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Definitions for Annual School Census data – Primary and Secondary Schools
School Particulars Status of Operation of School– This is determined by who runs the school. This could be different from the Founding Body and the Funding Source. In essence this option relates to that authority that has the biggest stake in the school management. The ownership options are: Government/ Government Grant-Aided – the government now owns the school or the school has received a grant from the government.
(Note: If a school was listed in 2004/2005 as Government owned, unless it formally converted, it should still be identified as a government school.)
Private (for profit) – a private for-profit group of people, an individual or institution owns the school. Community (non-profit) (religious) – a community group of people, an individual or an institution without any profit making objectives owns the school. Religious groups that own schools fall into this category. Founding Body –This has a historical perspective and is not necessarily related to who, at the present, owns the land where the school is located. It relates to the original founder of the School regardless its present ownership status. The founding body options are: Government – the government founded the school Religious – one of the following religious organisations founded the school:: Islamic Church of Uganda (COU) Catholic Seventh Day Adventist (SDA) Church Parents – parents (or the local community) founded the school Entrepreneurs – the school was founded as a commercial venture Others – this might include non-religious NGOs, religious bodies not included above. Funding Source – This variable is intended to address the degree of funding given by Government to the schools using the 3 categories stipulated below. There are three categories defined as: Government-aided – the school depends entirely (fully) on government funding to cover its operational costs including the payment of teachers’ salaries, the purchase of instructional materials, the construction/maintenance of school buildings; etc. Partly government-aided – the school does not depend entirely on government funding to cover its operational costs but receives some public funding or supplies. Government funding may not be the main source of funding. Not government-aided - the school does not receive any government funding or supplies to cover its operational costs. School Type – This question relates to gender of pupils in the school. In other words, what is the gender distribution in schools? And there are 3 broad categories defined as: Co-educational (Mixed) – the school admits boys and girls. Boys only – the school admits boys only. Girls only – the school admits girls only. Day School/Boarding Type – This defines the type of accommodation provided by the school: Day School – the school is used only for teaching purposes and not for boarding. Partly boarding – the school provides boarding facilities for a limited number of students, for example, only for upper classes. Full boarding – the school provides boarding facilities for all levels. Registry Status – This records information of the school indicating the stage/Level of the official registration process with the Ministry of Education and Sports. And the categories are; Registered – the school is officially registered with the MOES. Licensed but not registered – the school is not fully officially registered but a license to operate the school has been obtained. Not licensed – the school is neither officially registered nor licensed. Schools that have begun the process or obtaining a licence are included in this category.
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Grade of the school before UPE (1997) –This item deals with the historical perspective before UPE and does not reflect any subsequent changes or self-assessments. In otherwards it shows the grade by which school was originally classified before Universal Primary Education (UPE). Categories are: Grade I Grade II Grade III Grade IV Ungraded - this includes both schools which did not receive a grade and new schools opened since 1997. Note: However, this item is not reflected in the new adjusted questionnaire anymore. Distance to nearest school of the same level – This is measured in kilometres (km). It records the distance between two primary schools or two secondary schools nearest to each other. Note: The distance estimated is the one that has to be practically covered and not the imaginary distance. This scenario applies more so for those schools in hilly/mountainous areas where two schools closest to each other are separated by a hill or mountain. The options available to schools were: Below 1 km 1 – 2 km 2.1 – 3 km 3.1 – 4 km 4.1 – 5 km Above 5 km Distance to the DEO’s main office – This measures the distance (in kilometres – km) between each school and the office of District Education Officer. Note: The distance estimated is the one that has to be practically covered and not the imaginary distance. The same approach as that of the previous question has to be applied when responding to this question. The options available to schools were: Below 10 km 10 – 20 km 20.1 – 30 km 30.1 – 40 km 40.1 – 50 km Above 50 km Number of inspections by DEO conducted last year- This records the number of visits which the school received from a District Education office during the last school year that resulted in an actual school inspection. In this case, an inspection is commissioned when the District Education Officer delegates some one from their office to practically visit the school. Options given were: None One Two More than two Location - This records the characteristics of the area in which the school is located. The options are defined as: Urban – the school is located in a highly built-up area where the population is highly concentrated. This area is generally characterized by the availability of services like electricity, piped water, tarmaced roads, and telephones. Peri-urban - the school is located in an area that somewhat mirrors the characteristics of an urban area but to a lesser extent. In this area, only some of the facilities found in urban areas exist; the population concentration is also moderate. Rural - the school is located in an area that lacks most if not all the facilities/amenities found in the urban areas. The population tends to be scattered. Founding year- this is defined as the year in which the school opened its doors for the first time to the public for admission of pupils/students.
