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School Mapping and Micro Planning


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Achievements, Challenges, and Prospects in Implementing School Mapping and Micro Planning Project: the Case of Wolayta Zone

Mengistu Lamaro
Addis Ababa University, 2012
In this study, the author has assessed the achievements, challenges and prospects in implementing the School Mapping and Micro Planning Project in wolayta Zone. The study examined the impacts of implementing the project in terms of access, equity, internal efficiency, and quality of primary education in 3 sample woredas and 2 town administrations where the project was carried out. The key question that guided the study is ‘To what extent has the School Mapping and Micro Planning Project increased access, equity, efficiency and quality of primary education?’
A quantitative research design was employed to conduct a descriptive survey on the case at hand. Primary data were collected from zone education department head, officers of woreda education offices, primary schools principals, chairpersons of Kebele/municipality Education and Training Management Board and Parent-Teacher-Association, 101 altogether. Besides, education-related statistical data were collected from Annual Education Abstracts of the SNNPREB and other relevant sources. Key variables analyzed were intake rates, enrolment rates, GPI, GG, dropout and repetition rates, PTR, PSR, PTBR, catchment areas, and representation index.
Through a combination of instruments- interviews, questionnaires, and document analysis- the study found that implementation of the School Mapping and Micro Planning Project impacted in varying degrees positively on development of primary education in the zone in terms of increased intake and enrolment rates, gender equity, decreased incidence of dropping out and repetition in the years 2007/08-2010/11. Among all other things, however, internal efficiency and quality of primary education demand much effort in order to contribute for the UPE national goals. Meanwhile, lack of community participation, which was at the center of the project’s planning, and capacity and skill of planners and administrators at the lower tiers hamper the micro level plan’s implementation. Hence, fulfilling appropriate inputs (teachers and textbooks, among others) and enhancing community participation in financing schools should continuously be employed to maximize and sustain successes of implementation of the micro level project and tackle the challenges.

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