Tracking attendance in Pupils in Standards one to four

In 1997 a 17% drop out rate across all primary school standards was reported. The data showed an average drop out rate in Standards one through four at approximately 26.33%.

When QUEST first started, it introduced attendance monitoring strategies: 1) monitoring of pupils by school committees and PTAs; 2) introduction of continuous assessment; 3) emphasizing effective teacher preparation and quality teaching and learning in the classroom; and 4) effective teacher supervision.

QUEST directly impacts the teaching in the classroom. Mr. Odala, Deputy Head Teacher at Namitambo Primary School in Mangochi district says, his teaching "has improved dramatically." He cites specific improvement in his ability to lay out schemes of work, lesson plans, to assist pupils and to conduct continuous assessment of pupil performance. Techniques for conducting continuous assessment are an area that is emphasized in the QUEST training so that the teachers, parents and pupils can monitor progress on an ongoing basis. In Namitambo school alone, the drop out rate has fallen 8%, demonstrating the impact the training and continuous assessment has had on pupil attendance.

Pupil Performance

Reading and writing in Chichewa are areas that are being reinforced by the CHAPS project through continuous assessment. Mr. Odala finds that continuous assessment of pupils in Chichewa (and all subjects) is effective as it enables him to evaluate pupils early on and provide adequate support to the weakest students. Mr. Odala describes an oral reading test in Chichewa that offers an example of how this type of assessment is carried out among the pupils.

The benefits of using simple, yet effective techniques, were summed up by Mr. Abudu, Head Teacher, Msusa school, Mangochi district, who said teachers are now saying, "Our teaching has been made simple." User-friendly techniques are essential due to the large number of students in each classroom; "We have learned how to teach large classes."

Mr. Binali from the Nakapa school in the Mangochi district finds that, "They (the pupils) are able to communicate with others in their groups. We are able to teach the pupils in groups and in pairs because of this program. It has really benefited the teachers…and myself."

Mr. Abudu also notes why teaching has become easier at his school:

Innovative partnerships

QUEST has not only helped teachers on an individual basis, but also as a group. They now share information at the school, cluster and zonal levels in order to improve their teaching and solve problems together. Mr. Abudu described the importance of this when he said, "This time several schools come together and share knowledge so we know one another. If you have your own problem that you have failed to solve, you are able to go to another school to ask-how do you solve that? That has made teaching very simple. We are no longer working in isolation. Thanks QUEST." (Mr. Abudu)

The creation of clusters by the QUEST project allows teachers to work together and to share information on an ongoing basis. Mentor teachers are acting as liaisons between schools.

"When I have a problem the first one to approach is the Mentor. If I have a shortage of books I go to the Mentor. He gets the books, then he comes to me without involving the PEA or District Education Officer," Mr. Abudu comments.

The school clusters are building partnerships among teachers. This empowers teachers to join together in decision-making that would improve the quality of education in their schools.