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Pupil information Enrolment is defined as those pupils who were admitted/re-admitted and fully recorded in the school’s Register at the beginning of the first term. It includes all those pupils whose names appear on the school register (including repeaters and those temporarily absent). Age is defined as the difference between the pupil’s date of birth and the date at the time of the Annual school Census in complete years. In otherwards the age recorded refers to the age of the pupil on first day of school in the 1st term. Streams by class – Streams in simpler terms refer to the number of separate groups existing for each class. Streams are usually created because the size of enrolment exceeds either the classroom capacity, or the capacity/availability of a teacher. A class would then be divided into two or more “streams” either in the same physical classroom or in a separate classroom. For example, for P1 there might be P1a, P1b and P1c, that is, 3 streams for P1. Orphans – The number of children whose parents are dead. Unlike the year 2002 data, the number of orphans captured for this year also included those pupils/children who had only one parent dead. Pupils with special learning needs - Pupils with special learning needs are those who might need specially trained teachers and /or teaching materials. Such pupils are categorised by their main special learning need as follows: Mentally retarded Visually impaired Hearing impaired Physically impaired Autism Note: The autistic pupil(s) refer(s) to that/those pupil(s) who for any reason have a failure to develop social abilities, language and other communication skills to the usual level, together with a severe limitation on the number of a person’s or persons’ activities and interests. If a child has more than one handicap, then the type of impairment that is most prominent is considered by the school to be the main one that defines the category in which the child is placed. Repeaters – These are pupils who are in the same grade as they were in the previous year. It also includes pupils who completed up to the first term of the same grade in the previous year but left school before the year ended and returned to the same grade in the following year. New entrants to P1– Pupils who have been admitted into P1 that year for the first time. It also includes pupils who attended P1 in the previous year (at the same or a different school) but left the school before completing the first term. Pupils with adequate seating or writing space – This question captures pupils who DO have adequate seating and writing space. Adequate sitting and writing space means access to the official furniture requirements like desk and a chair. If a pupil has one or none of these, then they’re not accessing adequate seating and writing space. This is defined by example: if a desk is meant for 4 pupils (4-seater) and 6 pupils are squeezed into the desk, then only 4 pupils out of the 6 are accessing adequate seating and adequate writing space. • if a pupil is sitting on the floor or a mat, or if the pupil only has a chair without a table they do not have adequate seating or writing space. Transferred pupils into a school Transfers in: Pupils who joined a school from another school during the previous academic year. This category includes only known transfers by head teachers.
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Dropouts – The number of pupils who were enrolled in a school during the previous academic year but left the school (dropped out) before the end of the school year. It does not include pupils who transferred to another school. Dropouts leave the school system for a variety of reasons, frequently going back to their villages and not attending a school. Dropouts are categorised as follows (each pupil is included only once under their main reason for dropping out): Lack of interest – the pupil showed no interest in schoolwork. Pregnancy – the girl left school because she was pregnant. Marriage – the pupil left school after getting married. Fees (unable to pay) – parents could not afford to pay school fees. Job – the pupil had to work during school hours or work too far away to attend school. Sickness – the pupil was too sick to continue to attend school. Family responsibilities – pupil had to attend to family related responsibilities such as taking care of brothers and sisters or elders, and the sick, or help with farming responsibilities Dismissed/Disobedience – the pupil was dismissed from the school due to disobedience or other discipline related reason. Others reasons– any other reason not listed above.
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Teacher information Age – is defined as the current year minus the Year of Birth. In other words, age is defined as the difference between the teacher’s date of birth and the date at the time of the Annual school Census in complete years. Highest Level of education - the highest level of education that a teacher received. This refers to the highest academic qualifications attained by the teacher. This is not the highest teaching qualification. Categories are: Primary Primary + Cert./Dip. O Level O Level + Cert./Dip. A Level A Level + Cert./Dip. Graduate Post Graduate Diploma Masters Degree Doctorate Highest Teacher qualification. For all trained and untrained teachers this shows the teachers’ highest teaching qualifications. . Untrained Licensed Teacher Grade II Teacher Trained Grade III Teacher Grade IV Teacher Grade V Teacher DPE (Diploma in Primary Education) Graduate Teacher (A graduate teacher includes those with a BA in Education and those with a BA or BS plus a Post Graduate Diploma in Education.) Date of first posting - The month and the year in which the teacher was first posted to a teaching position Date of First appointment - The month and the year the teacher was first appointed as a teacher. Additional School Responsibility –These are defined as: Head Teacher Deputy Head Teacher Senior Woman MPS Salary Scale – This is defined for teachers in government-aided schools only. 1 = U1, 2 = U2, 3 = U3, 4 = U4, 5 = U5, 6 = U6, 7 = U7, 8 = U8 On MPS payroll – defines whether a teacher was on the Government (MPS) payroll at the time of the census. Training Last Year – The teacher received training during the previous academic year. Training is categorised as follows: In-service (TDMS) Upgrading Higher Education (full-time) Higher Education (part-time) Previous Posting (District) – The district in which a teacher was posted immediately before being posted to the current school.
