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The SACMEQ III Project in Lesotho

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The SACMEQ III Project in Lesotho SACMEQ III LESOTHOThe project in A study of the conditions of schooling and the quality of education Southern and Eastern Africa Consortium for Monitoring Educational Quality AUTHORS Haleokoe Jopo Motseng Maema Matseko Ramokoena iii ACKNOWLEDGMENT SACMEQ wish to acknowledge the generous financial assistance provided by the Ministry of Foreign Affairs of the Government of the Netherlands in support of SACMEQ’s research and training programmes. iv TABLE OF CONTENTS Chapter 1 Setting for the Study ................................................................................................ 1 1.1 Introduction ......................................................................................................................... 1 1.2 The country and development context ................................................................................ 4 1.3 The structure of the education system ................................................................................ 8 1.4 The administration of the school education....................................................................... 12 1.5 Education sector financing ................................................................................................ 14 1.6 Teacher training ................................................................................................................16 1.7 Curriculum development and assessment ........................................................................ 18 1.8 Educational policy reviews and policy reforms 2004-2010 ............................................... 20 1.9 The main policy concern of the ministry of education ....................................................... 24 Chapter 3 Characteristics of Pupils and their Learning Environments .............................. 26 3.1 Introduction ....................................................................................................................... 26 3.2 A note on the interpretation of the data analysis............................................................... 26 3.3 Personal characteristics of pupils and their home background......................................... 28 3.4 School context factors experienced by pupils ................................................................... 47 3.5 Pupil access to classroom materials ................................................................................. 55 Chapter 4 Characteristics of Teachers and their Views about Classroom Resources and Professional Support................................................ 58 4.1 Introduction ....................................................................................................................... 58 4.2 Personal characteristics of teachers ................................................................................. 58 4.3 Professional characteristics of teachers............................................................................ 62 4.4 Lesson preparation and marking....................................................................................... 72 4.5 Testing and meeting with parents ..................................................................................... 74 4.6 Teacher access to professional support ........................................................................... 79 4.7 Conclusion ........................................................................................................................ 82 Chapter 5 Characteristics of School Heads and their Viewpoints on Educational Infrastructure, School Operation and Problems ............................. 84 5.1 Introduction ....................................................................................................................... 84 5.2 Personal characteristics of school heads.......................................................................... 84 v 5.3 Professional characteristics of school heads .................................................................... 87 5.4 School operation and problems ........................................................................................ 93 5.5 Conclusion ...................................................................................................................... 102 Chapter 6 Provision of Inputs to Primary Schools ............................................................. 104 6.1 Introduction ..................................................................................................................... 104 6.2 School buildings .............................................................................................................. 110 6.3 Equipment and general facilities in schools .................................................................... 111 6.4 Conclusion ...................................................................................................................... 112 Chapter 7 Reading and Mathematics Achievement of Pupils and their Teachers........... 114 7.1 Introduction ..................................................................................................................... 114 7.2 Two ways of presenting test scores ................................................................................ 114 7.3 Pupil reading and mathematics scores ........................................................................... 115 7.4 Teacher reading and mathematics scores ...................................................................... 118 7.5 Pupils and teachers reaching various reading and mathematics competency levels ..... 119 7.6 Conclusion ...................................................................................................................... 127 Chapter 8 Pupil and Teacher Knowledge about HIV and AIDS issues ............................. 130 8.1 Introduction ..................................................................................................................... 130 8.2 Pupil and teacher score on the HAKT............................................................................. 131 8.3 Attitude of pupils, teachers and school heads towards HIV and AIDS............................ 136 8.4 Conclusion ...................................................................................................................... 142 Chapter 9 Conclusions and Agenda for Action .................................................................. 144 9.1 Introduction ..................................................................................................................... 144 9.2 Classification of policy suggestions................................................................................. 145 9.3 Agenda for action ............................................................................................................ 148 9.4 Feasibility assessments for the implementation of policy suggestions ........................... 155 References ................................................................................................................................ 158 Appendices ................................................................................................................................ 160 vi Pupil reading scores Source: SACMEQ Data, 2007 Standard 6 Pupil Reading Scores across Districts in Lesotho (SACMEQ III) vii Chapter 1 Setting for the Study 1.1 Introduction The Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) III National Policy Report on Lesotho is based on the period 2007 to 2010. It is the third in a series for SACMEQ member countries that have participated in the SACMEQ research initiative from 1995. The SACMEQ Policy Reports are similar. They focus on an assessment of the general conditions of schooling and the quality of education at the primary school level. The target population for the SACMEQ projects was all pupils at grade six level and their teachers (at the first week of the eight month of the school year) who were attending and teaching in registered mainstream primary schools. Consequently, the reports have provided the baseline information against which changes can be evaluated. Establishing mechanisms of monitoring and evaluating educational systems are an integral part of the overall objectives of SACMEQ: (a) to expand opportunities for educational planners to gain the technical skills required to monitor and evaluate the quality of basic education, and (b) to generate information that can be used by decision‐makers to plan and improve the quality of education. For it is widely accepted that education and training play a central role in economic and social development. The impact of education and training on poverty reduction are clearly spelled out in both the Millennium Development Goals (MDGs) and the Dakar Framework of Action for Education For All (EFA), which were adopted by the Chapter 1: Setting of the Study United Nations in 2000. The focus of the MDGs and EFA is on increasing access and enhancing educational quality. The six EFA goals and targets are ambitious and their successful implementation requires both significant resources, as well as the capacity to plan, monitor and evaluate for the efficient and effective use and management of the resources. Fifteen Ministries of Education are members of SACMEQ: Botswana, Kenya, Lesotho, Malawi, Mauritius, Mozambique, Namibia, Seychelles, South Africa, Swaziland, Tanzania (Mainland) Tanzania (Zanzibar), Uganda, Zambia, and Zimbabwe. The International Institute
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