INTRODUCTION:
SCHOOL MAPPING
Definition/meaning of School Mapping
School mapping can be defined as a tool for identifying and assessing the appropriate location of educational facilities so that larger number of pupils benefit from the given level of educational investment. It embodies rational decisions relating to the distribution of educational facilities across different regions, districts, circuits, etc. It involves strategies and methods required to forecast future needs and problems in education at the local level. Sometimes referred to as ‘educational mapping’, it is a local planning activity that constitutes a description of the educational situation in a given year (base year), a determination of projected enrolment and resources, and planning educational activities in anticipation of the future. Since primary education (compulsory education) is mostly funded by public authorities and educating all children is often the responsibility of the State, school mapping is largely associated with the basic level of education.
Objectives of School Mapping The objectives of school mapping are:
i. to assist educational planners at the local level to find solutions to the existing inequities in the distribution of educational facilities and opportunities across a district or a region for the purpose of balancing educational development. ii. to assist educational planners at the local level to locate future investment so as
to overcome existing inequities.
iii. to improve planners‘ skills in utilising existing facilities thereby improving levels of participation, retention and learner achievement (e.g. improving enrolment and retention of children and improving the functioning of schools).
Factors to be Considered in School Mapping
Generally, the factors considered for school mapping differ from country to country and the norms and regulations are set by the higher authorities. However, the following are general regulations that cut across nations.
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i. The population to be served by the school (In Ghana a population of 300 pupils suffices).
ii. Maximum walking distance a child has to travel from home to school. This places emphasis on the catchment area which must be within a radius of 1- 3km.
iii. Size of the school in terms of enrolment (for a class size of 35 pupils, a population of 210 constitutes simples typical school.
iv. Minimum number of teachers (This is considered to put to an end the establishment of single teacher school).
v. Facilities to be provided in schools (black boards, tables, desks…)
vi. Socio-economic factors (community power structure, education of females, parental occupation and average incomes).
vii. Geo-political factors (community power structures, pressure groups, interest groups, road networks, means of transport, topography).
Relationship between School Mapping and Sectoral Planning
School mapping constitutes a tool for overall planning of educational activities at the local level.
While a sectoral plan (executed in the ministry) envisions strategies at the national level, school mapping involves the medium of actualising the strategies at the local level. Sectoral resources and decisions are translated into action at the local level through school mapping. School mapping is a microcosm of a sectoral plan.
Steps and activities constituting school mapping exercise
Selection of a district and notification of district officers (District officers may include DDE, DEOC, DCE). This step also encompasses creating community awareness through rapport building and information gathering from school leaders, religious and traditional leaders.
Defining the catchment or geographical area served by the school. It must be within a radius distance from home to school.
Demographic and educational characteristics are key. Demographic characteristics include size of the population and school age distribution (such information is obtained from National Census)
Educational characteristics serve as determinants for challenges faced and achievement made. E.g. determining GER, NER, dropout rates, repetition rates, promotion rates, etc.
Projection of children to be enrolled (National Census).
Estimation of number of schools (This depends on the number of children to be enrolled.
Estimation of facilities in the school. Cost estimates.
Identification of Key Officers involved in School Mapping
Selection of respondents – These are important sources of data. The respondents must be drawn from villages, circuits districts and they may include district officers, circuit supervisors, opinions leaders, NGO leaders, SMC members, PTA members and Assemblymen/women. • • • • • • • • •
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Group Exercise
As an education planning officer, you are assigned to an area that has just attained a district status. In order of priority, outline activities you will embark on as part of your initial planning exercise to start an elementary school in the area. List the agencies or institutions you think you will need in doing your work.
Kinds of instruments used in school mapping.
The two main kinds of data collection instruments used are questionnaire and interview schedules. At times focus group discussion is also used. Data can also be collected from secondary sources such as national census, meeting minutes, circuit supervisors‘ report and other official documents.
Broad areas to be covered during data collection are access and participation, quality of teaching and learning, and management efficiency and effectiveness.
School level questionnaire will seek specific information relating to rates of performance (transition, promotion, dropout, repetition and quality of resources and services).
Respondents and researchers must familiarize themselves with the instrument before field entry.
