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5-2-2 Basic education – indicator 11

Indicator 11: percentage of pupils to teachers.

Results of indicator 11

Table 16

Indicator 11: percentage of pupils to teachers in basic education 1998/1999.

West Bank

Gaza

Total

22%

31%

25%

Despite the differences in the West Bank and Gaza in the percentages of pupils to teachers the percentage remains reasonable somehow. The reason behind this being the expansion of school buildings, recruitment at the governmental level and the intensification of the private sector’s activities. However, the gap represented in the increase in the demand on education at a quicker pace than the available means to provide for additional class sections and competent teachers, is linked to external factors like the availability of lands and funding.

6-2-2 Basic education indicators 12, 13 & 14.

  1. Indicator 12: Class repetition rates according to the class
  2. Indicator 13: Survival rate until the class 5 (percentage)
  3. Indicator 14: Competence rate (ideal number of years - pupils which is needed by a certain pupil cohort to complete the basic education cycle, expressed as a percentage of the effective number of years-pupils).

42- Its definition and purpose: Average number of pupils per teacher in basic education in a given year. The indicator is used to reflect the level of human resources intake as for the number of teachers compared with the number of pupils.

Results of indicators 12,13 & 14

Table (17)

Indicator 12 (43): Repetition rates per class

1998/1999

A – Survival rate in the sixth elementary class in the West Bank

Classes

1

2

3

4

5

6

Males

2.5%

2.7%

2.6%

3.9%

4.6%

4.1%

Females

2.8%

2.8%

2.8%

3.4%

4.4%

3.6%

Total

2.7%

2.7%

2.7%

3.7%

4.5%

3.9%

B – Survival rate until the sixth elementary class in Gaza

Classes

1

2

3

4

5

6

Males

4%

4.2%

5.3%

7.4%

7%

7%

Females

3.7%

3.8%

4.7%

6.1%

5.7%

4.8%

Total

3.9%

4%

5.1%

6.8%

6.3%

6%

C – Repetition rates per class in Palestine

Classes

1

2

3

4

5

6

Males

3.1%

3.3%

3.7%

5.3%

5.5%

5.1%

Females

3.2%

3.2%

3.6%

4.5%

4.9%

4.1%

Total

3.2%

3.2%

3.7%

4.9%

5.2%

4.6%

Table 17 reflects the fluctuation in repetition rates between males and females in the West Bank. While repetition rate amongst males is lower than the repetition rate amongst females in classes 1-3, the repetition rate amongst males becomes higher than that of the females in classes 4-6. The situation is different in Gaza where the repetition rate amongst males is higher than that amongst females in the elementary cycle. The same applies to the Palestinian situation in the elementary cycle where the repetition rate amongst males remains the higher in general. It is noteworthy that the repetition rate in the West Bank for classes 1-6 is less than in Gaza and nearly reaches the half in the third class and even less than the half in the fourth class.

43 – Definition and purpose: percentage of students enrolled in a given class in a given year and who study in the same class the next school year. The indicator reflects the repetition phenomenon and is one of the criteria for internal competence in the basic education cycle.

Table (18)

Indicator 13 (44): Survival rate until class five

West Bank

 

 

 

 

 

Classes

1

2

3

4

5

Males

100%

99.6%

99.4%

98.9%

98.4%

Females

100%

99.7%

99.3%

99.1%

98.6%

Total

100%

99.6%

99.4%

99%

98.5%

Gaza

 

 

 

 

 

Classes

1

2

3

4

5

Males

100%

99.3%

98.9%

98.6%

97.6%

Females

100%

99.6%

99.2%

98.6%

97.8%

Total

100%

99.5%

99.1%

98.6%

97.7%

Palestine

 

 

 

 

 

Classes

1

2

3

4

5

Males

100%

99.5%

99.2%

98.8%

98%

Females

100%

99.6%

99.3%

98.9%

98.3%

Total

100%

99.6%

99.3%

98.8%

98.2%

Table 18 reflects a high survival rate until the fifth elementary class and consequently reflects a high capability of controlling drop-out and limiting it to the minimum. On the other hand, it reflects the society’s interest and readiness to cooperate with the concerned parties to guarantee the students’ commitment to the school hours from class 1 to class 5 and the consolidation of the political stability level. The results of indicator 14 reveal this reality. It could be concluded that the situation as revealed by indicator 14 will reduce illiteracy with time until its elimination. Table 19 reflects the internal competence rate according to the region for the year 1998/1999.

