learning to Do Basic Mathematics?
How Well Are Tanzanian Teachers Demonstrating Core INSET Competencies?
Are Tanzanian Primary Schools Equipped with and Making Appropriate Use of WASH Facilities?
Conclusions and Recommendations
Policy and Programme Implications
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1. Background
2. Evaluation Approach
2.1 Research Questions and Assessment Design
Student performance and life skills
National Teacher Competency Framework and INSET in Tanzania
School WASH
2.2 Overview of Questionnaires and Classroom Observation
2.3 Overview of EGRA
2.3.1 Why test early grade reading?
2.3.2 Purpose of EGRA
2.3.3 What EGRA measures
2.3.4 The EGRA instruments for Tanzania
2.4 Overview of EGMA
2.4.1 Why test early grade mathematics?
2.4.2 Purpose of EGMA
2.4.3 What EGMA measures
2.4.4 The EGMA instrument for Tanzania
2.5 Overview of School WASH
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2.6 Instrument Adaptation Process for Tanzania: EGRA, EGMA, Questionnaires, Classroom Observation, and WASH
2.7 Sample
3. Methodology
3.1 Sampling Framework
3.2 Descriptive Statistics
3.3 Weighting
4. Results/Findings
4.1 Instrument reliability and validity
4.2 EGRA Kiswahili Results
4.2.1 Summary of scores
4.2.2 Subtask analysis
4.3 EGMA results
4.3.1 Summary of scores
4.3.2 Subtask analysis
4.4 Questionnaire and Classroom Observation Findings
The headings that follow may provide some guidance on content, although the final selection will also be guided by the messages in the data.
4.4.1 Basic school inputs
4.4.2 Classroom teaching and learning process
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4.4.4 Student life skills
Life skills knowledge
Life skills application
4.5 School WASH
Water
Sanitation
Hygiene
5. Conclusions and Recommendations
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Annex 3: Empathy Questions Email
4 October 2014 email from Amy Mulcahy-Dunn to Cecilia Baldeh
Dear Cecilia,
Here is the document which includes Dr. Davis’ original empathy questions that we used in developing the empathy questions for thes UNICEF survey. I have provided the correct link for this document for your use as well. (http://www.fetzer.org/sites/default/files/images/stories/pdf/selfmeasures/EMPATHY- InterpersonalReactivityIndex.pdf). The title for the article from which this instrument was excerpted is as follows (“Measuring individual differences in empathy: Evidence for a multidimensional approach”. By Davis, Mark H. Journal of Personality and Social Psychology, Vol 44(1), Jan 1983, 113-126.) and may be purchased here: http://psycnet.apa.org/index.cfm?fa=buy.optionToBuy&id=1983-22418-001. I have asked our librarian to see if she can obtain a copy of this article and will be happy to share it with you if you would like.
The original Davis empathy test measures 4 dimensions of empathy – these are: “Perspective Taking – the tendency to spontaneously adopt the psychological point of view of others Fantasy – taps respondents' tendencies to transpose themselves imaginatively into the feelings and actions of fictitious characters in books, movies, and plays
Empathic Concern – assesses "other-oriented" feelings of sympathy and concern for unfortunate others Personal Distress – measures "self-oriented" feelings of personal anxiety and unease In tense interpersonal settings”. Davis 1983
Davis’ original instrument includes 28-items (7 items for each of the 4 Empathy dimensions) which are answered on a 5-point Likert scale ranging from “Does not describe me well” to “Describes me very well”.
For purposes of the UNICEF test, I would recommend focusing on the “Empathetic Concern” as I believe these are most relevant to what UNICEF is teaching. Davis’ original questions related to Empathy Concern include the following:
2. I often have tender, concerned feelings for people less fortunate than me. (EC) 4. Sometimes I don't feel very sorry for other people when they are having problems. (EC) (-) 9. When I see someone being taken advantage of, I feel kind of protective towards them. (EC) 14. Other people's misfortunes do not usually disturb me a great deal. (EC) (-) 18. When I see someone being treated unfairly, I sometimes don't feel very much pity for them. (EC) (-) 20. I am often quite touched by things that I see happen. (EC) 22. I would describe myself as a pretty soft-hearted person. (EC)
We revised these questions to be more appropriate and relevant for children in the second
grade. We piloted these questions with a handful of 1st, 2nd, and 4th graders in the US. The students seemed to understand the questions and some actually enjoyed the interview. The test did not take too long and one child hoped there would be more questions. We worked with colleagues based overseas to adapt some of the language which might be considered too ‘American’ and less familiar to students in Tanzania. We are ready to adjust this language further based on student reaction during the pilot.
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Davis’ original scoring method for the empathy is noted below. We have reduced the Likert scale down to 3 options (“doesn’t sound like me ”, “sort of sounds like me”, and “sounds just like me”). The negative and positive scoring is already reflected in the student questionnaire.
“NOTE: (-) denotes item to be scored in reverse fashion A = 0 B = 1 C = 2 D = 3 E = 4 Except for reversed-scored items, which are scored:
A = 4 B = 3 C = 2 D = 1 E = 0”
I hope that this background information answers your questions on the soft-skills instrument but please don’t hesitate to ask if you have any questions. We’re quite excited to see how the students in Mbeya react to these questions.
I will be in Dar Wednesday through Friday of this week. Though I will be primarily in meetings with USAID, if the schedule permits, would be happy to meet with you if you would like.
Thank you very much, Amy
Amy Mulcahy-Dunn
Director, EdData II
International Development Group
RTI International
919-541-8892 [email protected]
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