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Main Subject of Specialisation (secondary only) – The subject in whom the teacher specialised or received training in at university or teachers’ college. Some subjects have been grouped together and these are indicated in the notes below. Table 2 gives teacher details by teaching subject. /7 Teaching Subjects 1 = English 14 = Commerce Notes Other Foreign Languages: includes Kiswahili, Arabic, French, Germany, Spanish, and Latin. Local Languages: includes Luganda, Runyankore, Runyoro, Rutooro, Rukiga, Luo. 2 = Mathematics 15 = Technical Drawing 3 = Biology 16 = Computer Studies 4 = Chemistry 17 = Home Economics 5 = Physics 18 = Other Foreign Languages 6 = Economics 19 = Local Languages 7 = History 20 = General Paper 8 = Geography 21 = Islamics 9 = Accounts 22 = Woodwork 10 = Arts and Crafts 23 = Metalwork 11 = Divinity/CRE 24 = Food and Nutrition 12 = English Literature 25 = Other 13 = Agriculture Main subject taught (secondary only) – This is the subject that the teacher teaches most. It is coded using the same list as the Main Subject of Specialisation above. Teaching Staff – Reason for Leaving School (last year) These are defined as: Transferred to another teaching post Transferred to a non-teaching post Resigned/dismissed Retired Prolonged illness (excluding those who subsequently died) Died (includes those who originally left due to prolonged illness but are known to have subsequently died) Reason not known/other Current Non Teaching Staff – This category refers to staff in the school that are not directly involved in the teaching of pupils at the school premises. These are defined in three categories: Administrative Personnel with no instructional Duties - refers to staff such as headmasters, principals, school administrators and supervisors who have no instructional materials etc… Professional Pedagogical Support Personnel - refers to staff such as guidance counsellors, librarians, curriculum developers, educational media specialists, and attendance officers. Non-Professional Support Personnel - refers to staff such as clerical personnel, building operations & maintenance staff, security personnel, transportation workers, catering staff etc... Others - refers to non-teaching staff not included in the above categories.
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Infrastructure and Sanitation This section includes information regarding buildings (number, type, condition and need), and sanitation (water sources, flushing toilets and latrines.) Buildings (Rooms) by condition and type Total number of rooms by type (classrooms, libraries, etc.) categorised as: Existing (In Use) – rooms currently being used Under construction (Construction Incomplete) –rooms under construction or incomplete Needed – additional rooms needed after completion of those currently under construction or currently incomplete Buildings (Rooms) under Construction (Construction Incomplete) are categorised by status as described below (each is included only once): Working on floor/foundation – currently working on breaking ground and setting the floor or foundation of the room. Floor/foundation completed, needs or working on walls – the floor/foundation work has been completed but there are no walls or work is currently being conducted to put up walls. Floor/foundation and walls completed; needs or working on roof – there is floor/foundation and walls, but there is no roof or work is currently being conducted to put up a roof. Main Water Source – The main source of water for the school. Each school can select only one from: Piped Water Borehole Well/Spring Rain Water Tanks Lake/River Other. Flushing Toilets and Latrine Stances are identified as having: A stance or latrine enclosure – a latrine enclosure with at least three sides or partitions – it may or may not have doors or shutters. A solid door – refers to a free-swinging, full solid partition Shutters – refers to a free-swinging, full partial partition They are also classified as being: Exclusively by teachers Exclusively by girls Exclusively by boys For mixed use (boys, girls and/or teachers). Teaching Materials (primary only) Number of textbooks, teacher guides, and class periods per week by subject – For each of the 4 main subjects (English, Mathematics, Science, and Social Studies) the total number of textbooks and teacher guides available in the school, and periods per week each subject is taught, for each class (P1 to P7) is recorded.
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School Particulars Status of Operation of School– This is determined by who runs the school. This could be different from the Founding Body and the Funding Source. In essence this option relates to that authority that has the biggest stake in the school management. The ownership options are: Government/ Government Grant-Aided – the government now owns the school or the school has received a grant from the government.