44 – Indicator 13: Its definition and purpose: The percentage of students belonging to a group that has joined the first elementary class in a given year and who pursue their education until the fifth elementary class. It aims at assessing the educational system, maintain students in it and preserve its internal competence. The survival rate until the fifth elementary class reflects the number of students who have completed the fourth elementary class and reached the fifth elementary class. It also reflects the drop-out rate before reaching the fifth elementary class.

Table 19

Indicator 14 (45): Internal competence

 

West Bank

Gaza

Palestine

Males

94.4%

91.5%

93.2%

Females

95%

92.7%

94.1%

Total

94.7%

92.1%

93.6%

7 – 2 – 2 basic education - Learning and its results- Indicators 15 & 16

- Indicator 15: Percentage of pupils who have reached the fourth elementary class at least and who have gained a package of basic education skills acknowledged at the national level.

- Indicator 16: Literacy rate amongst a population of 15-24 years of age.

Results of indicators 15 & 16

Learning and its results (Indicator 15)

Assessment of the Learning and its results

The results reflecting the educational level of students in the skills of Arabic language, mathematics and science through the development and implementation of national experiences undertaken by the ministry of education in July 1999 in order to evaluate the learning level of fourth elementary class students in these skills. The experiences were implemented in Palestine in both the West Bank, which follows the Jordanian curriculum and Gaza, which follows the Egyptian curriculum. The results revealed a clear deterioration of the Palestinian students learning level in the three subjects. These results are in total contradiction with the quantitative results pertaining to the enrolment and increase in the teachers’ number and class sections thatwere achieved in the past few years. Below are the details of the results gathered from the experiences.

45- Indicator 14 its definition and purpose;

Number of years scheduled to end the elementary cycle as a percentage of the effective number of years spent by a certain group of pupils to end the cycle. Calculation takes into account each school year spent by a student in a class in one year. The coefficient of efficiency is a complex indicator of the internal competence in the educational level. It sums up the consequences of class repetition and drop-out on the practical educational competence in graduating students. The coefficient of efficiency is the interactive ration between the input and output that is often used as an alternative indicator for internal competence.

46 - For further details on the experience and its results on learning, refer to ministry of education – evaluation and assessment center, learning level in Arabic language, mathematics and science amongst the elementary cycle students (fourth class) Palestine, August 1999 (unpublished).

Learning level in Arabic language for the fourth class students

1 – General performance of students in Arabic

The average performance of fourth grade students in Palestine reached 53.9 in the national test for Arabic language. Table 20 reflects the overall indicator of the performance of fourth grade students in Palestine in the national test for Arabic language.

Table 20

The overall indicator of the learning level of fourth grade students in the national test for Arabic language

 Average performance

Success rate

Normative Deviation

Normative Error

53.9

56.8%

24.2

0.41

The percentage of students who have exceeded the qualification level reached 31.99% (47) while the unqualified students percentage reached 31.48%.

(2) Students performance in the general test according to gender:

Upon comparison between the performance of male and female students in the national test the following result was reached:

As for the qualification levels, the results were as shown in table 21

Qualification level

Males

Females

Qualified students

40.39%

59.61%

Unqualified students

62.17%

37.83%

As for the performance level at the subject’s level, the results were as shown in table 22

Table 22

Performance level at the subject’s level and according to gender

Subject’s levels

Average performance for males

Average performance for females

Reading comprehension

54.87

62.78

Grammar

53.21

60.94

Dictation and punctuation

45.28

54.33

Expression

41.02

53.04

47 - The qualification level is the percentage defined nationwide according to the statistical distribution and the objective analysis for the level of skills necessary for the achievement of this level.

The above table shows the females superiority over males in all the major subjects and this superiority is mostly reflected in the expression, dictation and punctuation subjects.

As for the performance levels in the intellectual skills, the results came as shown in table 23

Table (23)

Students’ performance rates in the intellectual skills

Intellectual skill

Performance rate amongst males

Performance rate amongst females

Knowledge and comprehension

60.79

69.16

Implementation

46.15

54.88

Higher intellectual skills

44.84

54.25

The table shows the females superiority over males in all the intellectual skills evaluated in the test.

2 – Students performance in the overall test according to the residence

The students were classified on the basis of their residence: Students residing in the West Bank and students residing in Gaza. Upon comparison between the qualified and unqualified students in the West Bank and Gaza the results came as shown in table 24.

