Southern Africa Consortium for Monitoring Educational Quality 1998
Socio-Economic/Monitoring Survey [hh/sems]
The origins of the Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) date back to 1991, the year when several Ministries of Education in Eastern and Southern Africa started working closely with UNESCO's International Institute for Educational Planning (IIEP) on the implementation of integrated educational policy research and training programmes.
In 1995 these Ministries of Education formalized their collaboration by establishing a network that is widely known as SACMEQ. Fifteen Ministries are now members of SACMEQ: Botswana, Kenya, Lesotho, Malawi, Mauritius, Mozambique, Namibia, Seychelles, South Africa, Swaziland, Tanzania (Mainland), Tanzania (Zanzibar), Uganda, Zambia, and Zimbabwe.
The Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) undertook three large-scale, cross-national studies of the quality of education: SACMEQ I (1995-1999, reading) with seven ministries; SACMEQ II (2000-2004, reading and mathematics) with 14 ministries; and SACMEQ III (2006-2010, reading, mathematics, and HIV and AIDS knowledge) with 15 ministries.
The Southern Africa Consortium for Monitoring Educational Quality (SACMEQ) is a consortium of Ministries of Education and Culture located in the Southern Africa subregion. This consortium works in close partnership with the International Institute for Educational Planning (IIEP). SACMEQ’s main aim is to undertake co-operative educational policy research in order to generate information that can be used by decision-makers to plan the quality of education. SACMEQ’s programme of educational policy research has four features which have optimized its contributions to the field of educational planning: (1) it provides research-based policy
advice concerning high-priority educational quality issues that have been identified by key decision-makers in Southern Africa, (2) it functions as a co-operative venture based on a strong network of Ministries of Education and Culture, (3) it combines research and training components that are linked with institutional capacity building, and its future directions are defined by participating ministries. In each participating country, a National Research Co-ordinator is responsible for implementing SACMEQ’s projects.
The SACMEQ I Project commenced in 1995 and was completed in 1999. The SACMEQ I main data collection was implemented in seven SACMEQ Ministries of Education (Kenya, Mauritius, Malawi, Namibia, Zambia, Zanzibar, and Zimbabwe). The study provided "agendas for government action" concerning: educational inputs to schools, benchmark standards for educational provision, equity in the allocation of educational resources, and the reading literacy performance of Grade 6 learners. The data collection for this project included information gathered from around 20,000 learners; 3,000 teachers; and 1,000 school principals.
This co-operative sub-regional educational research project collected data in order to guide decisionmaking in these countries with respect to questions around high priority policy issues. These included:
• What are the baseline data for selected inputs to primary schools?
• How do the conditions of primary schooling compare with the Ministry of Education and Culture’s own bench-mark standards?
• Have educational inputs to schools been allocated in an equitable fashion?
• What is the basic literacy level among pupils in upper primary school?
• Which educational inputs to primary schools have most impact on pupil reading achievement at the upper primary level?
In 1995 there were five fully active members of SACMEQ: Mauritius, Namibia, Zambia, Tanzania (Zanzibar), and Zimbabwe. These Ministries of Education and Culture participated in all phases of SACMEQ’s establishment and its initial educational policy research project. There are also four partially active members of SACMEQ: Kenya, Tanzania (Mainland), Malawi, and Swaziland. These Ministries of Education and Culture have made contributions to the preparation of the Project Plan for SACMEQ’s initial educational policy research project. Three other countries (Botswana, Lesotho, and South Africa) had observer status due to their involvement in SACMEQ related training workshops or their participation in some elements of the preparation of the first proposal for launching SACMEQ.
Kind of Data
Sample survey data [ssd]
Unit of Analysis
- v2.1: Edited, anonymous dataset for public distribution.
Data was collected on pupils’ home backgrounds and their school life; classrooms, teaching practices, teachers' working conditions, and teacher housing; enrolments, school buildings and facilities, and school management.
The lowest level of geographic aggregation covered by the data is province, and in some cases, metropolitan area.
The target population for SACMEQ's Initial Project was defined as "all pupils at the Grade 6 level in 1995 who were attending registered government or non-government schools". Grade 6 was chosen because it was the grade level where the basics of reading literacy were expected to have been acquired.
Producers and sponsors
Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ)
United Nations Educational, Scientific and Cultural Organization
Funding the project
Funding the project
Funding the project
Ministries of Education
Funding the project
A stratified two-stage sample design was used to select around 150 schools in each country. Pupils were then selected within these schools by drawing simple random samples. A more detailed explanation of the sampling process is available under the 'Sampling' section of the report provided as external resources.
The Kenya National Examinations Council (KNEC) data file is stratified into the eight administrative provinces, but to ensure that disadvantaged districts (which also happen to have small populations) were not left out of the sample, certain districts were clustered together to form a ninth 'province'. The districts that made up this 'province' were Isiolo, Kajiado, Lamu, Marsabit, Moyale, Mwingi, Tana River, Tharaka Nithi, Turkana and West Pokot. It must be pointed out here that this 'ninth' province was constructed only for the purposes of drawing out the sample. Data obtained from these districts were analyzed together with those of the other districts in the administrative province where the said districts were located. Thus, though for the sampling procedure a ninth 'province' had been created, the data analyses for this report were focused on the eight administrative provinces.
