Abstract

In an effort to make adequate and reliable data and information available for scientific policy formulation, planning and implementation of various programmes and projects in education in Ghana, the Ministry of Education launched the Education Management Information System (EMIS) Project in January 1997, with technical support during the first and second Phases from the Harvard University and funds from the World Bank and the Government of Ghana. As an integral part of the Free, Compulsory and Universal Basic Education (FCUBE) Programme, the EMIS Project was planned to build on the already existing EMIS established in 1988 in the Ministry as part of the Education Reforms.

Currently, technical support is being given by UNESCO Institute for Statistics (UIS). Through the EMIS, a strong database has been established within the Ministry of Education. Twenty four basic school censuses have so far been conducted since 1988 and the reports on them are available in the Ministry. This is the seventh senior high school census in recent times. This report is presented to provide and upgrade basic data and planning parameters on enrolment, teaching staff, school facilities and examination results. This year's information on Senior High Schools has been produced at national and regional levels.

Geographic coverage

National level.

Analysis unit

Senior High Schools level with following units of analysis: enrolment, classrooms, facilities, teachers, textbooks, finance, etc

Universe

Senior High School level.

Kind of data

Census/enumeration data [cen]

Mode of data collection

Other [oth]

Research instrument

The questionnaire consists of the following;

• School Identification
• School Profile and Organisation
• School Management and Finance
• Institution's Building and Vehicles
• Characterisitics of School Materials and Equipment
• Enrolment by Subject
• Summary of Enrolment by Programme
• Enrolment by Age
• Students Attendance and Movement
• Teacher Profiles
• Teacher Periods and Subjects Taught
• Students and Teacher Information
• Staff Movement
• Income and Expenditure of the School
• Academic Qualifications
• Professional Qualification
• Management Units
• Ranks

Cleaning operations

1. District Office editing
2. In-built Controls in the application to check for inconsistencies
3. Computer Programs are also run to correct errors

Response rate

Public Schools - 100%

Private Schools - 98%

Data appraisal

No other forms of appraisal reported

Abstract

The Quality Preschool for Ghana Impact Evaluation 2016, Midline survey (QP4G-ML 2016) was approved by the Strategic Impact Evaluation Fund (SIEF) of the World Bank on August 2015 in the Great Accra Region of Ghana. The official project name is called "Testing and scaling-up supply- and demand-side interventions to improve kindergarten educational quality in Ghana”, known as “Quality Preschool for Ghana (QP4G)”.

The project seeks to increase the quality of preschool education during the two years of universal Kindergarten (KG) in Ghana through intervening in the supply-side (i.e., teacher in-service training) and the demand side (i.e., increasing parental awareness for developmentally appropriate quality early education).

The primary goal of the impact evaluation is to test the efficacy of a potentially scalable (8-day) in-service teacher training to improve the quality of KG teacher practices and interactions with children and to improve children’s development, school readiness and learning in both private and public preschools in the Greater Accra Region of Ghana. Additional goals of this evaluation are: to test the added value of combining a scalable (low-cost) parental awareness intervention with teacher in-service training; to compare implementation challenges in public and private schools; and to examine several important sources of potential heterogeneity of impact, primarily impacts in public vs. private schools.

The current submission is for the Midline Survey, conducted with 3 types of respondents across two phases – School survey and Caregiver [household] surveys. The school survey was conducted from May to July 2016 and consisted of collecting the following data: (a) direct assessments of children’s school readiness, (b) surveys of KG teachers, (c) direct observation of inventory of facilities within KG classrooms [environmental scan]; videotaping of KG classroom processes, teaching, and learning (not being submitted); as well as video coding of KG classroom video recordings using Teacher Instructional Practices and Processes Systems (instrument not being submitted). The caregiver survey was conducted via phone from August to September 2016 on primary caregivers of KG children. The caregiver survey sought information on caregivers’ background, poverty status, involvement or participation in school and home activities, and perception about ECD. Overall, the Midline Survey was conducted from May to September 2016 for all respondents.

