Southern Africa Consortium for Monitoring Educational Quality 2007
Botswana, 2007
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BWA_2007_SACMEQ-III_v01_M
Southern Africa Consortium for Monitoring Educational Quality 2007
SACMEQ-III Project
| Name | Country code |
|---|---|
| Botswana | BWA |
Socio-Economic/Monitoring Survey [hh/sems]
The origins of the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) date back to 1991, the year when several Ministries of Education in Eastern and Southern Africa started working closely with UNESCO's International Institute for Educational Planning (IIEP) on the implementation of integrated educational policy research and training programmes.
In 1995 these Ministries of Education formalized their collaboration by establishing a network that is widely known as SACMEQ. Fifteen Ministries are now members of SACMEQ: Botswana, Kenya, Lesotho, Malawi, Mauritius, Mozambique, Namibia, Seychelles, South Africa, Swaziland, Tanzania (Mainland), Tanzania (Zanzibar), Uganda, Zambia, and Zimbabwe.
The Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) undertook three large-scale, cross-national studies of the quality of education: SACMEQ I (1995-1999, reading) with seven ministries; SACMEQ II (2000-2004, reading and mathematics) with 14 ministries; and SACMEQ III (2006-2010, reading, mathematics, and pupil and teacher knowledge about HIV and AIDS) with 15 ministries.
SACMEQ Projects Coverage in Botswana
SACMEQ I was conducted in 1995, however, Botswana did not participate. SACMEQ II was implemented in 2000 with a sample of 170 primary schools, while SACMEQ III was conducted in 2007 with 160 participating schools. It should be noted that more pupils participated in the SACMEQ III project than in SACMEQ II, since more students were sampled within each school. There was a decrease in the number of teachers surveyed from 420 in SACMEQ II to 386 in SACMEQ III. The 2007 sample was drawn from 784 primary schools (714 government, 13 government-aided and 57 private), which had a total number of standard 6 enrolments of 44113 (22088 males and 22025 females) and a total of 12989 standard 6 teachers.
The SACMEQ III Project commenced in 2006 and was completed during 2011. The SACMEQ III data collection was implemented in fifteen SACMEQ Ministries of Education (Botswana, Kenya, Lesotho, Mauritius, Malawi, Mozambique, Namibia, Seychelles, South Africa, Swaziland, Tanzania (Mainland), Tanzania (Zanzibar), Uganda, Zambia, and Zimbabwe). The SACMEQ III Project followed the general research direction of the first two SACMEQ Projects by focusing on an examination of the conditions of schooling in relation to achievement levels of learners and their teachers in reading, and mathematics. The focus was expanded to cover the learners’ levels of basic knowledge about HIV and AIDS. The SACMEQ III Project involved data collections from around 61,000 learners, 8,000 teachers, and 2,800 school principals.
Sample survey data [ssd]
- Pupils
- Schools
- Teachers
Version
- v2.1: Edited, anonymous dataset for public distribution.
2007
Scope
Data was collected on pupils’ home backgrounds and their school life; classrooms, teaching practices, teachers' working conditions, and teacher housing; enrolments, school buildings and facilities, and school management.
| Topic | Vocabulary | URI |
|---|---|---|
| basic skills education [6.1] | CESSDA | http://www.nesstar.org/rdf/common |
Coverage
National Coverage
The lowest level of geographic aggregation covered by the data is province, and in some cases, metropolitan area.
The desired target population for the SACMEQ III study was defined as "All pupils at Grade 6 level in 2007 (at the first week of the eighth month of the school year) who were attending registered mainstream primary schools". This definition used a grade-based description (and not an age-based description) of pupils because an age-based description would have required the collection of data across many grade levels due to the high incidences of "late starters" and grade repetition in SACMEQ school systems.The excluded population consists of those schools and pupils that have been excluded from the desired population to give the defined target population.
