Zambia 2008 District Profile for Monze

At a glance Basic School

Grades Goal Actual
1-9 10-12 Value
Female Pupils 22,233 665 NIR 56%
Male Pupils 26,003 1,193 NER 97%
Survival to G9 38%
Teachers 1148 105
Pupil-Teacher Ratio 41
Schools 163 11 Teacher Attrition Rate 19%
Classrooms 845 140 % Teachers Qualified 90%
Textbooks 104,552 3,431 Pupil-Book Ratio 2.1

ANALYSIS
Issue #1: Progress in primary school enrolment in Monze

Indic. 1 Are children entering basic school on time?

100% The Net Intake Rate is the percentage of seven-year

olds who enter school for the first time. It gives us an
Net Intake Rate 75% idea of how many 7-year olds are entering school and
how many are not. A higher NIR means more seven
58% 58% 56%
50% year olds are entering school on time.
48%

25%
56% 56% 54% The Net Intake Rate in Monze:
0%
2005 2006 2007 2008 2008 2008 2008 Has remained constant since 2005.
Is similar to the national value.
Is 24 percentage points below the goal of 80%.
District Dist. Prov. Natl.

What is observed and why is it happening?

What action is required?

Indic. 2 Of all the children who enter school for the first time, how many are the correct age?

100% Since 2005 in Monze:

Overage entrants have decreased by 10 percentage
Relative age of school entrants

points.
42% 43% % overage Properly aged entrants have increased by 6
75% 53% 49%
percentage points.
Underage entrants have increased by 4 percentage
points.
50%

46% 47% % ontime

40% What is observed and why is it happening?
25% 41%

11% 12% 9% % underage

6%
0%
2005 2006 2007 2008

This graph shows the percentage of new school entrants

What action is required?
who are on-time (age 7), overage (older than 7) and
underage (younger than 7). A high percentage of overage
entrants means a lower NIR, but is acceptable because it
means that older children are receiving an education. Once all
the older children have been cycled through school, the
percentage of overage entrants should decrease and the
percentage of on time entrants should increase. If underage
pupils are entering in large percentages, they are taking
spaces from older pupils.
 Indic. 3 Are all basic school age children enrolled in basic school?

The Basic Net Enrollment Rate is the percentage of 125%

basic-aged (ages 7-15) children who are enrolled in basic
school (grades 1-9). A higher Basic NER means more 100% 99% 97%
93% 95%
children are attending school at the correct age.
75%
Basic NER

50%
The Net Enrollment Rate in Monze:
25%
97% 105% 103%
Has decreased by 1 percentage points since 2005. 0%
Is 5 percentage points below the national average. 2005 2006 2007 2008 2008 2008 2008
Is 17 percentage points above the goal of 80%.
District Dist. Prov. Natl.
What is observed and why is it happening?

What action is required?

Are girls and boys enrolled in equal numbers?

Indic. 4 The Gender Parity Index is the ratio of female to
male pupils. A GPI larger than one mean there are
more females than males in school. A GPI smaller
than one means there are less females per male in
9 1,252 1,666 school. A GPI of 1 is desirable because it means
Grade 8-9
GPI: 0.76 there is an equal number of males and females in
8 1,362 1,770 school.
Gender Parity Index

7 2,702 3,152
Grade 5-7
GPI: 0.88
6 2,757 3,047
The Gender Parity Index in Monze:
Grade

5 2,721 3,068

4 3,203 3,310 Grade 1-4

GPI: 0.97 Is within 0.09 of the national goal of 1 for grades
3 2,913 3,109 1-9.
2
Is highest in grades 1-4, with 0.97 girls per boy.
2,952 3,096 Grade 1-9
GPI: 0.91 Is lowest in grades 8-9, with 0.76 girls per boy.
1 3,086 3,070

What is observed and why is it happening?

What action is required?

ISSUE #2: Efficiency in Monze

Indic. 5
How many first-grade pupils will reach
The Grade 1-9 Multi Grade Survival Rate is
grade 9? the percentage of pupils enrolled in grade 1

Grade 1-9 Multi Grade Survival Rate

during the current school year who are
100% expected to reach grade 9, no matter how many
years It is estimated using data from a single
year. A higher survival rate means more pupils
75% are expected to reach grade 9 and less drop
out.

50%

38% 38% The Grade 1-9 Multi Grade Survival Rate in

33% Monze:
31%
25%
Has increased by 7 percentage points since
38% 42% 34% 2005
0% Is 3 percentage points below the national
2005 2006 2007 2008 2008 2008 2008 average.
Is 42 percentage points below the goal of
80%.

What is observed and why is it happening?

What action is required?

Indic. 6 Why do children in grades 5-9 drop out before completing basic school?
What is observed and why is it happening?
Pregnancy 62%

Marriage 15%
Female

Economic 9%

Other 6%

Orphaned 5%

Economic 38% What action is required?

