Students’ Internal Efficiency in Public Day Schools in Ngoma Sector, Huye District of Rwanda

Dufitumukiza, Abel

doi:10.31686/ijier.vol8.iss4.2296

Cited by 3 publications

(1 citation statement)

References 1 publication

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“…Internal efficiency is the flow of students from the point of admission to the point of graduation or completion with minimum dropout and repetition (Dufitumukiza, 2020). Efficiency in education, otherwise referred to as internal efficiency explains the technical and functional relationship between the inputs and outputs of an education system (Arogundade & Belo, 2019).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

Determinants of Learning Outcome in the Nigerian Primary Schools

Oluwatayo

Odeleye

Isah

et al. 2023

Journal of Education

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Despite huge investments in the educational sector, many countries in Africa have not fared well in the education indices. This study examined the effect of teaching equipment and teachers’ effort on learning outcomes in 744 Nigerian primary schools using Stochastic Frontier and Ordinary Least Square regression. The mean technical efficiency was 0.43 which showed most of the surveyed schools were technically inefficient. Also, 42.8% of public primary schools operate below 20% efficiency level as against 12.3% in private primary schools. Factors influencing efficiency include school ownership type, visits from the Local Government Education Authority Student-Teacher ratio, and school hygiene.

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Section: Theoretical Frameworkmentioning

confidence: 99%

Determinants of Learning Outcome in the Nigerian Primary Schools

Oluwatayo

Odeleye

Isah

et al. 2023

Journal of Education

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The nine year basic education policy and secondary school internal efficiency

Dufitumukiza¹,

Ntakirutimana²,

Niyibizi³

et al. 2020

IJRBS

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This study examined the effect of implementing Nine Year Basic Education (9YBE) policy on secondary school internal efficiency. The study followed descriptive design. Data on students’ enrolments and repetitions for consecutive school years, cohort 2014/15 and 2017/18, were collected from all five lower secondary schools in Ngoma and Tumba Sectors using survey questionnaire. Besides, focus group discussions (FGDs) were used to collect views of head-teachers on the study variables. The reconstructed cohort flow analysis technique was used to determine indicators of internal efficiency. Summary statistics are presented in tables. Qualitative data from FGDs were analysed through thematic content analysis with consideration of similarities and differences. The findings revealed (i) a positive change in students' promotion and repetition rates, (ii) students’ survival rate to the last grade increased to 69.39% for the cohort 2017/18 from 50.72% for the cohort 2014/15 and (iii) wastage ratio declined from 1.62 for cohort 2014/15 to 1.33 for cohort 2017/18. Thus, school efficiency rose to 75.19% in 2017/18. Head-teachers attributed the positive change in internal efficiency indicators to the combination of 9YBE interventions including removal of school fees, school feeding, and flexibility in student progression and increasing day secondary school in proximity of home. However, persistent high dropout rates indicated that the implementation of 9YBE policy had not alleviated all disruptive forces against students’ participation rates. It was therefore suggested to relook at policy interventions to address individual students’ challenges at school and household levels and the management of older children in the school system.

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Nine Year Basic Education Policy Interventions and Students’ Enrolments Rates at Lower Secondary Level: A Lesson from Rwanda

Dufitumukiza¹,

Wanjala²,

Ibrahim³

2021

johepal

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This study examined the relationship between Nine Year Basic Education (9YBE) Policy interventions and students' enrolment rates at Lower Secondary in the Republic of Rwanda. The study analyzed views of 218 teachers in 29 day-lower secondary schools in Gisagara District. Questionnaire and focus group discussions were research instruments. Data were analyzed using frequency tables, percentages, and chi-square test at the 0.05 significance level. The respondents (98.46 %) rated the 9YBE policy interventions to have an association with students' enrolments rate due to the combination of interventions. Chi-square test results showed that each 9YBE policy intervention scored a p-value less than 0.05. This infers that the 9YBE policy interventions had a statistically significant association with students' enrolment rates by addressing child, household, and school-based problems simultaneously. Moreover, a supporting system for overage children and those who progress without prerequisite competencies was suggested as a policy option for high enrolment.

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Students’ Internal Efficiency in Public Day Schools in Ngoma Sector, Huye District of Rwanda

Cited by 3 publications

References 1 publication

Determinants of Learning Outcome in the Nigerian Primary Schools

Determinants of Learning Outcome in the Nigerian Primary Schools

The nine year basic education policy and secondary school internal efficiency

Nine Year Basic Education Policy Interventions and Students’ Enrolments Rates at Lower Secondary Level: A Lesson from Rwanda

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