Producers and sponsors
| Name |
|---|
| Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) |
| Name | Role |
|---|---|
| United Nations Educational, Scientific and Cultural Organization | Funding the project |
| Netherlands Government | Funding and Technical Support |
| Ministries of Education | Funding the project |
Sampling
The desired target population definition for the SACMEQ III Project was exactly the same (except for the year) as was employed for the SACMEQ I and II Projects. This consistency was maintained in order to make valid cross-national and cross-time estimates of "change" in the conditions of schooling and the quality of education.
The SACMEQ III data were selected using a stratified two-stage cluster sample design based on the technique of a lottery method of sampling proportional to size, with the assistance of SAMDEM software (Sylla et al., 2003). At the first stage, schools were selected in each region (province) in proportion to the number of pupils in that region in the defined target population. The main reason for choosing Region as the explicit stratification variable was that the SACMEQ Ministries of Education wanted to have education administration regions as "domains" for the study. That is, the Ministries wanted to have a reasonably accurate sample estimates of population characteristics for each region. At the second stage, a simple random sample of 25 pupils was taken within each selected school (in the Seychelles, all Grade 6 pupils in all 25 schools in the island country were tested).
In educational survey research the primary sampling units that are most often employed (schools) are rarely equal in size. This variation causes difficulties with respect to the control of the total sample size when schools are selected with equal probability at the first stage of a multi-stage sample design. One method of obtaining greater control over the total sample size is to stratify the schools accorging to size and then select samples of schools within each stratum. A more widely applied alternative is to employ probability proportional to size (PPS) sampling of schools within strata followed by the selection of a simple random sample size and results in epsem sampling of pupils within strata. The lottery method of PPS selection was implemented for the SACMEQ Projects with the assistance of the SAMDEM software (Sylla et al, 2003).
In order to avoid selection bias, precautions were taken to ensure that school heads and teachers did not have any influence over the sampling procedures within schools. This is because school heads and teachers might have felt they had a vested interest in selecting particular kinds of pupils, and this could have resulted in major distortions of sample estimates (Brickell, 1974). The sampling frame for Botswana included all 774 primary schools and indicated the regions, names of schools, total school enrolments and standard 6 enrolments as of January 2007.
- Schools that were excluded for sampling purposes were those who had no standard 6 pupils, schools specifically for children with disabilities such as the visually impaired and the deaf, and a small number of schools with very poor accessibility by road. Due to these reasons, 126 schools (16.2 percent of the sample) were exempted and the sampling frame was reduced to 648 schools with a total of 42247 standard 6 pupils.
- Although the target sample size per school was 25 pupils, in some schools there were fewer than 25 standard 6 pupils. In such cases, all the standard 6 pupils were considered eligible for the study.
- There were exceptions in a few schools, where more than three teachers completed the Teacher Booklets and most of these were in private schools and a few government schools under the subject specialisation pilot project.
The desired pupil sample was 4000 standard 6 pupils and 3868 pupils actually participated, i.e. 97% of the desired sample.
The calculation of sampling weights could only be conducted after all files had been cleaned and merged. Sampling weights were used to adjust for missing data and for variations in probabilities of selection that arose from the application of stratified multi-stage sample designs. There were also certain country-specific aspects of the sampling procedures, and these had to be reflected in the calculation of sampling weights.
Two forms of sampling weights were prepared for the SACMEQ III Project.
The first sampling weight (RF2) was the inverse of the probability of selecting a learner into the sample. These "raising factors" were equal to the number of learners in the defined target population that were "represented by a single learner" in the sample. The second sampling weight (pweight2) was obtained by multiplying the raising factors by a constant so that the sum of the sampling weights was equal to the achieved sample size. A detailed account of weighting procedures can be found in Ross et al (2003).
Survey instrument
- Apart from pupil achievement scores, SACMEQ studies are renowned for collecting a wide range of information about pupils, teachers, classrooms, school heads, schools, and school communities. For the SACMEQ III study, four main questionnaires (pupil, teacher, school head, and school information) were used.