(Note: If a school was listed in 2004/2005 as Government owned, unless it formally converted, it should still be identified as a government school.)
Private (for profit) – a private for-profit group of people, an individual or institution owns the school. Community (non-profit) (religious) – a community group of people, an individual or an institution without any profit making objectives owns the school. Religious groups that own schools fall into this category. Founding Body –This has a historical perspective and is not necessarily related to who, at the present, owns the land where the school is located. It relates to the original founder of the School regardless its present ownership status. The founding body options are: Government – the government founded the school Religious – one of the following religious organisations founded the school:: Islamic Church of Uganda (COU) Catholic Seventh Day Adventist (SDA) Church Parents – parents (or the local community) founded the school Entrepreneurs – the school was founded as a commercial venture Others – this might include non-religious NGOs, religious bodies not included above. Funding Source – This variable is intended to address the degree of funding given by Government to the schools using the 3 categories stipulated below. There are three categories defined as: Government-aided – the school depends entirely (fully) on government funding to cover its operational costs including the payment of teachers’ salaries, the purchase of instructional materials, the construction/maintenance of school buildings; etc. Partly government-aided – the school does not depend entirely on government funding to cover its operational costs but receives some public funding or supplies. Government funding may not be the main source of funding. Not government-aided - the school does not receive any government funding or supplies to cover its operational costs. School Type – This question relates to gender of pupils in the school. In other words, what is the gender distribution in schools? And there are 3 broad categories defined as: Co-educational (Mixed) – the school admits boys and girls. Boys only – the school admits boys only. Girls only – the school admits girls only. Day School/Boarding Type – This defines the type of accommodation provided by the school: Day School – the school is used only for teaching purposes and not for boarding. Partly boarding – the school provides boarding facilities for a limited number of students, for example, only for upper classes. Full boarding – the school provides boarding facilities for all levels. Registry Status – This records information of the school indicating the stage/Level of the official registration process with the Ministry of Education and Sports. And the categories are; Registered – the school is officially registered with the MOES. Licensed but not registered – the school is not fully officially registered but a license to operate the school has been obtained. Not licensed – the school is neither officially registered nor licensed. Schools that have begun the process or obtaining a licence are included in this category.
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Grade of the school before UPE (1997) –This item deals with the historical perspective before UPE and does not reflect any subsequent changes or self-assessments. In otherwards it shows the grade by which school was originally classified before Universal Primary Education (UPE). Categories are: Grade I Grade II Grade III Grade IV Ungraded - this includes both schools which did not receive a grade and new schools opened since 1997. Note: However, this item is not reflected in the new adjusted questionnaire anymore. Distance to nearest school of the same level – This is measured in kilometres (km). It records the distance between two primary schools or two secondary schools nearest to each other. Note: The distance estimated is the one that has to be practically covered and not the imaginary distance. This scenario applies more so for those schools in hilly/mountainous areas where two schools closest to each other are separated by a hill or mountain. The options available to schools were: Below 1 km 1 – 2 km 2.1 – 3 km 3.1 – 4 km 4.1 – 5 km Above 5 km Distance to the DEO’s main office – This measures the distance (in kilometres – km) between each school and the office of District Education Officer. Note: The distance estimated is the one that has to be practically covered and not the imaginary distance. The same approach as that of the previous question has to be applied when responding to this question. The options available to schools were: Below 10 km 10 – 20 km 20.1 – 30 km 30.1 – 40 km 40.1 – 50 km Above 50 km Number of inspections by DEO conducted last year- This records the number of visits which the school received from a District Education office during the last school year that resulted in an actual school inspection. In this case, an inspection is commissioned when the District Education Officer delegates some one from their office to practically visit the school. Options given were: None One Two More than two Location - This records the characteristics of the area in which the school is located. The options are defined as: Urban – the school is located in a highly built-up area where the population is highly concentrated. This area is generally characterized by the availability of services like electricity, piped water, tarmaced roads, and telephones. Peri-urban - the school is located in an area that somewhat mirrors the characteristics of an urban area but to a lesser extent. In this area, only some of the facilities found in urban areas exist; the population concentration is also moderate. Rural - the school is located in an area that lacks most if not all the facilities/amenities found in the urban areas. The population tends to be scattered. Founding year- this is defined as the year in which the school opened its doors for the first time to the public for admission of pupils/students.