Table 24

Percentages of qualified students according to the residence

Residence

Percentage of qualified students

Percentage of unqualified students

West Bank

33.3%

28.95%

Gaza

30.11%

35.97%

The table shows that the percentage of qualified students in the West Bank exceeds their number in Gaza and the percentage of unqualified students in Gaza exceeds their number in the West Bank.

3 – Students performance in the general test according to the monitoring party:

Upon comparison between the students performance according to the party monitoring the school (government, Agency, private) and the national test the results came as follows:

Regarding the performance levels in the general test the results were as shown in table 25 

Table 25

Performance levels in the test according to the monitoring party

Monitoring party

Performance level

Government

50.01

Agency

57.37

Private

72.55

The above table shows that the students performance in private schools is higher than that in Agency or public schools and that the performance rate of public schools is less than the national performance rate.

As for the qualification level according to the monitoring party, the results were reflected in table 26  

Table 26

Percentage of qualified and unqualified students according to the monitoring party.

Monitoring party

Percentage of qualified students

Percentage of unqualified students

Government

25.7%

37.24%

Agency

36.39%

26.53%

Private

66.53%

9.27%

The above table shows that the percentage of unqualified students in private schools is low compared to the same percentage in public schools although they apply the same curriculum.

As for the performance levels in the various subjects according to the monitoring party, the results were reflected in table 27.

Table 27

Performance levels in the various subjects according to the monitoring party

Subject

Performance rate in public schools

Performance rate in Agency schools

Performance rate in private schools

Reading comprehension

54.48

62.84

77.33

Grammar

54.17

58.12

76.71

Dictation and punctuation

44.93

54.99

67.41

Expression

42.62

51.23

64.79

The above table shows the superiority of private schools over public schools and Agency schools in all the subjects.

As for the performance rate in intellectual skills according to the monitoring party, the results came as reflected in table 28.

Intellectual skills

Performance rate in public schools

Performance rate in Agency schools

Performance rate in private schools

Knowledge and comprehension

61.12

68.41

81.56

Implementation

46.69

53.76

67.87

Higher intellectual skills

45.27

52.88

70.33

The above table reflects the superiority of private schools over public and Agency schools in all the intellectual skills covered by the test.

Learning level of fourth elementary students in mathematics

1 – General performance of students in mathematics

The learning level of fourth elementary students in mathematics was calculated after converting their marks into percentages. The average performance of these students reached 38.65% as the highest score that the students managed to get was 100%. The overall performance indicator of fourth grade students in mathematics was also calculated, table 29.

Table 29

General learning indicator of fourth grade students in mathematics

Performance average

Success rate

Normative Deviation

Normative Error

38 65

28 7

20 93

0 35

Moreover, the complete mark criterion was adopted to define the qualified category. The percentage of students who exceeded the qualification level reached 16.73% while the percentage of those who did not achieve an acceptable level (unqualified) was 51.71%. The following table reflects the distribution of percentages for complete marks categories of Palestinian students in mathematics.

Table 30

Students distribution according to the mark category

Percentage mark category

Percentage

25-0

32.92

50-26

38.36

75-51

22.3

100-76

6.41

(2) The performance of students in subject domains and mathematics skills levels.

The general performance in the main subject domains was manifested in the rate of performance in sections representing the mentioned fields. The table shows the averages of the general performance in each domain of the mathematical subjects.

Table (31)

Average of the students’ performance in subject domains:

Subject domain

Average of performance

Number of domains.

Numbers

35.1

20

Common fractions

39.2

8

Decimal fractions

49.4

2

Geometry

46.7

1

Measurement

40.3

6

The table no (32) presents the students performance in intellectual abilities as reflected by the test:

Table no (32)

Performance of students in intellectual capacities.

Intellectual capacity

Number of questions

Average of performance

Concept Comprehension

19

42.4

Procedural knowledge

13

40.1

Problem solution.

5

23.7

The previous table shows the improvement of performance on questions in the frame of the concept comprehension level while the performance in higher intellectual capacities decreased at the level of problems solution that requires analytic and deductive abilities.

(3) The performance of students in the general test by gender

A comparison has been undertaken between male and female students. The table no 33 shows that the average of qualified female students is higher than that of male students and that the average of unqualified female students is lower than that of male students.

Table no: 33

Distribution of students according to the qualifications and gender.

Average of qualified students

Average of unqualified students

Male

Female

Male

Female

47.33

52.67

54.18

45.82

The previous table shows the progress of the average of female student performance compared to the general performance in all elements of the subject and the decrease of male student performance compared to the general performance. 

(4) The performance of students in the general test according to the area (Region).