- It is important to note that SACMEQ questionnaires were subjected to careful thought, thorough examination, and stringent refinement before they were administered. For example, for the SACMEQ III study, the questionnaires were developed by a committee of experts consisting of members drawn from all SACMEQ countries, SCC staff, IIEP staff, and private consultants, following
(a) Field experiences gained from the SACMEQ II study,
(b) Recommendations arising from analyses of SACMEQ II data, and (c) policy questions raised by SACMEQ country ministries of education. These questionnaires were refined by the SACMEQ scientific committee, then piloted in each SACMEQ country and refined further before they were administered. - One important innovation in the development of questionnaires for the SACMEQ III study was introduction of a “Homework form” for pupils to take home. This consisted of questions to which the pupil might not know the answers (for example, parental education, estimates of travel distance to school, home possessions, whether or not their biological parents were alive) that parents, family members, or guardians could help in filling in. This considerably reduced the number of missing values in the SACMEQ III study compared with previous SACMEQ studies.
- Materials were translated into Kiswahili (Tanzania Mainland and Zanzibar) and Portuguese (Mozambique).
Data collection
| Start | End | Cycle |
|---|---|---|
| 2007-09-18 | 2007-09-29 | Data Collection |
| Name |
|---|
| Ministry of Education |
According to the National Research Coordinators (NRC) manual, The training of Data Collectors could either be conducted centrally by the NRCs (in the case of small states) or had to be conducted in several sites in the country. After the training, these Data Collectors would be deployed as Data Collectors in the sampled schools.
The SACMEQ III data collection exercise in Botswana took place from the 18th to the 29th of September 2007. All 160 participating primary schools from the seven different SACMEQ III regions were covered during this period by the 120 data collectors involved countrywide, divided into 40 teams of 3 data collectors each (including the team leader). Each team covered four schools in ten working days. Most team leaders were from the Ministry of Education (Primary Education Department) and had been involved in the 2006 SACMEQ III pilot project.
Data processing
Data Entry was done using WinDEM (Windows Data Entry Manager) Software. Preliminary data cleaning involved checks on data to ensure it was clean before it was sent to the SACMEQ Coordinating Centre (SCC) for further checks an analysis and calculation of sampling weights. (See p12 of the NRC Manual - provided as external resources - for more detail on the process.)
In Botswana, the Division of Planning, Statistics & Research bought 10 computers to be used for the SACMEQ III project. Data was captured using the WINDEM software package provided by the SACMEQ Coordinating Centre. Data entry started on the 21st of November 2007 started with Pupil and Teacher Booklets Part B (Health Knowledge Test). The first and second entries for the two booklets were completed on the 30th of November 2007. The data entry for parts A, C, D and E for both Pupil and Teacher Booklets was completed by the 31st of January 2008. The data files from the ten computers were merged on the 4th of February 2008. The first data entry for other instruments (School Form, School Information, School Head and Pupil Name Form) was completed by the end of February 2008. Second data entry and merging of data files were completed by the end of March 2008.
Data cleaning by stages
On the 10th to the 14th of December 2007, the NRCs attended a Data Cleaning Workshop in Windhoek, Namibia, coordinated by the SACMEQ Coordinating Committee. This Training Workshop was meant to equip the country coordinators (NRCs) with skills required for using the data cleaning softwares (WINDEM, Janitor and SPSS) provided by the SACMEQ Coordinating centre. On the 21st of January 2008 the NRCs started data cleaning for Part B of the Pupil Booklet (Health Knowledge Test) using WINDEM and Janitor. Data cleaning for this part was completed by early April 2008 and the cleaned data was sent to the SACMEQ Coordinating Centre. The whole data cleaning exercise for other parts of the booklet was completed by the 31st of October 2008.
Data appraisal
The quality of the data provided by the school heads, teachers, and pupils was examined in the following ways.
First, at the time of data collection, the data collectors who visited the schools verified, for example
(a) The actual existence and conditions of the school resources such as library, school head office, and staff room, and
(b) The official school records about the information provided by pupils such as their gender, age, days absent, and whether or not their parents were alive.
Second, similar questions were included in the school head, pupil, and teacher questionnaires, and these helped to verify the responses given by the respondents during data cleaning. For example, a question on the existence of a class library was included in both the teacher and pupil questionnaires. Any inconsistencies between the responses of the school heads, teachers, and pupils were followed up by the national research coordinators (NRCs) and corrected during data cleaning.