Geographic coverage

Urban and Peri-Urban Districts, Greater Accra Region

Analysis unit

Units of analysis include individuals (KG teachers, children, caregivers), KG classrooms and preschools.

Universe

The survey universe is 6 poor districts in the Greater Accra Region. We sampled 240 schools, 108 public (Govt.) schools and 132 private schools. The population of interest is KG teachers and children in KG 1 and KG 2 classrooms in these schools, as well as the caregivers of sampled students.

Kind of data

Sample survey data [ssd]

Sampling procedure

This impact evaluation applies a cluster-randomized design. Eligible schools were randomly selected to participate in the study. The eligible population was schools with KG 1 and KG 2 classrooms (the two years of universal preprimary education) in six districts in the Greater Accra Region. In these six districts, we have sampled 240 schools; 108 public schools and 132 private schools in total.

The unit of randomization for this randomized control trial (RCT) is schools, whereby eligible schools (stratified by public and private sector schools) are randomly assigned to: (1) in-service teacher-training program only; (2) in-service teacher-training program plus parental awareness program; or (3) control (current standard operating) condition.

The sampling frame for this study was based on data in the Education Management Information System (EMIS) from the Ghana Education Service. This data was verified in a 'school listing exercise' conducted in May 2015.

Sample selection was done in four stages: The first stage involved purposive selection of six districts within the region based on two criteria: (a) most disadvantaged (using UNICEF's District League Table scores, out of sixteen total districts); and (b) close proximity to Accra Metropolitan for travel for the training of the KG teachers. The six selected municipals were La Nkwantanang-Madina Municipal, Ga Central Municipal, Ledzokuku-Krowor Municipal, Adentan Municipal, Ga South Municipal and Ga East Municipal.

The second stage involved the selection of public and private schools from each of the selected districts in the Accra region. We found 678 public and private schools (schools with kindergarten) in the EMIS database. Of these 361 schools were sampled randomly (stratified by district and school type) for the school listing exercise, done in May 2015. This was made up of 118 public schools and 243 private schools. The sampling method used for the school listing exercise was based on two approaches depending on the type of school. For the public schools, the full universe of public schools (i.e., 118) were included in the school listing exercise. However, private schools were randomly sampled using probability proportional to the size of the private schools in each district. Specifically, the private schools were sampled in each district proportionate to the total number of district private schools relative to the total number of private schools. In so doing, one school from the Ga South Municipal was removed and added to Ga Central so that all districts have a number of private schools divisible by three. This approach yielded 122 private schools. Additionally, 20 private schools were randomly selected from each of the districts (i.e., based on the remaining list of private schools in each district following from the first selection) to serve as replacement lists. The replacement list was necessary given the potential refusals from the private schools. There were no replacement lists for the public schools since all public schools would automatically qualify for participation.

The third stage involved selecting the final sample for the evaluation using the sampling frame obtained through the listing exercise. A total of 240 schools were randomly selected, distributed by district and sector. Schools were randomized into treatment groups after the first round of baseline data collection was completed.

The survey respondents were sampled using different sampling techniques: a. KG teachers: The research team sampled two KG teachers from each school; one from KG1 and KG2. KG teachers were sampled using purposive sampling method. In schools where there were more than two KG classes, the KG teachers from the "A" stream were selected. For the treatment schools, all KG teachers were invited to participate in the teacher training program. b. KG child-caregiver pair: The research team sampled KG children and their respective caregivers using simple random sampling method. Fifteen KG children-caregivers pair were sampled from each school. For schools with less than 15 KG children (8 from KG1, 7 from KG2 where possible), all KG children were included in the survey. KG children were selected from the same class as the selected KG teacher. The survey team used the class register to randomly select KG children who were present on the day of the school visit. Sampling was not stratified by gender or age. The caregivers of these selected child respondents were invited to participate in the survey. The research team sought informed consent from the school head teacher, caregivers, as well as child respondents.