The sample designs applied in SACMEQ's initial project were selected so as to meet the standards set down by the International Association for the Evaluation of Educational Achievement (Ross, 1991). These standards require sample estimates of important pupil parameters to
(a) be adjusted by weighting procedures designed to remove the potential for bias that may arise from different probabilities of selection and
(b) have sampling errors that are of the same magnitude or smaller than a simple random sample of 400 pupils (thereby providing 95 percent confidence limits for sample estimates of population percentages of plus or minus 5 percentage points, and 95 percent confidence limits for sample estimates of population means of plus or minus one-tenth of a pupil standard deviation unit).
Dates of Data Collection
Data Collection Mode
Data Collection Notes
The data collection process included the following:
At Training Session:
- Receive, count and check all Pupil Booklets, Teacher Questionnaires, and the School Head Questionnaire
- Write the appropriate identification numbers on all Instruments.
- Ensure that all Instruments have all the pages
At the school (Day 1)
- Explain the objectives of the study to the School Head.
- Use the Random Number Tables to select the sample of pupils and then identify the corresponding teachers.
- Arrange a classroom for testing pupils.
At the school (Day 2)
- Give Questionnaires to the School Head and the Teachers
- Administer the Pupils testing session
- Collect and check all tests and questionnaires and verify that School Heads and Teachers have answered all questions
After leaving the school
- Submit to NRC all the instruments, Pupil Name Form, School Form, and the notes taken.
Prior to the survey, five schools had to be selected, and five data collectors selected and trained for a pilot study in 1994.
The data collection for SACMEQ's Initial Project took place in October 1995 and involved the administration of questionnaires to pupils, teachers, and school heads. The pupil questionnaire contained questions about the pupils' home backgrounds and their school life; the teacher questionnaire asked about classrooms, teaching practices, working conditions, and teacher housing; and the school head questionnaire collected information about teachers, enrolments, buildings, facilities, and management. A reading literacy test was also given to the pupils. The test was based on items that were selected after a trial-testing programme had been completed.
The SACMEQ Data Collection Instruments include the following documents:
- SACMEQ Questionnaires - which are administered to pupils, teachers, and school heads.
- SACMEQ Tests - which are administered to pupils and teachers (covering reading mathematics, and HIV-AIDS knowledge).
- Other SACMEQ Data Collection Instruments - such as take-home pupil questionnaires, school context proformas, and within-school project management documents.
Each National Research Co-ordinator received structure files and codebooks prior to the data collection and had them installed on several computers at their Ministry and trained data enterers. After the data were returned from the schools, the data were recorded in computer readable form. The programme only allowed the data enterers to enter those variables which match the criteria which have been specified in the codebook. For example, if the code “3” is entered for the variables for pupil sex, the programme would reject this value. This is because only the codes “1” for “boy”, “2” for “girl”, “9” for “missing”, and “8” for “not administered” were defined.
If, for an open-ended variable (variable type “N”) a data value was entered which is outside the range specified in the codebook, then the programme would alert the data enterers. A critical step in the management of survey data is the verification of the data. It must be ensured that the data are consistent and conform to the definitions in the codebook and are ready for analytical use. This step is often referred to as data cleaning. Data cleaning steps taken for SACMEQ were as follows:
(a) the verification of returned instruments for completeness and correctness;
(b) the verification of identification codes against field monitoring and survey tracking instruments;
(c) a check for the file integrity, in particular, the verification of the structure of the datafiles against the specifications in the codebook;
(d) the verification of the identification codes for internal consistency;
(e) the verification of the data variables for each pupil or teacher against the validation criteria specified in the codebook;
(f) the verification of the data variables for each pupil and teacher against certain control variables in the datafiles;
(g) the verification of the data obtained for each respondent for internal consistency (for example, the responses for questions which were coded through split variables the answers to these can be cross-validated);
(h) the cross-validation of related data between respondents;
(i) the verification of linkages between related datafiles, especially in the case of hierarchically structured data; and
(j) the verification of the handling of missing data.
Director- Southern Africa Consortium for Monitoring Educational Quality
International Institute for Educational Planning - UNESCO
TERMS AND CONDITIONS FOR USE OF THE SACMEQ DATA ARCHIVE
The Southern and Eastern Africa Consortium for Monitoring Educational Quality (SACMEQ) Co-ordinating Centre (SCC <http://www.sacmeq.org/_legal/accept_new?destination=training-workshops>) has produced a data archive containing all information collected for SACMEQ's first three educational policy research projects (SACMEQ I, SACMEQ II, and SACMEQ III). This archive is now available online on the SACMEQ website so as to give bona fide researchers and students online access to SACMEQ data and documents.
The SACMEQ data sets have been developed at great cost and with the application of stringent quality controls. It is being made available to eligible users because it has a great potential to contribute to educational policy development beyond what has already been achieved in this respect through the reports written by the National Research Co-ordinators (NRC <http://www.sacmeq.org/_legal/accept_new?destination=training-workshops>s) and Deputy National Research Coordinators (NRC <http://www.sacmeq.org/_legal/accept_new?destination=training-workshops>s). It is expected that many researchers and students will wish to use the Data Archive for research, publications, and/or training purposes.
