1. GENDER RELATED EDUCATIONAL ASSESSMENT FOR IMPROVED ACADEMIC PERFFORMANCE A PRESENTATION BY THE GENDER THEMATIC COMMITTEE JAR 2014 1

2. Challenges affecting girls’ performance in education … Girls have continued to lag behind boys in performance and school attendance: -Nationally the completion rate for girls at grade 12 remains low at 27.4 % while that of boys stands at 34.7 % (2012 Education Statistical Bulletin). -Except in English language, boys performed better than girls in the five (5) core subjects (2013, ECZ) 2

3. Challenges affecting girls performance in education…Camfed Baseline Findings for marginalized girls.  Low levels of academic self esteem, particularly amongst marginalized girls  Girls’ school completion rates significantly lower than boys’ 3

4. Some causes of low performance levels of girls: Gender hostile school environment… -Lack of female role models in decision making positions especially in rural areas leading to low education aspirations, increase in dropout rates and absenteeism -Poor water and sanitation facilities increases absenteeism among girls -Gender insensitive teaching 4

5. Possible causes of low performance levels of girls: Gender hostile school environment…. -Lack of boarding facilities. -Long distance to school -High poverty levels 5

6. Possible causes of low performance levels of girls: homework and tests…. Monitoring of assessment at classroom level has not been prioritized Role of head teachers in ensuring that testing and follow up are done in school is not monitored. Lack of remedial follow up after tests. 6

7. Addressing low learning achievement through assessment- Role of the head teacher Monitor and ensure that teaching is taking place in school. Ensure classroom assessment is taking place that assessment results are informing remedial learning. 7

8. Camfed and FAWEZA are contributing to addressing assessment issues to improve performance: Best practice… Planning For School Excellence (PSE) -Working with partner schools(head teachers, teachers, parents pupils) to encourage analysis of tests and examinations data to inform planning for remedial action. 8

9. Making data make sense Grade 9 Enrolment and Exams in Kasoma Bangweulu Basic School In 2011, 68% of males enrolled in Grade 9 passed the Grade 9 exam Females Males In 2009, 50% of females enrolled in Grade 9 passed the Grade 9 exam

10. Camfed and FAWEZA are contributing to addressing assessment issues to improve performance: Best practice… Using School Level Improvement Plans(SLIP- UNICEF)-includes use of test results as part of school improvement providing partner schools with teaching and learning resources to improve learning and performance. Meeting tertiary costs for female students from rural areas to train as SMT teachers. 10

11. Camfed and FAWEZA are contributing to addressing assessment issues to improve performance: Best practice… Girls’ Education Challenge (GEC) Project in Muchinga Province has deliberate focus on remedial learning, teacher learning circles, spot-checks on attendance, learner centered methodology, governance focus with girls assuming leadership roles and a safety net fund to mitigate drop out rates. Includes assessment mechanisms at classroom level and includes community participation. Systematic teacher review meetings include reviews of test results to improve teaching, learning and performance. Includes attendance spot checks. 11

12. Camfed and FAWEZA are contributing to addressing assessment issues to improve performance: Best practice… -Uses child friendly child centered methodology -Has an Advisory Committee to monitor progress and an Evaluation Steering Committee to ensure that measurement is taking place and is documented - Prioritizes Child Protection in partner schools 12

13. Camfed and FAWEZA are contributing to addressing assessment issues to improve performance: Best practice… Special focus on SMT-tele -quiz and teacher Expo Girls Science Camps: Chinsali Girls’ Secondary School girls attending the SMT camps significantly outperformed their classmates: 82% of SMT participants passed in 2011, compared with the girls’ average pass rate of 77%; in 2012, 82% of participants passed compared with the girls’ average of 66%. Mobile and classroom libraries Provision of ICT equipment including solar power to rural schools 13

14. Camfed and FAWEZA are contributing to addressing assessment issues to improve performance: Best practice… TTL funded Study and Remedial groups Reading Circles Working with community, including young women supported by Camfed and FAWEZA, to monitor teacher and pupil attendance. Where Mother Support Groups were implementing school feeding attendance rates rose to 100%, there was also notable improvements in performance. School feeding at FAWEZA Mobile School led to 100% attendance 14

15. Recommendations Head teacher capacities in use of test results data in remedial teaching should be built. Head teacher performance evaluations should include monitoring of teaching, homework and testing. Teachers and head teachers who demonstrate improved learner performance and pass rates should be awarded and made champions to share best practice with others. Introduce a special bursary for rural girls to attend girls’ technical schools. 15

16. Recommendations Improve water and sanitation facilities in schools to reduce absenteeism rate during mensturation Adapt SADC quota system (ZEBRA Principle) to increase female role models especially in rural schools MOESVTEE to work with MOH to reintroduce health checks of pupils by linking clinics to schools. Introduce diagnostic testing for dyslexia and introduce programmes to help affected learners. 16