Other 31%
Male

Orphaned 21%

Marriage 5%

Death 4%

0% 20% 40% 60% 80%

The top reasons that students in grades 5-9 left school

as reported by school head-masters. Headmasters may
not always know the exact reason.
 Are some Grade 1 students less likely than others to reach higher grades of Basic School?

Indic. These pyramids compare the multi-grade survival rates for a grade 1 pupil from different education situations.
7 When one group has a lower survival rate to a particular grade, pupils from that group are less likely to reach
that grade.

In Monze, students are less likely to stay in school through grade 9 if they are female or if they attend a rural or
community school.
35% of rural school entrants will 32% of female school entrants 0% of community school entrants will
reach grade 9 as compared with will reach grade 9 as compared reach grade 9 as compared with 41% of
59% of urban entrants. with 43% of male entrants. government school entrants.

Rural Urban What is observed and why is it happening?

Grade 9 35% 59%

Grade 8 38% 56%

Grade 7 79% 90%

Grade 6 80% 96%

Grade 5 84% 91%

Grade 4 92% 102%

Grade 3 92% 91%

Grade 2 89% 94%

Grade 1 100% 100%

100% 50% 0 50% 100%

Female Male

Grade 9 32% 43%

Grade 8 35% 46%
Grade 7 73% 88% What action is required?
Grade 6 78% 85%

Grade 5 80% 90%

Grade 4 91% 95%
Grade 3 89% 94%
Grade 2 88% 92%
Grade 1 100% 100%

100% 50% 0 50% 100%

Comm. Govt.

Grade 9 41%

Grade 8 44%

Grade 7 26% 96%

Grade 6 32% 95%

Grade 5 50% 94%

Grade 4 44% 106%

Grade 3 69% 98%

Grade 2 58% 99%

Grade 1 100% 100%

100% 50% 0 50% 100%

ISSUE #3: Are children learning?

Indic. 8 How do children perform on the Grade 7 exam?

700

600
Average G7 Exam Score

500

400

300

200

100
585 595 589 582 604 600 583
0
2008 2008 2008 Rural Urban Comm. Govt.

Dist. Prov. Natl. District, 2008 District, 2008

The Grade 7 Exam is designed to measure individual students' learning levels The average Grade 7
at the end of grade 7. Exams are a common measure of learning, though exam score in Monze :
critics argue that students with a high knowledge level could perform poorly if
they are not good at taking tests.
Is 4 points lower than the
Exam scores are tabulated according to wher the test is taken rather than
national average.
where a pupil attends school. For example, if a community school pupil travels
to a government school to take the exam, then their score is recorded as a
government school score. Because of this, the Urb./Rur and Comm./Govt. Is 22 points lower in rural
scores i n the graph may not reflect learning levels properly. schools than in urban schools.

Not all grade 7 pupils sit for the exam, which means that exam scores may not Is 17 points longer in
be representative of the learning level of all grade 7 pupils. If high achieving community schools than in
pupils take the exam and low achieving pupils avoid it, then the average scores government schools.
represent the learning level of high achievers more than that of low achievers.

What is observed and why is it happening?

What action is required?

Issue #4: How are school resources distributed in Monze ?

Indic. 9 Are there enough basic school teachers for all pupils?
60 The Basic Pupil-Teacher Ratio is the
51 average number of basic pupils to each
41 41 basic teacher. A higher PTR means that
Pupil-Teacher Ratio 40 39
each teacher is responsible for more pupils.

20

41 49 50 The Pupil-Teacher Ratio in Monze:

0
2005 2006 2007 2008 2008 2008 2008
Has decreased by 9 pupils since 2005.
Is 8 pupils lower than the national
District Dist. Prov. Natl.
average.
Is 21 pupils higher than the national goal

What is observed and why is it happening?

What action is required?

How are basic school teachers 60

Indic. 10
distributed by school type?
What is observed and why is it happening?
40
Pupil-Teacher Ratio

20

46 24 40 45
0
Rural Urban Comm. Govt.

District, 2008 District, 2008

What action is required?

Basic Pupil-Teacher Ratio by

School Type:

PTR in rural schools is 22 pupils

higher than PTR in urban schools.

PTR in community schools is 5

pupils lower than PTR in
government schools.
 Indic. 11 In which basic schools are pupil-teacher ratios the largest?
This page lists the 50 basic schools with the highest G1-G9 pupil-teacher ratios. The schools with the highest ratios are
listed first and have the greatest need for assistance. In a school with a PTR of 60 or less, learning is possible. In a school
with a PTR of more than 60, learning is difficult. In a school with a PTR of 120 or more, learning is nearly impossible.
Schools with high PTR's may be in need of additional classrooms and other resources as well as teachers.

