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Southern Africa Consortium for Monitoring Educational Quality 2007

Zambia, 2007
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ZMB_2007_SACMEQ-III_v01_M
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Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)
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Questionnaires
SACMEQ-III Combined Questionnaires
Download [PDF, 761.21 KB]
Language English
Publisher(s) The Southern and Eastern Africa Consortium for Monitoring Educational Quality
Download http://datacatalog.ihsn.org//catalog/4750/download/59812
Reports
Progress in Gender Equality in Education : Zambia
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Date 2011-09-01
Country Zambia
Language English
Publisher(s) Southern and Eastern Africa Consortium for Monitoring Educational Quality
Download http://datacatalog.ihsn.org//catalog/4750/download/59813
Pupil and Teacher Knowledge about HIV and AIDS in Zambia
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Date 2011-04-01
Country Zambia
Language English
Publisher(s) Southern and Eastern Africa Consortium for Monitoring Educational Quality
Download http://datacatalog.ihsn.org//catalog/4750/download/59814
The SACMEQ-III Project in Zambia : A Study of the Conditions of Schooling and the Quality of Education
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Author(s) Bupe Musonda (Ministry of Education) Alex Kaba (Ministry of Education)
Country South Africa
Language English
Table of contents Chapter 1 Setting of the Study...............................................................................1
1.1 Introduction.................................................................................................................1
1.2 Brief description of Zambia......................................................................................1
1.3 Economic overview ...................................................................................................2
1.4 The fifth national development plan .......................................................................3
1.5 Education finance......................................................................................................6
1.6 Allocation to education as a percentage of GDP .................................................7
1.7 Education policy reforms and other major initiatives ...........................................7
1.8 The structure of the report .....................................................................................12
Chapter 3 Characteristics of Pupils and their Learning Environment..............15
3.1 Introduction...............................................................................................................15
3.2 Personal characteristics of pupils .........................................................................15
3.3 Pupil home background .........................................................................................17
3.4 School factors that impact on pupils ....................................................................25
3.5 Pupil access to textbooks and basic learning materials ...................................32
3.6 Pupil access to school library books ....................................................................34
3.7 Extra tuition ..............................................................................................................36
3.8 Conclusion................................................................................................................37
Chapter 4 Teachers’ Characteristics and their Views on
Classroom Resources and Professional Support .............................39
4.1 Introduction...............................................................................................................39
4.2 Personal characteristics of teachers ....................................................................39
4.3 Professional characteristics of teachers..............................................................41
4.4 Teaching load, lesson preparation and marking ................................................44
4.5 Pupil reports and communication with parents...................................................46
4.6 Classroom furniture, equipment and teaching aids ...........................................48
4.7 Professional support ...............................................................................................52
4.8 Conclusion................................................................................................................54
Chapter 5 Characteristics of School Heads and their Views
on Educational Infrastructure, School Operation and Problems .....55
5.1 Introduction...............................................................................................................55
5.2 Personal characteristics of school heads............................................................55
5.3 Professional characteristics of school heads......................................................56
5.4 School heads view on school facilities, equipment and utilities.......................58
5.5 Teaching load and views on school operations and problems ........................64
5.6 Conclusion................................................................................................................70
Chapter 6 Equity in the Allocation of Human and Material
Resources among Regions .................................................................73
6.1 Introduction...............................................................................................................73
6.2 Essential classroom resources .............................................................................74
6.3 Desirable physical resources ................................................................................76
6.4 Desirable human resources...................................................................................77
6.5 Conclusion................................................................................................................79
Chapter 7 Reading and Mathematics Achievements Levels of
Pupils and their Teachers ....................................................................83
7.1 Introduction...............................................................................................................83
7.2 Overall pupil and teacher scores and competency levels ................................83
7.3 Pupil scores and competency levels by important sub-groups........................95
7.4 Conclusion................................................................................................................97
Chapter 8 HIV and AIDS Education .....................................................................99
8.1 Introduction...............................................................................................................99
8.2 Zambia and HIV and AIDS ....................................................................................99
8.3 The HIV and AIDS Knowledge Test...................................................................100
8.4 Knowledge Levels of Pupils and Teachers by Province.................................100
8.5 Knowledge levels of pupils by gender ...............................................................102