The processes of generating pupil scores, competency levels, measure of school location, socioeconomic status and tabulations are outlined in the SACMEQ-III Project Results Working Document Number 1 available as external resources.
Data Access
| Name | Affiliation | URL | |
|---|---|---|---|
| Director- Southern Africa Consortium for Monitoring Educational Quality (SACMEQ) | International Institute for Educational Planning - UNESCO | http://www.sacmeq.org | info@sacmeq.org |
| Is signing of a confidentiality declaration required? | Confidentiality declaration text |
|---|---|
| yes | Before being granted access to the dataset, all users have to formally agree: 1. To make no copies of any files or portions of files to which s/he is granted access except those authorized by the data depositor. 2. Not to use any technique in an attempt to learn the identity of any person, establishment, or sampling unit not identified on public use data files. 3. To hold in strictest confidence the identification of any establishment or individual that may be inadvertently revealed in any documents or discussion, or analysis. Such inadvertent identification revealed in her/his analysis will be immediately brought to the attention of the data depositor. |
TERMS AND CONDITIONS FOR USE OF THE SACMEQ DATA ARCHIVE
1.0 Introduction
The Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Co-ordinating Centre (SCC http://www.sacmeq.org/_legal/accept_new?destination=training-workshops) has produced a data archive containing all information collected for SACMEQ's first three educational policy research projects (SACMEQ I, SACMEQ II, and SACMEQ III). This archive is now available online on the SACMEQ website so as to give bona fide researchers and students online access to SACMEQ data and documents.
The SACMEQ data sets have been developed at great cost and with the application of stringent quality controls. It is being made available to eligible users because it has a great potential to contribute to educational policy development beyond what has already been achieved in this respect through the reports written by the National Research Co-ordinators (NRC http://www.sacmeq.org/_legal/accept_new?destination=training-workshopss) and Deputy National Research Coordinators (NRC http://www.sacmeq.org/_legal/accept_new?destination=training-workshopss). It is expected that many researchers and students will wish to use the Data Archive for research, publications, and/or training purposes.
The Terms and Conditions serve two purposes. Firstly, they provide interested applicants with guidelines on how to access this valuable information resource. Secondly, they are intended to safeguard against the danger of users being unaware of the complexities of the data collection process and consequently arriving at misinterpretations that could lead to incorrect conclusions.
2.0 How can the user gain such access?
In order to obtain SACMEQ Data Archive for any of the SACMEQ school systems, the applicant should follow these steps:
2.1 Read and Agree to these "Terms and Conditions for the Use of the SACMEQ Data Archive."
2.2 Complete an online application form.
3.0 What rules govern the use of the SACMEQ data archive?
3.1 The Data Archive is the outcome of expensive and time-consuming activities of the staff of the represented Ministries of Education spread over many years. For this reason, the SACMEQ Ministries of Education described in the Data Archive should:
3.1.1 be notified by the SACMEQ SCC http://www.sacmeq.org/_legal/accept_new?destination=training-workshops of any request for data;
3.1.2 have an opportunity to review reports based on the data archive so as to correct any gross errors before they are published; and
3.1.3 satisfy themselves that the data have been used in such a manner that they contribute positively to the development of relevant education policies in relevant SACMEQ member countries.
3.2 It is the National Research Coordinators (NRC http://www.sacmeq.org/_legal/accept_new?destination=training-workshopss) and Deputy National Research
Coordinators (DNRCs) who have spearheaded the collection and compilation of SACMEQ data. In acknowledgment of their efforts, the applicant(s) will be required to invite the relevant country's National Research Coordinator to participate in the study associated with the use of the data. Where an individual other than the NRC http://www.sacmeq.org/_legal/accept_new?destination=training-workshops or DNRC is co-opted, the relevant NRC http://www.sacmeq.org/_legal/accept_new?destination=training-workshops and DNRC shall be given the first right of refusal.
3.3 This provision does not apply in situations where the SACMEQ Data Archive is used purely for purposes of individual academic research by a student, and where the results are not intended for publication.
