Displaying 38 publications matching your filters.
Published in 2017
The SACMEQ IV Project in Mauritius
Published Sunday, October 15, 2017
The SACMEQ IV Project in Namibia
Published Thursday, September 28, 2017
Published in 2012
Accounting for the Variations in the Quality of Primary School Education
Published Saturday, September 1, 2012
This paper reports on the use of multivariate analyses procedures to examine pupil- and school-level factors that contributed to variations in reading and mathematics achievement among Grade 6 pupils in 15 African school systems (Botswana, Kenya, Lesotho, Malawi, Mauritius, Mozambique, Namibia, the Seychelles, South Africa, Swaziland, Tanzania, Uganda, Zambia, Zanzibar, and Zimbabwe). The data for this study were collected in 2007 as part of the major SACMEQ III Project, which sought to examine the quality of education offered in primary schools in these countries. (SACMEQ is an acronym for the Southern and Eastern Africa Consortium for Monitoring Educational Quality.) At the pupil level, grade repetition, socio-economic background, pupil age, and pupil sex were found to be the most important factors affecting the variations in pupil achievement in these school systems, while at the school level, school resources and school location were identified as the important common factors. South Africa and Zimbabwe were among the school systems with the largest between-school variation (especially in reading), while the Seychelles and Mauritius had the largest within-school variation. In addition, low social equity in pupil achievement was evident in South Africa, Mauritius, and Zimbabwe, while large gender differences in pupil achievement were evident in the Seychelles and to some extent in Tanzania and Kenya, especially in mathematics. Implications of the findings for policy and practice are outlined.
Published Thursday, March 1, 2012
One of the main impacts of previous SACMEQ Studies on policy decisions in Mauritius was the adoption of a Literacy and Numeracy strategy in the early 2000s and its integration in the taught curriculum.
Progress in Gender Equality in Education: Mozambique
Published Thursday, March 1, 2012
Policy Brief Number 6 The purpose of this policy brief is to investigate whether there has been progress in ‘gender equality’ in primary education for the eleven provinces in Mozambique by seeking answers to the following specific questions
Published in 2011
Characteristics of Grade 6 Teachers
Published Monday, December 5, 2011
In the research programmes conducted by the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) teachers were considered as the most important human resource inputs to schooling. This paper highlights the characteristics of Grade 6 teachers in terms of: (a) their personal attributes (such as age, gender, general education, professional training, and teaching experience), and (b) their achievement scores in a standardized reading test that was administered during SACMEQ II (2000) and SACMEQ III (2007) across the 15 SACMEQ school systems. These teacher characteristics provide a succinct overview of the quality of the teaching force across the SACMEQ education systems in 2007. The personal characteristics of Grade 6 teachers that have been discussed in this paper are complemented with reading achievement scores in order to provide an indication of the subject matter knowledge of Grade 6 reading teachers, and to show the trend in achievement levels between 2000 and 2007. The results show that there were variations in the characteristics of Grade 6 teachers across SACMEQ school systems in terms of age, gender, general education, professional training, and teaching experience. The results further show that for SACMEQ as a whole, there was an increase in the average achievement scores of teachers, between 2000 and 2007. However, there were large variations in teacher achievement scores across SACMEQ school systems. The challenge for most SACMEQ school systems is to achieve gender equality in the composition of teaching staff while ensuring a balance between academic education, and appropriate pedagogical training for all teachers.
Characteristics of Grade 6 Pupils, their Homes and Learning Environments
Published Thursday, November 24, 2011
In this paper, the author examines the characteristics of Grade 6 pupils, their homes and learning environments in 15 African schools systems (Botswana, Kenya, Lesotho, Malawi, Mauritius, Mozambique, Namibia, Seychelles, South Africa, Swaziland, Tanzania, Uganda, Zambia, Zanzibar and Zimbabwe). The data for this study were collected in 2000 and 2007 as part of the major SACMEQ II and SACMEQ III Projects, respectively. The SACMEQ projects sought to examine the quality of education offered in primary schools in these countries. (SACMEQ is an acronym for the Southern and Eastern Africa Consortium for Monitoring Educational Quality.) The results revealed large variations in characteristics of Grade 6 pupils among these school systems in terms of their personal characteristics (age, days absent, grade repetition, and preschool attendance), home environment (socioeconomic background, parents alive, and speaking the language of instruction at home) and learning environment (possession of textbooks and basic learning materials, such as exercise books, pencils and erasers).
Characteristics of School Heads and their Schools
Published Thursday, November 24, 2011
In this paper, the author examines the characteristics of school heads and their schools in 15 African schools systems (Botswana, Kenya, Lesotho, Malawi, Mauritius, Mozambique, Namibia, Seychelles, South Africa, Swaziland, Tanzania, Uganda, Zambia, Zanzibar and Zimbabwe). The data for this study were collected in 2007 as part of a major project known as the SACMEQ III Project that sought to examine the quality of education offered in primary schools in these school systems as well as the conditions of schooling in these systems. (SACMEQ is an acronym for Southern and Eastern Africa Consortium for Monitoring Educational Quality). The results revealed large variations in characteristics of school heads among these school systems in terms of their personal characteristics (age and gender), academic education, pre-service training, and special training on school management. Most SACMEQ school systems had large gender imbalances in school head positions in favour of males. In addition, the results revealed considerable variations among these school systems in terms of conditions of school buildings, provision of teachers, provisions toilets, and pupils’ and teachers’ behavioural problems. The most common pupils’ and teachers’ behavioural problems in these school systems were lateness to school, absenteeism, and skipping of classes. School systems with high levels of teachers’ problems tended to have higher levels of pupils’ problems, and vice versa.
Primary School Performance in Botswana, Mozambique, Namibia, and South Africa
Published Tuesday, October 18, 2011
TRENDS IN GENDER EQUALITY IN LEARNING ACHIEVEMENT IN SOUTHERN AND EASTERN AFRICA: EXPLORATION OF CHARACTERISTICS OF EDUCATIONAL ENVIRONMENT AND CURRICULUM AREAS
Published Monday, October 3, 2011
The purpose of this paper is to study the gender differences in learning achievement by exploring in Southern and Eastern African countries the educational environment and curriculum contents. The study is based on the data archive of a large-scale assessment administered by a consortium known as Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) during 2000 and 2007. The examination of the progress in gender equality in various educational dimensions revealed that many countries have improved the gender balance in school participation while the quality issue tended to remain unchanged between 2000 and 2007. However, by comparing the characteristics of groups of schools within two countries, it was suggested that gender differences in achievement may not always be related to the availability of school resources and/or the wealth of the pupils. By examining different domains of reading and mathematics subjects, it seemed that boys tended to do better in the ‘documents’ domain of reading and the ‘measurement’ domain of mathematics while girls tended to do better in the ‘expository’ domain of reading and the ‘number’ domain of mathematics.