Mode of data collection

Other [oth]

Research instrument

Data were collected at Midline Survey using structured questionnaires or forms.

Child Direct Assessment: The KG Child Assessment was conducted using the International Development and Early Learning Assessment (IDELA) tool designed by Save the Children. IDELA was adapted based on extensive pre-testing and piloting by different members of the evaluation team. The adapted version measured five indicators of ECD. The indicators were early numeracy skills, language/literacy skills and development, physical well-being and motor development, socio-emotional development, and approaches to learning. IDELA contained 28 items. In addition, one task was added – the Pencil Tap – to assess executive function skills. Apart from the English language, IDELA was translated and administered into three local languages, namely, Twi, Ga, and Ewe. These local language versions had gone through rigorous processes of translation and back translation. The IDELA tool has not been shared as Save the Children have proprietary rights over this.

KG Class Environmental Scan: The KG classroom observation involved taking inventories of the KG classrooms [environmental scan] and conducting video recordings of the classroom processes. The KG Class Environmental Scan tool was designed to take inventories of the facilities in the KG classrooms. The classroom video recordings have not been shared as they contain PIIs.

TIPPS: The video recordings taken during the classroom observations were coded using an early childhood education adapted version of Teacher Instructional Practices and Processes Systems (TIPPS). Seidman, Raza, Kim, and McCoy (2014) of New York University developed the TIPPS instrument. TIPPS observes nineteen key concepts of teacher practices and classroom processes that influence children’s cognitive and social-emotional development. The concept sheet was used to code the kindergarten classroom videos. The TIPPS tool has not been shared as

Abstract

In an effort to make adequate and reliable data and information available for scientific policy formulation, planning and implementation of various programs and projects in education in Ghana, the Ministry of Education (MoE) launched the Education Management Information System (EMIS) Project in January, 1997 with technical support during the first and second Phases from the Harvard University and funds from the World Bank and the Government of Ghana. As an integral part of the Free, Compulsory and Universal Basic Education (FCUBE) Program, the EMIS Project was planned to build on the already existing EMIS established in 1988 in the Ministry as part of the Education Reforms. Currently, technical support is being given by UNESCO Institute for Statistics (UIS). Through the EMIS, a strong database has been established within the Ministry of Education. Twenty four basic school censuses have so far been conducted since 1988 and the reports on them are available in the Ministry. This is the Twelfth senior high school census in recent times. This report is presented to provide and upgrade basic data and planning parameters on enrolment, teaching staff, school facilities and examination results. This year's information on Senior High Schools has been produced at national and regional levels. The survey is presented in four sections as follows.

• Section One gives a brief introduction of the report highlighting briefly the EMIS Project.
• Section Two gives a brief summary of the analysis of the data. An attempt has been made in the analysis to compare the previous census (2011-2012) results with those of the current census. An effort has also been made to analyze the data by type of education, region and gender.
• Section Three gives a summary of tables, charts and maps for basic Schools. The arrangement of tables followed immediately by maps and charts has been used to facilitate visualization of the concepts being presented. Section Four provides detailed statistics at the national and regional levels by type of education.

Geographic coverage

National level Region District

Analysis unit

Questionnaire administered to all basic schools in Ghana to collect data on type of school (Public or Private), Location, locality type (Rural or Urban), details of teachers, textbooks, enrolment, facilities, rooms condition etc.

Universe

Basic schools level

Kind of data

Census/enumeration data [cen]

Sampling procedure

14,800 Basic Schools were selected for the census of Ghana Annual Schools

Mode of data collection

Other [oth]

Research instrument

The questionnaire consists of the following;

1. School identification
2. School profile and organization
3. School infrastructure
4. School management
5. School building
6. Characteristics of school's materials and equipment
7. Pupils and teacher textbooks
8. Non-teaching staff information
9. Enrolment by grade, by sex and by age
10. Pupil attendance and movement
11. Teacher profiles
12. Teacher periods and subjects taught
13. Pupil and teacher information
14. Staff movement
15. Income and expenditures of the school in 2012-2013

Cleaning operations

1. Question to question vetting by CS and stats officers.
2. In built consistency checks in applications.
3. Checks from programmers.

