CBMP Analytical Report Part 1 - Transparency and Accountability ...

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the study found out that there is no established mode of communication between the teachers and the banks for the teachers to know whether their salaries are available at the bank or not. As such, teachers themselves use the proxy indicator of ‘whether those on cash system have received or not’. So once teachers ‘on cash’ have received their pay, those ‘on Malswitch’ immediately leave for the banks to collect their own salaries. This means that they have an extra day of delay to access their salaries compared to those on cash. Furthermore, the study found out that the banks have their own inefficiencies as they are not yet conversant with the system and it takes another three days for them to make the money available to teachers. However, almost all teachers come to the banks to check for their salaries, queuing at the banks almost for the whole day and more often it happens that not everyone can access their salary due to data related complications, network problems or some other reason. Those that come from far away choose to find accommodation close to the banks to try the following day while those from nearby schools go back and come the following day. On average the study found out that teachers ‘on Malswitch’ visit the bank four times before they receive their salaries. This leaves pupils without teachers in various schools and hugely affects the teaching service delivery. In addition, the system reported a number of anomalies such as missing data, no network as well as no money. Once a teachers name shows no data, the teacher is referred to further bank and education hierarchies to find out more about his salary. The frequent visits to the bank as well as further reference to hierarchies is done at teachers’ own expense decreasing teachers own monthly income, frustrating him/her further. On the other hand, 78% complained that queuing at the banks sends a signal to the whole town that teachers are being paid threatening the security of small sums of money belonging to individual teachers. The implementation of the Malswitch System as of today, does not conform to rural setting [without banks]. Many teachers in rural areas are far from the banks and need at least half a day to travel to the bank. Thus, should 19
they decide to come during the week [during working days], then they should suspend classes. Should they decide to come over the weekend, the banks close too early [in morning hours]. Thus, overall, it is difficult to access the salaries through the bank and the weekend is an outside option for many rural teachers. And, all teachers would like to access the salaries as soon as they are in [since they had already waited for long. Thus, if they hear about the salaries, all of them would want to go to the bank and leave the students alone. This in turn will lead to worse situation if all teachers are on Malswitch system. 3.2.4 Salary Collection System As mentioned earlier in the study, teachers access salaries through a number of ways, namely; Cash (80%), Bank (7%) and Malswitch Cards (13%). For the cash system, the study found out that mostly it is the Head Teachers that have the administrative responsibility to collect salaries for all the teachers at their respective schools from the Zone Offices (where the District Education Finance Officers leaves the money). In other cases when the Head Teachers are tied up with other pressing issues, a representative is sent to collect the salaries, who would be recognized by the Zone Managers (the Primary Education Advisors). The table below indicates the frequencies; Table 5: Who Collects salaries at Your School Responsible person Frequency Valid Percent Cumulative Percent Valid Head Teacher 185 70.1 70.1 Appointed Representative 19 7.2 77.3 Head and Appointed 38 14.4 91.7 Representative Any Teacher 3 1.1 92.8 Other 16 6.1 98.9 Total 300 100.0 Source: Authors Analyzed Raw Data 20
Page 1 and 2: FINAL REPORT PUBLIC EXPENDITURE TRA
Page 3 and 4: LIST OF FIGURES Figure 1: Teachers
Page 5 and 6: ACKNOWLEDGEMENTS The Community Base
Page 7 and 8: teachers (the majority in Mulanje)
Page 9 and 10: • There is also need to institute
Page 11 and 12: (TAP) in order to conduct a Public
Page 13 and 14: 1.3 Scope of Work To achieve this p
Page 15 and 16: Having agreed on the above, pre-tes
Page 17 and 18: 3.0 STUDY FINDINGS 3.1 Demographic
Page 20 and 21: Table 2: Academic Qualifications fo
Page 22 and 23: that teachers are eligible for prom
Page 24 and 25: which might deter their commitment
Page 26 and 27: exacerbated by the fact that teache
Page 30 and 31: The table above shows that teachers
Page 32 and 33: According to the teachers, the abov
Page 34 and 35: service even further especially in
Page 36 and 37: 56.3% of the schools affected, clas
Page 38 and 39: may be tempted to say, is collected
Page 40 and 41: Table 8: Variable How teachers cope
Page 42 and 43: 3.3 Government Efforts 3.3.1 New Me
Page 44 and 45: it is not yet realized at higher ad
Page 46 and 47: • The mode of salary access is al
Page 48 and 49: esponsible should create village ag

CBMP Analytical Report Part 1 - Transparency and Accountability ...

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