School Priorities - SNV

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Quality Education The Mpigi District Inspector of Schools had some troubling statistics. At least 60% of his district’s 266 primary teachers were not making work schemes or lesson plans, resorting to lectures to deliver lessons instead of planning student-centred exercises. The school inspector knew that it wasn’t entirely their fault. After all, some classes had as many as 100 pupils and teachers were tasked with handling between two to four subjects; work schemes and lesson plans were hardly priorities when confronted with the realities of too many pupils and not enough teachers. One Mpigi teacher said, “We used to focus more on using the lecture method, as we thought this would enable us reach out to many pupils at the same time.” These were all things for the school inspector to consider. In theory, after visiting a school he would write a report outlining what that school was doing well and what it must do to improve, making recommendations on how to correct weaknesses. The report’s recommendations would form the basis for a school improvement plan (SIP), which the inspector would help the school to implement. Most importantly, he would share the report with the centre coordinating tutors (CCTs), so that they could identify gaps and design remedial courses for the teachers. Is it sustainable? SNV observed the high level of commitment from the DEO and the District Inspector of Schools to improve the standard of education in their schools. The two worked closely with other partners within a short period of time to make a noticeable difference. The question then is: How do we put in place a functioning system that works not merely because of the personalities involved? 12
Quality Education Assessment □ Teacher’s planning □ Teacher’s knowledge □ Recordkeeping □ □ Resource management □ Financial management Leadership 13
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School Priorities - SNV

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