Response rate

100% coverage for public schools 85% coverage for private schools

Sampling error estimates

No sampling error

Data appraisal

No other forms of appraisal reported.

The objectives in this ex-post performance evaluation target how the education sub-activity was implemented, if and how it has been sustained, and its perceived outcomes. To meet these objectives, MCC and Social Impact, Inc. (SI), outlined four evaluation questions: 1. What are the current conditions of MCC investments made for the education sub-activity? How do the conditions of MCC investments compare to non-MCC-supported sites? 2. How did the implementation process and/or post-completion maintenance contribute to current conditions of MCC investments? 3. What other factors explain both perceived school-level outcomes and the current conditions of schools? 4. What are the perceived outcomes of the investments in school infrastructure?

To answer the evaluation questions, SI supplemented existing data with two distinct but related data collection activities: first, a school conditions survey to answer Evaluation Question 1, and second, cross-case studies to answer Evaluation Questions 2, 3, and 4.

Overall findings show that on average, MCC schools are in better condition than non-MCC schools, while schools in the Southern zone are in better condition, on average, compared to those in Afram zone and Northern zone.

Qualitative data shows that differences in implementation and maintenance practices had an effect on the current condition of schools. Lack of maintenance funding and community buy-in were identified as major barriers to maintenance. Respondents also highlighted misuse of school facilities by community members (across all zones and schools), harsh weather (primarily in Afram and Northern zones, but all school types), and environment (primarily in low scoring MCC schools) adversely affected school conditions. However, PTAs and SMCs in high scoring MCC and non-MCC schools were more proactive in addressing these factors than those at low-scoring MCC schools. The perception across all zones in all study schools was that improvements in infrastructure positively affected enrollment, attendance, completion and learning.

The study was about the views of stakeholders and how their perspectives influence career success. The stakeholders included District Education and school guidance coordinators. A sample of 413 guidance service coordinators at the regional, district, and school levels were selected. A self-developed questionnaire was used for the data collection. It was found that the availability of funds (finance) for payment of expenses incurred in relation to guidance services, competent and adequate guidance coordinators, and a dedicated office to ensure confidentiality for guidance services were the three determinants that predicted the perceived relevance of guidance services in Ghana. Additionally, provisions for guidance services on the teaching timetable, availability of logistics (material resources), and quality guidance coordinators were the only three determinants that influenced policy implementation and monitoring of guidance services at the basic school levels in Ghana. Human resources again emerged as the only determinant that influenced the career success of beneficiaries in Ghana. The study recommends that Ghana Education Service and heads of basic schools should appoint competent and adequate guidance service coordinators, resource them financially and logistically, allocate guidance services on the teaching timetable, and provide a dedicated office to ensure confidentiality.

This feature layer provides access to OpenStreetMap (OSM) educational establishment point data for Africa, which is updated every 15 minutes with the latest edits. This hosted feature layer view is referencing a hosted feature layer of OSM point (node) data in ArcGIS Online that is updated with minutely diffs from the OSM planet file. This feature layer view includes amenity features defined as a query against the hosted feature layer where the amenity value is any of 'school', 'university', 'college', or 'kindergarten'.In OSM, amenities are useful and important facilities for visitors and residents, such as schools and universities. These features are identified with an amenity tag. In OSM, amenity=school is used to identify a place where pupils, normally between the ages of about 6 and 18 are taught under the supervision of teachers. This includes primary and secondary schools. See amenity=college, amenity=university, and amenity=kindergarten for other educational establishments.Zoom in to large scales (e.g. Cities level or 1:160k scale) to see the educational features display. You can click on a feature to get the name and any other available attributes of the feature. The name of the feature will display by default at very large scales (e.g. Building level of 1:2k scale). Labels can be turned off in your map if you prefer.