The objectives of the Annual District Performance Reports were to assist in comparing district performance as against national norms and policies stipulated in the Education Strategic Plan and the Growth and Poverty Reduction Strategy.
Analysis of the districts reports took the following structures:
On Equitable Access:
Over the period Gross Enrolment Rate, (GER), Gender Parity Index (GPI) marked significant improvement. GPI in some districts in the UWR and UER for example have shown remarkable increase and in some cases the girls enrolment exceeded that of the boys. Main reason especially in 2005/6 for the increases was the introduction of the Capitation Grant.
The increase in enrolment has put serious stress on teachers, teaching and learning materials and classrooms. In 2005/6 for example it was reported that 4276 KG classrooms, 17403 primary classrooms and 4839 JSS classrooms needed major repairs. Non-formal Education and School for Life have also increased numbers in the formal schools by absorbing a good number of learners from the alternative education system.
Non-Governmental Organizations have also made significant contributions to improvement of the education system. Contributions of NGOs in some districts are identified. One of these contributions is the School for Life Programme which serves as complementary model that mainstreams out of school children into formal system after nine months education and training.
On Quality Of Education:
Indicators such as PTR, BECE Result, Pupil Textbook Ratio and Percentage of trained teachers were analyzed. PTRs in districts vary and reasons of increase or decrease PTR are identified. Textbook situation in primary schools had improved tremendously in 2005/6 through government interventions.
There has also been a mixed situation of trained teachers in the districts. On the one hand, increase in the number of trained teachers as a result of incentive packages, teacher retention drive, distance learning to untrained teachers etc. Decrease because of lack of accommodation, unwillingness of new teachers to be posted to rural areas and regional and district transfers.
On Science, Technology And TVET:
54% of laboratories have equipment of the 364 Science labs have equipment and 44% of the SSS have 10 or more computers. Also STME clinics have been organized in the districts and supported by the District Assemblies. Regionalization of the STME clinics is however a concern to the districts. District Assemblies prefer putting money in their own districts to contributing to regional STME clinics.
Technical/Vocational Education and Training (TVET), which has been marginalized over the years is being provided largely by the private sector. Out of 172 TVET institutes in the districts, 73% were privately owned and only 27.0% were public. Out of 21.250 student population 72.1% were males and 27.9% were females. Districts have also provided recommendations by which the sub-sector can be improved.
On Education Management:
The following areas are considered: Annual District Education Operational Plans, District levies, school Management Committees, School Improvement Plan (Capitation Grant), Monitoring visits to schools, and Capacity Building in the Districts.
The analysis revealed that 95% of the Districts have developed their operational plans. Nevertheless, the districts vary in terms of their priority activities in the plans even though prioritization fundamentally depended on policy objectives outlined in the Education Strategic Plan towards achieving Universal Primary Completion.
On the Capitation Grant, 79% of the districts felt that the ¢30,000 was woefully inadequate. According to 90% of the districts, the guidelines of the Grant are clear and understanding enough. The Capitation Grant however has brought stress on the existing facilities – classrooms, teachers, other teaching and learning materials because of the overwhelming enrolment.
Monitoring visits to schools by circuit officers were done at least once to a school in a term. Among the common issues reported were: inadequate staff in schools; inadequate classrooms; lateness and absenteeism of teachers and pupils and lack of vital records (Attendance registers, lesson notebooks, etc.).
On Capacity Building, the districts request for training in book keeping and basic accounting as well as providing computers and computer training to staff.
On District Finances:
The district reports covered key Financial Management issues. They include: Low Capacity to handle financial resources, Reporting formats, Budget Releases and Cash flows. Even though annual budgetary allocation has shown a steady increase, the general view of the districts was the slow release of funds to implement activities in their plans. The districts reported that they received significantly less funds than budgeted. One of the few bottlenecks in managing finances in the districts was the low capacity at the district level. Many management personnel are promoted to such positions with very little knowledge in financial matters in their own way to suit their interest. Cash flow is said to be improving with the administration grants. However, cash flow for service and investments still leaves much to be desired.
Recommendations:
1. The capacity at the district level is still weak. There is the need to continuously train district personnel to be able to collect and analyses data and write good reports.
2. Computers with accessories should be supplied to all districts since all districts are expected to produce Annual District Performance Reports.
3. Logistics particularly fuelled motorbikes should be given to district data collectors so that they can move to the remotest schools to gather data.
In conclusion, provision of the above mentioned facilities is a salient pre-requisite for effective collection of data report writing and production of the Annual District Performance Reports in a timely manner.
MODULE 9: ACTION PLANS