The Terms and Conditions serve two purposes. Firstly, they provide interested applicants with guidelines on how to access this valuable information resource. Secondly, they are intended to safeguard against the danger of users being unaware of the complexities of the data collection process and consequently arriving at misinterpretations that could lead to incorrect conclusions.
2.0 How can the user gain such access?
In order to obtain SACMEQ Data Archive for any of the SACMEQ school systems, the applicant should follow these steps:
2.1 Read and Agree to these "Terms and Conditions for the Use of the SACMEQ Data Archive."
2.2 Complete an online application form.
3.0 What rules govern the use of the SACMEQ data archive?
3.1 The Data Archive is the outcome of expensive and time-consuming activities of the staff of the represented Ministries of Education spread over many years. For this reason, the SACMEQ Ministries of Education described in the Data Archive should:
3.1.1 be notified by the SACMEQ SCC <http://www.sacmeq.org/_legal/accept_new?destination=training-workshops> of any request for data;
3.1.2 have an opportunity to review reports based on the data archive so as to correct any gross errors before they are published; and
3.1.3 satisfy themselves that the data have been used in such a manner that they contribute positively to the development of relevant education policies in relevant SACMEQ member countries.
3.2 It is the National Research Coordinators (NRC <http://www.sacmeq.org/_legal/accept_new?destination=training-workshops>s) and Deputy National Research
Coordinators (DNRCs) who have spearheaded the collection and compilation of SACMEQ data. In acknowledgment of their efforts, the applicant(s) will be required to invite the relevant country's National Research Coordinator to participate in the study associated with the use of the data. Where an individual other than the NRC <http://www.sacmeq.org/_legal/accept_new?destination=training-workshops> or DNRC is co-opted, the relevant NRC <http://www.sacmeq.org/_legal/accept_new?destination=training-workshops> and DNRC shall be given the first right of refusal.
3.3 This provision does not apply in situations where the SACMEQ Data Archive is used purely for purposes of individual academic research by a student, and where the results are not intended for publication.
3.4 All relevant NRC <http://www.sacmeq.org/_legal/accept_new?destination=training-workshops>s and DNRCs will be informed by the SCC <http://www.sacmeq.org/_legal/accept_new?destination=training-workshops> about the recipients of the Data Archive.
3.5 SACMEQ provides the SACMEQ Data Archive to applicants on the basis of the intended use stated in the application. The applicant, therefore, should not use the data for any purpose other than the one stated in the application. Should the applicant(s) wish to use the data for a purpose other than that stated in the agreement, then he/she/they must first secure the written approval of SACMEQ before he/she/they proceed to do so.
3.6 SACMEQ data are provided for the sole and exclusive use of the applicant specified in the agreement. The successful applicant should, therefore, not share the SACMEQ Data Archive with, or pass it on to, any other unauthorized person(s).
3.7 The authorized user shall take responsibility for the safe custody of the SACMEQ Data Archive and also take reasonable steps to ensure that no unauthorized persons gain access to it.
3.8 The authorized user shall give due credit to SACMEQ for providing the Data Archive by providing written acknowledgement of this in any publication emanating from their use.
3.9 As the Data Archive remains the property of the SACMEQ, no other person(s), including the successful applicants or the member Ministry, shall re-distribute or offer for sale the SACMEQ Data Archive.
3.10 All reports based on the SACMEQ Data Archive have to secure the written approval of the SCC <http://www.sacmeq.org/_legal/accept_new?destination=training-workshops> prior to the publication in order to confirm compliance to our terms and conditions, and also to ensure that there is no misunderstanding or misinterpretation of the data.
3.11 Once authorization has been granted to access the archive, you will see a link on the website which will take you to the Data Archive.
3.12 All relevant NRC <http://www.sacmeq.org/_legal/accept_new?destination=training-workshops>s will be informed by the SCC <http://www.sacmeq.org/_legal/accept_new?destination=training-workshops> about the recipients of the SACMEQ Data Archive.
3.13 Full acknowledgement of the source of the data (including reference to the SACMEQ Data Archive) must be given whenever the data are used.
3.14 A copy of any published article or report based on the SACMEQ Data Archive must be provided free of charge to (a) the SACMEQ Co-ordinating Centre, and (b) the Ministry(ies) of Education from whose data the report has been generated.
Southern and Eastern Africa Consortium for Monitoring Educational Quality. SACMEQ Project 1995-1998 [dataset]. Version 4. Harare: SACMEQ [producer], 2004. Paris: International Institute for Educational Planning, UNESCO [distributor], 2004.
Director- Southern Africa Consortium for Monitoring Educational Quality (SACMEQ)
International Institute for Educational Planning - UNESCO
The user of the data acknowledges that the original collector of the data, the authorized distributor of the data, and the relevant funding agency bear no responsibility for use of the data or for interpretations or inferences based upon such uses.
Copyright, Southern and Eastern Africa Consortium for Monitoring Educational Policy