3.4 All relevant NRC http://www.sacmeq.org/_legal/accept_new?destination=training-workshopss and DNRCs will be informed by the SCC http://www.sacmeq.org/_legal/accept_new?destination=training-workshops about the recipients of the Data Archive.
3.5 SACMEQ provides the SACMEQ Data Archive to applicants on the basis of the intended use stated in the application. The applicant, therefore, should not use the data for any purpose other than the one stated in the application. Should the applicant(s) wish to use the data for a purpose other than that stated in the agreement, then he/she/they must first secure the written approval of SACMEQ before he/she/they proceed to do so.
3.6 SACMEQ data are provided for the sole and exclusive use of the applicant specified in the agreement. The successful applicant should, therefore, not share the SACMEQ Data Archive with, or pass it on to, any other unauthorized person(s).
3.7 The authorized user shall take responsibility for the safe custody of the SACMEQ Data Archive and also take reasonable steps to ensure that no unauthorized persons gain access to it.
3.8 The authorized user shall give due credit to SACMEQ for providing the Data Archive by providing written acknowledgement of this in any publication emanating from their use.
3.9 As the Data Archive remains the property of the SACMEQ, no other person(s), including the successful applicants or the member Ministry, shall re-distribute or offer for sale the SACMEQ Data Archive.
3.10 All reports based on the SACMEQ Data Archive have to secure the written approval of the SCC http://www.sacmeq.org/_legal/accept_new?destination=training-workshops prior to the publication in order to confirm compliance to our terms and conditions, and also to ensure that there is no misunderstanding or misinterpretation of the data.
3.11 Once authorization has been granted to access the archive, you will see a link on the website which will take you to the Data Archive.
3.12 All relevant NRC http://www.sacmeq.org/_legal/accept_new?destination=training-workshopss will be informed by the SCC http://www.sacmeq.org/_legal/accept_new?destination=training-workshops about the recipients of the SACMEQ Data Archive.
3.13 Full acknowledgement of the source of the data (including reference to the SACMEQ Data Archive) must be given whenever the data are used.
3.14 A copy of any published article or report based on the SACMEQ Data Archive must be provided free of charge to (a) the SACMEQ Co-ordinating Centre, and (b) the Ministry(ies) of Education from whose data the report has been generated.
Citation requirement is the way that the dataset should be referenced when cited in any publication. Every dataset should have a citation requirement. This will guarantee that the data producer gets proper credit, and that analytical results can be linked to the proper version of the dataset. The Access Policy should explicitly mention the obligation to comply with the citation requirement. The citation should include at least the primary investigator, the name and abbreviation of the dataset, the reference year, and the version number. Include also a website where the data or information on the data is made available by the official data depositor.
Example:
Southern and Eastern Africa Consortium for Monitoring Educational Quality. SACMEQ Project III 2007 [dataset]. Harare: SACMEQ [producer], 2007. Paris: International Institute for Educational Planning, UNESCO [distributor], 2007. Ref.BWA_2007_SACMEQ-III_v01_M. Dataset downloaded from [URL] on [date].
Disclaimer and copyrights
The user of the data acknowledges that the original collector of the data, the authorized distributor of the data, and the relevant funding agency bear no responsibility for use of the data or for interpretations or inferences based upon such uses.
Copyright, Southern and Eastern Africa Consortium for Monitoring Educational Policy
Contacts
| Name | Affiliation | URL | |
|---|---|---|---|
| Director- Southern Africa Consortium for Monitoring Educational Quality | International Institute for Educational Planning - UNESCO | info@sacmeq.org | http://www.sacmeq.org |
| International Institute for Educational Planning | United Nations Educational, Scientific and Cultural Organization (UNESCO) | info@iiep.unesco.org | http://www.iiep.unesco.org |
Metadata production
DDI_BWA_2007_SACMEQ-III_v01_M_WB
| Name | Affiliation | Role |
|---|---|---|
| Development Economics Data Group | The World Bank | Documentation of the DDI |
2014-05-20
Metadata version
Version 01 (May 2014)