Schools with the highest Grade 1-9 PTR's What is observed and why is it happening?
PTR <= 39 40-59 60-119 >= 120 Total
# Schools 81 56 30 2 169

Bwani Community School 139

Sikabenga 123
Nyamba Community School 103
Nswilile 91
Bweengwa Primary 88
Hanamaila 82
Namakube 81
Banakaila 80
Choombwa Community 79
Kayola West Iri 78
Kalilwe 77
Sintemba 72
Hamangaba 72
Kayola 71
Moonzwe Primary 70
Namuseba 70 What action is required?
Hatontola 69
Mulongalwiili 69
Nabukuyu 68
Lukamantano Community 68
Bombo 68
Malundu Basic 66
Charles Lwanga 65
Hamwiimbu 65
Simukale 65
Namilongwe 65
Nadongo 64
Nkaba M B School 62
Hamudonga 62
Kasaka 62
Nachibuli 60
Malama 59
Nalutanda Primary 59
Nkandela Basic 58
Katimba 58
Njola 57
Mwiila 56
Munyenze Basic 55
Mutanzyi 54
Ntandabale 54
Moomba 54
Lusumpo Community 54
Lusumpo Community 54
Mutama 53
Mandondo 53
Singonya Primary 53
Hakunkula 53
Mooya 53
Kayuni 53
Chungu Primary 52
Bbolomani 52
Makonka Primary 51
Ntambo Primary 51
Malomo Community 51

0 50 100 150
 Indic. 12 How many basic school teachers leave their posts every year? The Teacher
Attrition Rate is
40% the percentage of
The Teacher Attrition Rate teachers reported
in Monze: to have left their
20% 19% position in the past
10% 12% year. Teachers
9%
19% 12% 14% Has increased by 9 may have left for
Teacher Attrition Rate

0% percentage points since 2005. another teaching

2005 2006 2007 2008 2008 2008 2008 Is similar to the national post, or left
average. teaching
District Dist. Prov. Natl. Is 14 percentage points altogether.
above the goal of 5%.
40% A lower Teacher
Attrition Rate
means that less
Is 8 percenage points lower teachers have left
20%
for rural teachers. their positions
Is 18 percentage points each year.
12% 21% 29% 11% 14% 15%
0%
higher for community school
teachers.
Rural Urban Comm. Govt. Female Male Is similar by teacher
genderfor female teachers.
District, 2008 District, 2008 District, 2008

What is observed and why is it happening?

What action is required?

Are basic school teachers qualified to teach?

Indic. 13
100%
The Teacher Qualification 86% 90% 90%
The Teacher Rate in Monze: 75% 80%
Qualification Rate
is the percentage of 50%
teachers who are Has increased by 4 25%
known to have a percentage points since 2005. 90% 87% 87%
teaching Is similar to the national 0%
degree, diploma, or average. 2005 2006 2007 2008 2008 2008 2008
certificate. If a Is 10 percentage points avove
teacher's the goal of 80%.
District Dist. Prov. Natl.
qualification is
unknown, they are 100%
counted as unqua-
lified. 75%
Is 10 percenage points lower
for rural teachers. 50%
A higher Teacher
Is 84 percentage points lower
Qualification Rate
for community school teachers. 25%
means more 87% 97% 15% 99% 92% 88%
Is 5 percentage points higher
teachers are 0%
female teachers.
qualified to teach. Rural Urban Comm. Govt. Female Male

District, 2008 District, 2008 District, 2008

What is observed and why is it happening?

What action is required?

 Are basic school pupils' shifts long enough?
Indic. 14 The average shift duration in Monze:

8
Is 0.33 hours longer than the national
6 average.
Hours per shift
Is 0.96 hours longer than the goal of 4
hours.
4
Is 0.06 hours shorter in rural schools than in
urban schools.
2 Is 0.59 hours shorter in community schools
than in government schools.
5.0 4.9 4.6 4.9 5.0 4.4 4.9
0
Is 0.2 hours longer than the goal of 4 hours
2008 2008 2008 Rural Urban Comm. Govt.
in grades 1-4.

Shift duration is the average number of hours out of a school day that a pupil attends school. Higher values mean pupils
spend more time learning. 4-6 hours per day is recommended by the Ministry of Education. Shift duration is lower when
schools use multiple shifting.

8
What is observed and why is it happening?

6
Hours per shift

4
What action is required?
2

4.2 5.4 5.8 5.7

0
Gr. 1-4 Gr. 5-7 Gr. 8-9 Gr. 10-12

Indic. 15 Are there enough math books for basic school pupils?

