“Support for Quality and Equity in Education” SUPPORT PROGRAM FOR THE MINISTRY It OF NATIONAL EDUCATION BASELINE STUDY REPORT OF THE “SUPPORT FOR QUALITY AND EQUITY IN EDUCATION” PROGRAM January 2004 Baseline Survey Report of the “Support for Quality and Equity in Education” Program --------------------------------------------------------------------------------------------------------------------- Table of Contents ACRONYM LIST ACKNOWLEDGEMENTS.................................................................................................. 4 I. INTRODUCTION …………………………………………..……………...…..5 I.1 - Context ............................................................................................................................... 5 I.2 – Review of the overall program strategy.......................................................................... 5 I.3 – Global Objective of the Baseline Survey ........................................................................ 5 II – METHODOLOGY.......................................................................................................... 6 II.1 – Levels of investigation..................................................................................................... 6 II.2 – Units selected and surveyed............................................................................................ 6 II.3 – Design and testing of questionnaires ............................................................................. 7 II.3.1 – CAP questionnaire..................................................................................................................................7 II.3.1.1 – Information for preparation of the CAP questionnaire ......................................................................7 II.3.1.2 – Structure of the CAP questionnaire ....................................................................................................7 II.3.1.3 – Testing of the CAP questionnaire.......................................................................................................7 II.3.1.4 – Amendment and validation of the CAP questionnaire.......................................................................7 II.3.2 – School questionnaire ..............................................................................................................................7 II.3.2.1 – Information for preparation of the schools questionnaire..................................................................7 II.3.2.2 – Structure of the school questionnaire .................................................................................................8 II.3.2.3 – Testing of the schools questionnaire: .................................................................................................8 II.3.2.4 – Amendment and validation of the school questionnaire....................................................................8 II.3.3 – Community questionnaire .....................................................................................................................8 II.3.3.1 – Information for designing the community questionnaire...................................................................8 II.3.3.2 – Structure of the community questionnaire .........................................................................................9 II.3.3.3 – Testing of the community questionnaire ............................................................................................9 II.3.3.4 – Amendment and validation of the community questionnaire ............................................................9 II.4 – Collection methods.......................................................................................................... 9 II.4.1 –CAP Survey ..............................................................................................................................................9 II.4.1.1 – Qualitative data collection forms for CAPs......................................................................................10 II.4.1.2 – Quantitative data collection forms for CAPs ...................................................................................10 II.4.2 –Community Survey................................................................................................................................10 II.4.2.1 – Sampling technique for communes...................................................................................................10 II.4.2.2 - Community organizations surveyed in each sample commune........................................................10 II.4.2.4 – Quantitative data collection forms for communities........................................................................11 II.4.3 – School survey ........................................................................................................................................11 II.4.3.1 – Sampling technique for schools........................................................................................................11 II.4.3.2 – Persons interviewed within the sample school.................................................................................12 II.4.3.3 – Qualitative data collection media for schools ..................................................................................12 II.4.3.4 – Quantitative data collection forms for schools.................................................................................12 II.5 – Training of interviewers ............................................................................................... 12 II.5.1 – Definition of units, concepts and sensitization of interviewers .............................. 12 II.5.2 – Sampling techniques and presentation of questionnaires ...................................... 13 II.5.3 – Testing and validation of questionnaires ................................................................. 13 II.6 – Attitude and behavior during data collection............................................................. 13 II.6.1 – Approach and attitude during data collection.................................................................................13 ------------------------------------------------------------------------------------------------------------------------------------------------------------------------------- Page 1 of 66 Baseline Survey Report of the “Support for Quality and Equity in Education” Program --------------------------------------------------------------------------------------------------------------------- II.7 – Data collection organizational chart............................................................................ 14 III – GENERAL OBSERVATIONS OF THE SCHOOL SYSTEM ...................................... 15 III.1 – Distribution of schools according to type in the program area............................... 15 III.2 – Number of schools testing the curriculum in the program area ............................. 16 III.3 – Number of classes in each school category................................................................ 16 III.4 – Distribution of teachers in the various types of schools........................................... 16 III.5 – Gender distribution of teachers.................................................................................. 17 III.6 – Distribution of teachers according to contract type and gender............................. 18 III.7 – Double Division teachers and Double Vacation teachers.......................................... 18 III.7.1 – Double Division teachers ......................................................................................................................18 III.7.2 – Double Vacation teachers ....................................................................................................................19 III.8 – Pupil-teacher ratio in the different types of schools:................................................ 19 III.8 – Teachers’ educational levels in the program area.................................................... 20 III.9 – Teachers’ educational levels by school type:............................................................. 20 III.10 – Percentage of teachers receiving inservice training: .............................................. 21 III.11 – Most cited inservice training modules ..................................................................... 21 IV – SOME RELEVANT SCHOOL RESULTS......................................................... 22 IV.1 – Promotion rate of pupils from 6th to 7th grade ......................................................... 22 IV.2 – Promotion rate of girl pupils from 6th to 7th grade................................................. 22 IV.3 – Drop-out rate in the different categories of schools.................................................. 23 V – MAIN CONCERNS OF PARTNERS..................................................................... 24 V.1 – At the level of basic school authorities ( CAPs) .......................................................... 24 V.2 – At the level of schools .................................................................................................... 25 V.3 – At the level of communal authorities ........................................................................... 26 V.3.1 – Setting up the commission éducative communale...........................................................................26 V.3.2 – Status of members of existing Commissions éducatives ..............................................................26