The table no 34 represents the percentage of Palestine students distribution on the levels of qualifications according to their place of residence (the West Bank or Gaza). The comparison of the results shows that the average of qualified students in Gaza is higher than the average of qualified students in the West Bank, and that the average of unqualified students in the West Bank is higher than that of the unqualified students in Gaza.

Table no: 34

The distribution of students according to the levels of qualifications and the region.

Average of qualified students

Average of unqualified students.

The West bank

Gaza

The West bank

Gaza

16.4

17.2

52.4

50.7

(5) The performance in the general test according to the running authority.

The table no: 35 shows the average of scholastic achievements according to the monitoring party whether public, private sectors or the Agency. The comparison of the results shows that private schools witness the highest scholastic achievements followed by the Agency’s schools and then the public ones.

Table no: 35

The performance of students according to the monitoring party.

Monitoring party

Average of achievement

Government

35.13

The Agency

41.85

Private sector

53.88

General Average

38.65

The table no:35 shows that the private and the Agency’s schools performance is higher than the general performance in all mathematics abilities and the performance of the public schools is lower than that of the general performance.

The scholastic basic achievements of the 4th grade students in science.

  1. The general performance of students in science.

The average of the scholastic basic achievement of a 4th grade student in science was calculated after having turned the gross grades into grades over 100. The general performance average for those students amounted to 39.73; the highest grade that the students could get was 92.5. The table no: 36 presents the general indicator of the 4th grade student scholastic basic achievement in the national test of science.

Table no: 36

The general indicator for the basic performance of the 4th grade student in the national test of science

Performance Average

Success Rate

Standard Deviation

Standard error.

39.7

28.7

16

0.27

As for the qualification categories, the overall total criteria was chosen to define the qualified category, the average of students who passed the level of qualification reached 12.89% while the average of those who did not reach the acceptable average (the unqualified) was 66.41%. 60 over 100 was the grade adopted for qualified category while the percentage 47.2 was the limit for the unqualified category. The table no: 37 shows the percentage distribution for the overall grades categories of Palestine students in sciences.

Table no: 37

Distribution of students according to the grade category.

Grade over 100 category

Percentage

0-25

19.91

26-50

55.95

51-75

22.96

76-100

1.18

The average of students who passed qualification ratio (60) reached 13% while the percentage of students who had an acceptable performance was 21%, the unqualified student percentage being 66%.

(2) The performance of the students in the general test according to gender.

A comparison was made between the performance of male and female students; the table 38 shows that the percentage of qualified males is higher than that of females, and that the percentage of unqualified males is also higher than that of females.

Table no: 38

Distribution of students according to gender and to qualifications.

Percentage of qualified students

Percentage of unqualified students

Males

Females

Males

Females

55.58

44.42

50.45

49.55

(3) The performance of the students in the general test according to the region.

Table 39 shows the distribution of the percentages of Palestine students on qualification level according to the region (the West Bank and Gaza). The comparison of the results reflected that the average of qualified students in the West Bank is higher than that of Gaza students and that the average of unqualified students in the West Bank is lower than that of Gaza students.

Table no: 39

Distribution of students according to the region and qualification.

Percentage of qualified students

Percentage of unqualified students

The West Bank

Gaza

The West Bank

Gaza

14.2

11.1

64.7

68.8

(4) The performance of students according to the subject domains and the knowledge levels.

The general performance of students in basic subject courses was reflected in their performance rate in the sections representing these courses, the results show that the highest average of performance was that of the course on Earth, which included the introduction to the changes accompanying the four seasons and the structure of the Globe, while the lowest performance average was in the course on the Universe that included the introduction to the celestial bodies and the equipment used to discover them in addition to their relation with the Earth. The results related to the knowledge levels showed that the best performance shown by students was at the comprehension level. This level was represented by sections that focused on the capacity of the students to link the scientific elements to each others and discern the relations between them. The lowest performance was in the application level that was represented in sections focusing on the capacity of the student to implement the scientific knowledge in new and various cases.

(5) Performance of students in the general test according to gender

A comparison was made between the performance of male and female students; the table no: 40 shows that the qualified male students rate is higher than that of females and that the unqualified male students rate is also higher than that of females.

Table no:40

The distribution of students according to qualification and gender.

Percentage of qualified students _ms are raised including overcrowdedness in schools and classrooms with all the resulting prare 31 schools in the West Bank with less than 50 male and female students which means that each one of these schools has one of these schools has two classrooms as maximum, or one collective classroom.

 

 

 

 

 



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