8.6 Knowledge Levels of Pupils by Socio-Economic Status.................................103
8.7 Knowledge Levels by School Location ..............................................................104
8.8 Knowledge Levels of Teachers by Gender.......................................................106
8.9 Attitudes towards HIV and AIDS.........................................................................108
8.10 Perception of HIV Risk .........................................................................................110
8.11 Conclusion..............................................................................................................111
Chapter 9 Conclusions and Recommendations...............................................113
9.1 Introduction.............................................................................................................113
9.2 Thematic issue: Pupil age and pre-school attendance ...................................113
9.3 Thematic issue: Progress in gender equality in education.............................114
9.4 Thematic issue: Quality of inputs in primary schools ......................................115
9.5 Thematic issue: Learning achievement of Grade 6 pupils .............................116
9.6 Thematic issue: HIV and AIDS Knowledge Test (HAKT) ...............................117
References.............................................................................................................119
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Policy Brief: Quality of Primary School Inputs in Zambia
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Date 2011-10-01
Country Zambia
Language English
Download http://datacatalog.ihsn.org//catalog/4750/download/59821
Technical documents
Sample Schools Zambia
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Country Zambia
Language English
Download http://datacatalog.ihsn.org//catalog/4750/download/59822
Manual for National Research Coordinators
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Date 2007-09-01
Country Zambia
Language English
Publisher(s) The Southern and Eastern Africa Consortium for Monitoring Educational Quality
Table of contents Introduction ............................................................................................................................. 5
1. Scheduling and Overview of Main Activities .............................................................. 7
2. Sampling Plan ................................................................................................................. 15
3. Codes for Country, Provinces/Regions, Districts, and Schools ............................... 19
4. Contacting Regional Offices, Schools and Unions .................................................... 21
5. Checking Receipt of Documents and Instruments .................................................... 25
6. Translation of Instruments and Data Collectors' Manual ........................................ 29
7. Printing of Instruments and Other Materials ............................................................ 31
8. Purchase of Materials .................................................................................................... 35
9. Selecting Data Collectors and Planning the Logistics ............................................... 37
10. Establishing Minimum and Desirable Levels of Achievement ............................... 41
11. Packaging/Dispatch of Materials to Venues for Training of Data Collectors ....... 43
12. Training of Data Collectors ........................................................................................... 47
13. Return of Instruments and Materials .......................................................................... 59
14. Editing of Instruments Before Data Entry .................................................................. 61
15. Data Entry and Initial Cleaning ................................................................................... 63
16. Return of Data and Documentation to the SCC/IIEP ............................................... 65
Appendix 1 "What is the SACMEQ III Project?" ............................................................. 67
Appendix 2 School Form ..................................................................................................... 69
Appendix 3 Model Letter to School Heads ....................................................................... 69
Appendix 4 Pupil Name Form ............................................................................................ 75
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Manual for Data Collectors
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Date 2007-09-01
Language English
Publisher(s) The Southern and Eastern Africa Consortium for Monitoring Educational Quality
Download http://datacatalog.ihsn.org//catalog/4750/download/59824
Manual for Improving Data Quality
Download [PDF, 454.05 KB]
Date 2007-09-01
Language English
Publisher(s) The Southern and Eastern Africa Consortium for Monitoring Educational Quality
Description This document has been prepared in order to provide you with some tips and guidance for achieving high quality data sets for SACMEQ III.
The contents have been divided into four parts: (i) during data collection, (ii) before data entry, (iii) during data entry, and (iv) after data entry.
The National Research Coordinators (NRCs) should read all of this material, make several copies, and then distribute different sections of the document to the relevant people.
Table of contents Introduction 5
Section 1: Special Instructions on Data Quality Check during Data Collection 7
Section 2: Special Instructions on Data Editing before Data Entry 17
Section 3: Special Coding Instructions during Data Entry 33
Section 4: Special Instructions on Data Verification after Data Entry 41
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Often Used Variables on SACMEQ-III Archive
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Language English
Publisher(s) The Southern and Eastern Africa Consortium for Monitoring Educational Quality
Download http://datacatalog.ihsn.org//catalog/4750/download/59826
SACMEQ-III Imputation Rules
Download [PDF, 107.73 KB]
Language English
Publisher(s) The Southern and Eastern Africa Consortium for Monitoring Educational Quality
Download http://datacatalog.ihsn.org//catalog/4750/download/59827
SACMEQ-III Codebook
Download [XLSX, 270.02 KB]
Language English
Publisher(s) The Southern and Eastern Africa Consortium for Monitoring Educational Quality
Download http://datacatalog.ihsn.org//catalog/4750/download/59828
Other Materials
SACMEQ-III Project Results: Pupil Achievement Levels in Reading and Mathematics
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Author(s) Njora Hungi Demus Makuwa Kenneth Ross Mioko Saito Stéphanie Dolata Frank van Cappelle Laura Paviot Jocelyne Vellien
Date 2010-01-01
Language English
Publisher(s) Southern and Eastern Africa Consortium for Monitoring Educational Quality
Description This document is divided into two main parts. The first part presents (a) a brief discussion of the sampling procedures employed in SACMEQ Projects, (b) the generation of SACMEQ pupil test scores, (c) description of the reading and mathematics competency levels, and (d) descriptions of the measures of school location and socioeconomic status (SES) of pupils.