Group Exercise
a. As a planning officer, you are asked to develop a survey questionnaire for obtaining information on access and participation in your circuit. List as many as 40 items that will constitute your questionnaire (Group 1)
b. Generate question items for obtaining information on educational resources (Group2)
c. Generate questions items for quality of te aching and learning (Group 3) MICRO PLANNING IN EDUCATION
The meaning and objectives of Micro-Planning
a. A micro plan is a sub plan of the national plan of a given sector. It is planning at the local level in which national level priorities and strategies adopted are implemented.
b. It is the implementing medium for policies and targets. Micro planning is planning that is not at the macro level, it dwells on issues that are of local specifics.
Objectives of Micro Planning are to:
Mobilise local community to make plans more participatory.
Provide a support for the school and teachers by developing better linkage and interaction between school and community.
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Ensure that all children in the relevant age group attend school or its alternatives.
Ensure that the schools function regularly and efficiently.
Make schools more functional and communities more active towards education. The Unit for Micro Planning
Selecting an appropriate or suitable unit for micro planning is a major and first step in micro planning exercise. This is preceded by acquiring information on the feasibility of preparing a local plan through the active participation of the community.
An example of a unit is a village or cluster of villages. Such a village or group of villages must have schools within them or in the catchment areas of the school. In such a village, Village Education Committees (VECs) and PTAs are established.
Organisation of Micro-Planning (Planning and Scheduling Activities)
The first step in the planning and scheduling activities in micro planning is understanding the village. This entails identifying the facilities in the village; understanding the villagers in terms of their livelihood, social interactions and attitudes towards education. A discussion with the people on social and economic distance is also done.
The second step in the scheduling of activities is the preparation of the village map. This assists in visualizing more, the habitation and settlement pattern in the village (e.g. households and school facilities).
A third step is the discussion of the village map. Such discussion will centre on location and use of facilities and the justification for the use of the facilities. The discussion will also include constraints relating to the use of the facilities.
Fourth, the schedule activities must include the conducting of household surveys which encompass obtaining information on family heads, number of males and females in the family, literacy rates, number of school-going age- group in each household, number enrolled in school and those attending regularly.
Fifth in the scheduling of activities is the consolidation of household information. This means classifying and identifying the information better for the benefit of the group.
A sixth step in the schedule of activities is a discussion on the village education register. This is done to find out reasons hinging on school attendance, non attendance, drop out and availability of school facilities.
Schedule number seven is the analysis of school related factors such as infrastructural facilities, number of teachers and availability of teaching/ learning materials. This step also includes discussion with the teachers on villagers‘ perception on the school‘s performance.
Eighth in the scheduling of activities is the preparation of the village education plan which should include information from the village map and the village register. The meeting on the preparation of the village education plan will include basically teachers and villagers.
The ninth and final scheduling step is the preparation of monitoring time-table. The time-table intends to discuss the progress made in respect of all that has been planned and implemented. Villagers, teachers and elected members should be involved in this exercise.
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Group Exercise
As an education planning officer, you are posted to an isolated village in the northern part of Ghana. Because a new paved road now connects the village to other surrounding areas, it is expected that the population of the town will increase and there will be a need for educational and other activities. You are asked to identify the strategic location for opening a new primary school. In what way will you diagnose the educational needs of the village in terms of the following:
1. Physical access 2. Economic access 3. Socio-cultural access 4. Participation
Bibliography
Aram, M. (1989). Micro-Planning at Village Level. New Delhi: NIEPA.
Caillods, F. (1983). “Introduction to countrywide Extension of School Mapping, Module V” UNESCO (ed) School Mapping and Micro-Planning in Education. Paris:
UNESCO.
Cailods, F. & Heyman, S. (1982). Report of the Intensive Training Course on Micro- Planning and School Mapping, held at Arusha, United Republic of Tanzania from March 8-26, 1982 Paris IIEP.
Ghana Education Service (2001). School Mapping in Ghana Training: (An MOE/GES/UCC/UNICEF collaboration) Accra: Ghana Education Service.
Guruge, A.W. P. & Ariyadasa, K. (1971). Planning the Location of School: Case Studies: Sri Lanka Paris: IIEP.
Hallack, J. (1977). Planning the Location of Schools: An Instrument of Policy. Paris: IIEP
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