Source: Ministry of Education, Zanzibar

The percentage of teachers having required academic qualifications has been gradually increased, although the proportion of the increase has not been remarkable. The percentage of academic qualified teachers has not exceeded 80% throughout the 1990’s because the Ministry has been recruiting unqualified teachers in low awareness areas. Although, female teachers are the majority, but a smaller percentage of female teachers have academic qualification when compare to male. Micheweni district has the lowest percentage of teachers with academic qualification.

Source: Ministry of Education, Zanzibar

The proportion of teachers being certified to teach has declined from 70.6% in 1990 to 66% in 1998. The proportion of certified male teachers has stagnated at 70% between 1990 and 1994, before increasing to 75.5% in 1998. In contrast the percentage of certified female teachers has declined considerable from 70.9% in 1990 to 57.7% in 1998. Gender parity in certified teachers is widen in favour of male teachers. Further examination of the distribution of certified teachers revealed that there is unequal distribution of certified teachers. According to 1998 figures, only three districts; Chake Chake, South and Urban districts have the proportion of certified teachers above the national average.

7.2.6.3.1 PUPILS TEACHER RATIO

Evolution of the Pupil / Teacher Ratios 1990 –1998

Source: Ministry of Education, Zanzibar

The pupil/teacher ratio reflects the situation in both primary and secondary schools. In general, the PTR throughout the 1990’s have remains quite low with insignificant increase. The PTR has increased from27: 1 in 1990 to 31:1 in 1998. A slight variation in PTR is observed across the districts. According to 1998 figures, Micheweni and North "A" districts had the highest PTR of 39:1 and 38:1 respectively, whereas Chake Chake, South, Central, North "B" and Urban districts have PTR below the national average. By examining the average PTR alone, without considering the class size and the teaching load, one can easily make a conclusion that the education system has more teachers than it requires. However on analysing the number of pupils per class, one can observe variation in enrolment across the grades; and hence can be a good determinant of distribution of PTR per grades. Whereas in the lower primary classes PTR seems to be higher due to big class size than in upper primary and junior secondary classes whose class size in most schools is generally small. In most cases, enrolment in lower primary classes exceeds the norm of 40 pupils per class. The PTR at this level can reach 50:1.

7.2.7 INTERNAL EFFICIENCY OF THE EDUCATION SYSTEM

7.2.7.1. EVOLUTION OF THE REPETITION RATES

National figures of repetition rates for the years 1990 -1996

* Std.8 was phased out in 1994.

Source: Ministry of Education, Zanzibar

The main reasons for pupil’s repeating classes are examination failures. In general, the repetition rates are higher in the lower primary classes. Standard I have the highest repetition rate in almost all years; with the average repetition rate of 12.3%. The high rate of repetition in standard 1 is the results of many pupils do not have access to pre school education before joining standard 1. It has been found that children with pre-school background can easily adjust with the school environment and hence tend to perform better than those who were not exposed to pre-school environment. Overcrowding in lower primary classes has also been a factor in pupil’s poor performance. In a situation where teachers can not manage overcrowded classes, some pupils, mostly, the slow learners do not get adequate attention from the teachers and will likely perform poorly. The repetition rate declined with pupil’s proceeds to upper classes. Standard 3 and standard 6 common examinations used to be one among the main source for pupils repeating classes, however the examinations were abolished in 1993. The repetition rate at standard 7 has increased from 1993 to 1995. The main reasons being some students are not confident of their ability to attempt a selective examination of joining Form I in bias secondary schools. Hence they prefer to repeat the years for better preparation. The lowest repetition rate is in Form II, where students sit for terminal examinations.

A. Pupil-Flows rates by gender 1989

Source: Ministry of Education, Zanzibar

B. Pupil-Flows rates by gender 1996

Source: Ministry of Education, Zanzibar

The two tables compare the promotion, repetition and drop outs rates, between the year 1989 and 1996. In general, the tables depicts girls have higher promotion rate than boys in almost all the grades in 1989 and in 1996. Similarly, the repetition rates of girls are lower than that of boys in all the grades in the specified periods. However, the drop out rates for both girls and boys seem to be almost the same.

7.2.7.2 School Survival by Grade 1996/97

7.2.7.3 SURVIVAL RATE TO GRADE 5 BY GENDER, 1990 - 1996

Source: Ministry of Education, Zanzibar

From the records, it follows Survival to Grade 5 in the period between 1990 through 1996 varies from the lowest 69.1% in 1991 to the highest 88.0% in 1992. This implies that on the average about 31.9% to 12% of children drop