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School Selection Criteria Ministerial Policy Coordinating Committee Meeting (MPCC) 29 March 2006 Presented by: Johan van Wyk, Deputy Director - MoE ICT
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School Selection Criteria RATIONALE – To define standards for prioritizing deployment of equipment and training. – To ensure that development levels, as per the ICT Policy for Education, are attained. – To ensure that transparency is maintained. – To act as a guide for the Ministry of Education as well as their partners in selecting priority sites, when they receive or want to make donations. – To be reviewed and scrutinized by stakeholders and public parties
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Translation of the ICT Policy for Education The closeness of learners to entering the workforce (grades 11 & 12), places them higher on the priority list. The policy stipulates that schools with secondary grades take precedence over schools without secondary grades. Disadvantaged schools require higher focus and attention. A minimum development level of 2 should be maintained. Ministry priority: Schools that have typing classes and need to be upgraded to computers with Key Boarding/Word Processing as a subject, though not stipulated in Policy, are Ministry priority since this is an examinable subject. Schools with better results are rewarded for their performance by taking examination results into account.
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The following criterion is used: – Presence of typing classes: 3,000 points for schools offering typing classes. – Presence of Grade 12: 2,000 points for schools with grade 12 – Cluster Center status: 1,000 points for schools with cluster center status – Performance JCE : proportional based on 1,000 points for 100% pass rate – Performance IGCSE: proportional based on 1,000 points for 100% pass rate – Absence of Electricity: 200 points for schools without electricity. – Presence of hostel: 100 points for schools with hostels. – Absence of Telecom services: 50 points for schools with no telecommunications infrastructure. – Learner to teacher ratio: 30 points for schools with a learner:teacher ratio more than 30:1
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Sample sheet
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Overview of Deployment Process Step 1: Data Collection – Data is collected using various methods e.g.. Questionnaires, EMIS, EPI, GIS etc. – Information such as JCE and HGCSE examination results, Learner:teacher ratio, proximity from regional “Capital” etc is gathered. Step 2: Priority List – Data processed using the school selection criteria leads to the compilation of a national priority ranking list for schools in Namibia. This priority list places the most disadvantaged schools at the top of the list on a per region basis as they require the most attention. Secondary schools with grade 12 are also elevated to the top of the list ensuring that deployment starts with those that are ready. Step 3: Deployment List – The deployment list differs from the priority list, the reason being not all schools at the top of the priority list are ready for deployment i.e. they lack e-readiness. – e-readiness at a school needs to be established before computers are deployed to the schools. The following methods are used in compiling the deployment list: On site visits to establish e-readiness. Targeted questionnaires requesting very specific information relating to how ready the school is to take on the ICT’s, maintain them and integrate them into lessons. – Primary consideration will be given to schools with either a champion principal, staff members or teachers who go out of their way to get ICT’s deployed to their schools and illustrate a commitment to support those deployments.
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