SACMEQ III Study Fact Sheet

Long title
Southern and Eastern Africa Consortium for Monitoring Educational Quality
Frequency of data collection
Irregular
Previous cycles
1997, 2002
Schedule
Objectives
  • Explore issues related to baseline indicators for educational inputs
  • Explore issues related to the general conditions of schooling
  • Explore issues related to equity assessments for human and material resource allocation
  • Explore issues related to literacy and numeracy levels of Grade 6 pupils
  • Provide measures of changes in the conditions of schooling and the quality of education between 1995 and 2007
  • Assist ministries of education in tracking changes in general conditions of schooling and pupil achievement levels between 1995 and 2007
  • Provide ministries of education with information about the knowledge levels of pupils and their teachers in matters relating to HIV and AIDS
Research questions
  • What are the personal and home background characteristics of Grade 6 pupils that might have implications for monitoring equity and/or might influence teaching and learning?
  • What are the school context factors experienced by Grade 6 pupils that might impact teaching, learning, and general school functioning?
  • Do grade 6 pupils have sufficient access to classroom materials in order to participate fully in their lessons?
  • What percentage of Grade 6 learners has reading and mathematics textbooks?
  • What percentage has adequate basic classroom materials to aid learning?
  • What were the levels of essential classroom resources in 2007 and what were the trends with respect to these resources between 2000 and 2007?
  • What are the personal characteristics of school principals?
  • What are the professional characteristics of school principals?
  • What were the levels of essential classroom resources in 2007 and what were the trends with respect to these resources between 2000 and 2007?
  • What are the personal characteristics of Grade 6 teachers and what is the condition of their housing?
  • What are the academic and professional qualifications of Grade 6 teachers, and how effective do they consider in-service training to be in improving their teaching?
  • How do Grade 6 teachers allocate their time among the responsibilities of teaching, preparing lessons, and marking papers?
  • What are Grade 6 teachers’ views about assessment procedures and meeting and communicating with parents?
  • What is the availability of classroom furniture and classroom equipment in Grade 6 classrooms?
  • What professional support is given to Grade 6 teachers?
  • What is the knowledge level of pupils and teachers with regard to HIV and AIDS by division, gender, socio-economic status (SES), and school location?
  • What are the literacy and numeracy levels of Grade 6 pupils and their teachers?
Assessment domain(s)
  • Literacy (reading)
  • Numeracy (mathematics)
  • HIV/AIDS knowledge
Study framework (summary)

Reading comprehension

  • Decoding isolated words and sentences
  • Language
    • Reading
    • Extracting explicit information
    • Performing simple inferences
    • Combining and interpreting information

 

Mathematics

  • Arithmetic
  • Measurement
  • Geometry and space

 

HIV/AIDS knowledge

  • Definitions and terminology
  • Transmission of HIV
  • Misconceptions about HIV
  • Detection/prevention/treatment/cure

 

Participating entities

Numbers

Overall: 15 school systems

List

Botswana, Kenya, Lesotho, Malawi, Mauritius, Mozambique, Namibia, Seychelles, South Africa, Swaziland, Tanzania (Mainland), Tanzania (Zanzibar), Uganda, Zambia, Zimbabwe

Target population and sample (summary)

Target population

All pupils at the Grade 6 level attending registered mainstream primary schools in one of the participating entities

Sample

Overall 61,396 pupils, 8,026 teachers, 2,779 schools

Data collection techniques and instruments (summary)

Data collection instruments included:

  • School Head Booklets
  • School Information Forms
  • Teacher Booklets
  • Learner Booklets/Pupil booklets
  • Learner Name Forms

Each participating country received print-ready copies from the Coordinating Centre and was responsible for printing correct numbers of copies for their respective schools.

Initiator
Study director(s)
Contact

SACMEQ

Plot 4775 Notwane Road
Gaborone

Botswana

Tel.: +267 3552055

Fax: +267 3184535

Email: info@sacmeq.org