3
3
Pupil-Book Ratio

2 N/A 2.2
2.0 2.1
2
1
1
2.1 2.5 2.6 2.2 1.6 2.2 2.3
0
2005 2006 2007 2008 2008 2008 2008 Rural Urban Comm. Govt.

District Dist. Prov. Natl. District, 2008 District, 2008

The Basic Pupil-Book Ratio is the number of What is observed and why is it happening?
primary pupils for each book. A higher Basic PBR
means more pupils share each book. This graph
uses the PBR for Math books as an indication of
the PBR across all subjects. Other subjects are
equally important and BPR's for these subjects are
available in Ed*Assist.
What action is required?

The pupil book ratio in Monze:

Is 0.6 pupils lower than the national average.

Is 1.1 pupils higher than the goal of 1.
Is 0.6 pupils higher in rural schools.
is similar in community and government
schools.
 Indic. 16 Are there enough classrooms for basic school pupils?

60
54
Pupil Classroom Ratio 49 47 46
40

20
46 46 46 48 35 30 43
0
2005 2006 2007 2008 2008 2008 2008 Rural Urban Comm. Govt.

District Dist. Prov. Natl. District, 2008 District, 2008

The Basic Pupil Classroom Ratio is the

average number of basic pupils for each
What is observed and why is it happening? classroom. A higher Pupil Classroom Ratio
means a larger number of pupils in each
classroom. In schools that practice multiple
shifting, the pupil-classroom ratio is not the
same as the pupil class ratio.

What action is required? The number of pupils sharing each

classroom in Monze:

Is similar to the national average.

Is 26 pupils above the goal of 20.
12 pupils worse in rural schools than in
urban schools.
12 pupils better in community schools
than in government schools.

Indic. 17 Are basic school classrooms in permanent condition?

% Classrooms Permanent

100%
90% 85%
79% 82%
75%

50%

25%
85% 73% 70% 83% 93% 43% 93%
0%
2005 2006 2007 2008 2008 2008 2008 Rural Urban Comm. Govt.

District Dist. Prov. Natl. District, 2008 District, 2008

The Percentage of Classrooms in Permanent

What is observed and why is it happening? Condition is the percentage of classrooms that
are reported to be permanent rather than
temporary or incomplete.

The Percentage of classrooms in

permanent condition in Monze:
What action is required? Is 0 percentage points above the national
average
Is 15 percentage points below the goal of
100%
11 percenage points lower for rural schools.
50 percentage points lower for community
Issue #5: Overview of secondary schools in Monze

Indic. 18 Are students reaching secondary school?

The Basic to
Secondary
Transition Rate is the
50% percentage of students
Basic to Secondary in the last grade of
Transition Rate basic school (grade 9)
25% N/A 26% 25% 26% who reach the first
grade of secondary
26% 32% 38% (grade 10). A higher
0% rate means more
2005 2006 2007 2008 2008 2008 2008 pupils are being
promoted to
secondary.
District Dist. Prov. Natl.

What is observed and why is it happening?

What action is required?

Indic. 19 Are all secondary aged children enrolled in secondary school?

50%
The Secondary Net
Secondary Enrollment Rate

Enrollment Rate is
the percentage of
25%
secondary-aged
children who are
18% 18%
15% enrolled in secondary
9% school. A higher
18% 26% 26%
0% Secondary NER
means more children
2005 2006 2007 2008 2008 2008 2008
are attending school
at the correct age.
District Dist. Prov. Natl.

What is observed and why is it happening?

What action is required?

 Indic. 20 Are there enough secondary school teachers? The Secondary Pupil
Teacher Ratio is the
60 average number of
secondary pupils for
40
Secondary PTR each secondary
20 17
23
17 17 teacher. A higher
17 19 19 Secondary PTR
0 means that each
2005 2006 2007 2008 2008 2008 2008 teacher is responsible
for more pupils.
District Dist. Prov. Natl.

What is observed and why is it happening?

What action is required?

Indic. 21 Are there enough secondary school classrooms?

The Secondary Pupil
60 Classroom Ratio is the
40 40
average number of
38 38 35
Secondary PCR

secondary pupils for

20 each classroom. A
40 43 39 higher Pupil Classroom
0
Ratio means a larger
2005 2006 2007 2008 2008 2008 2008 number of pupils in
each classroom.
District Dist. Prov. Natl.

What is observed and why is it happening?

What action is required?

Indic. 22 Are there enough secondary school math books? The Secondary Pupil-
Book Ratio is the number
4 of primary pupils for each
N/A 2.7 book. A higher
2 Secondary BPR means
1.6 1.4
Secondary PBR

1.4 2.5 2.5 more pupils share each

0 book. This graph gives the
2005 2006 2007 2008 2008 2008 2008 BPR for Math books, but
ratios for the other
District Dist. Prov. Natl.
subjects are equally
important.

What is observed and why is it happening?

What action is required?