The second part of this document presents tabulations of Grade 6 pupil achievement levels for reading and mathematics. The achievement levels have been presented in separate tables as follows: (a) reading achievement levels by country and regions within countries, (b) reading achievement levels by subgroups (sex, school location and SES), (c) mathematics achievement levels by country and regions within countries, and (d) mathematics achievement levels by subgroups (sex, school location and SES).
Table of contents Introduction.......................................................................................... 1
Sampling Procedures ............................................................................... 3
Generating Pupil Scores.............................................................................5
Generating Competency Levels....................................................................5
Measure of School Location .......................................................................10
Measure of Socioeconomic Status................................................................10
About the Tabulations ............................................................................ 11
References..........................................................................................11

Tabulations
Reading achievement levels by country and regions within countries..................... 12-14
Reading achievement levels by subgroups(sex, school locations and SES) ............. 15-17
Mathematics achievement levels by country and regions within countries................18-20
Mathematics achievement levels by subgroups(sex, school locations and SES)......... 21-23
Download http://datacatalog.ihsn.org//catalog/4750/download/59815
SACMEQ-III Project Results: Levels and Trends in School Resources among SACMEQ School Systems
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subtitle Working Document Number 2
Author(s) Njora Hungi Demus Makuwa Kenneth Ross Mioko Saito Stéphanie Dolata Frank van Cappelle Laura Paviot Jocelyne Vellien
Date 2011-01-01
Language English
Publisher(s) Southern and Eastern Africa Consortium for Monitoring Educational Quality
Table of contents Part A: Level and Trends in Resources Allocation to Schools by School System
Essential Classroom Resources.......................................................................... 9 – 10
Desirable Physical Resources ............................................................................. 11 – 12
Desirable Human Resources............................................................................... 13 – 14
Part B: Level and Trends in Resources Allocation to Schools by Region
Essential Classroom Resources.......................................................................... 16 – 28
Desirable Physical Resources ............................................................................. 29 – 41
Desirable Human Resources............................................................................... 42 – 54
Appendix 1: Source of School Resources Variables ....................................................................... 55

List of Tables
Table 1: Context Information for School Systems.................................................................................. iv
Table 2: Number of School Heads, Teachers, and Pupils involved in the SACMEQ Projects............... iv
Table 3: Essential Classroom Resources by School Systems .................................................................. 8
Table 4: Desirable Physical Resources by School Systems ................................................................... 10
Table 5: Desirable Human Resources by School Systems..................................................................... 12
Table 6: Essential Classroom Resources by Regions............................................................................. 16
Table 7: Desirable Physical Resources by Regions ............................................................................... 29
Table 8: Desirable Human Resources by Regions ................................................................................. 42
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Working Papers
Download [ZIP, 4.27 MB]
Language English
Publisher(s) Southern and Eastern Africa Consortium for Monitoring Educational Quality
Download http://datacatalog.ihsn.org//catalog/4750/download/59817
SACMEQ Policy Issue Series
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Language English
Publisher(s) Southern and Eastern Africa Consortium for Monitoring Educational Quality
Download http://datacatalog.ihsn.org//catalog/4750/download/59818
SACMEQ Assembly of Ministers IIEP 2011
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Author(s) Irina Bokova Director-General UNESCO
Date 2011-10-23
Language English
Publisher(s) Southern and Eastern Africa Consortium for Monitoring Educational Quality
Description Address by Irina Bokova, Director-General of UNESCO on the occasion of the SACMEQ Assembly of Ministers IIEP, Paris, 23 October 2011
Download http://datacatalog.ihsn.org//catalog/4750/download/59819
Data Cleaning Syntaxes
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Language English
Publisher(s) The Southern and Eastern Africa Consortium for Monitoring Educational Quality
Download http://datacatalog.ihsn.org//catalog/4750/download/59829
Data Processing Syntaxes
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Language English
Publisher(s) The Southern and Eastern Africa Consortium for Monitoring Educational Quality
Download http://datacatalog.ihsn.org//catalog/4750/download/59830
Notations Used in SACMEQ Countries
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Language English
Publisher(s) The Southern and Eastern Africa Consortium for Monitoring Educational Quality
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SACMEQ-III: Suggested Timetable for Data Collection in Schools
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Date 2007-08-09
Language English
Publisher(s) The Southern and Eastern Africa Consortium for Monitoring Educational Quality
Download http://datacatalog.ihsn.org//catalog/4750/download/59832
Accessing the Data
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