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Pupil information Enrolment is defined as those pupils who were admitted/re-admitted and fully recorded in the school’s Register at the beginning of the first term. It includes all those pupils whose names appear on the school register (including repeaters and those temporarily absent). Age is defined as the difference between the pupil’s date of birth and the date at the time of the Annual school Census in complete years. In otherwards the age recorded refers to the age of the pupil on first day of school in the 1st term. Streams by class – Streams in simpler terms refer to the number of separate groups existing for each class. Streams are usually created because the size of enrolment exceeds either the classroom capacity, or the capacity/availability of a teacher. A class would then be divided into two or more “streams” either in the same physical classroom or in a separate classroom. For example, for P1 there might be P1a, P1b and P1c, that is, 3 streams for P1. Orphans – The number of children whose parents are dead. Unlike the year 2002 data, the number of orphans captured for this year also included those pupils/children who had only one parent dead. Pupils with special learning needs - Pupils with special learning needs are those who might need specially trained teachers and /or teaching materials. Such pupils are categorised by their main special learning need as follows: Mentally retarded Visually impaired Hearing impaired Physically impaired Autism Note: The autistic pupil(s) refer(s) to that/those pupil(s) who for any reason have a failure to develop social abilities, language and other communication skills to the usual level, together with a severe limitation on the number of a person’s or persons’ activities and interests. If a child has more than one handicap, then the type of impairment that is most prominent is considered by the school to be the main one that defines the category in which the child is placed. Repeaters – These are pupils who are in the same grade as they were in the previous year. It also includes pupils who completed up to the first term of the same grade in the previous year but left school before the year ended and returned to the same grade in the following year. New entrants to P1– Pupils who have been admitted into P1 that year for the first time. It also includes pupils who attended P1 in the previous year (at the same or a different school) but left the school before completing the first term. Pupils with adequate seating or writing space – This question captures pupils who DO have adequate seating and writing space. Adequate sitting and writing space means access to the official furniture requirements like desk and a chair. If a pupil has one or none of these, then they’re not accessing adequate seating and writing space. This is defined by example: if a desk is meant for 4 pupils (4-seater) and 6 pupils are squeezed into the desk, then only 4 pupils out of the 6 are accessing adequate seating and adequate writing space. • if a pupil is sitting on the floor or a mat, or if the pupil only has a chair without a table they do not have adequate seating or writing space. Transferred pupils into a school Transfers in: Pupils who joined a school from another school during the previous academic year. This category includes only known transfers by head teachers.
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Dropouts – The number of pupils who were enrolled in a school during the previous academic year but left the school (dropped out) before the end of the school year. It does not include pupils who transferred to another school. Dropouts leave the school system for a variety of reasons, frequently going back to their villages and not attending a school. Dropouts are categorised as follows (each pupil is included only once under their main reason for dropping out): Lack of interest – the pupil showed no interest in schoolwork. Pregnancy – the girl left school because she was pregnant. Marriage – the pupil left school after getting married. Fees (unable to pay) – parents could not afford to pay school fees. Job – the pupil had to work during school hours or work too far away to attend school. Sickness – the pupil was too sick to continue to attend school. Family responsibilities – pupil had to attend to family related responsibilities such as taking care of brothers and sisters or elders, and the sick, or help with farming responsibilities Dismissed/Disobedience – the pupil was dismissed from the school due to disobedience or other discipline related reason. Others reasons– any other reason not listed above.
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Teacher information Age – is defined as the current year minus the Year of Birth. In other words, age is defined as the difference between the teacher’s date of birth and the date at the time of the Annual school Census in complete years. Highest Level of education - the highest level of education that a teacher received. This refers to the highest academic qualifications attained by the teacher. This is not the highest teaching qualification. Categories are: Primary Primary + Cert./Dip. O Level O Level + Cert./Dip. A Level A Level + Cert./Dip. Graduate Post Graduate Diploma Masters Degree Doctorate Highest Teacher qualification. For all trained and untrained teachers this shows the teachers’ highest teaching qualifications. . Untrained Licensed Teacher Grade II Teacher Trained Grade III Teacher Grade IV Teacher Grade V Teacher DPE (Diploma in Primary Education) Graduate Teacher (A graduate teacher includes those with a BA in Education and those with a BA or BS plus a Post Graduate Diploma in Education.) Date of first posting - The month and the year in which the teacher was first posted to a teaching position Date of First appointment - The month and the year the teacher was first appointed as a teacher. Additional School Responsibility –These are defined as: Head Teacher Deputy Head Teacher Senior Woman MPS Salary Scale – This is defined for teachers in government-aided schools only. 1 = U1, 2 = U2, 3 = U3, 4 = U4, 5 = U5, 6 = U6, 7 = U7, 8 = U8 On MPS payroll – defines whether a teacher was on the Government (MPS) payroll at the time of the census. Training Last Year – The teacher received training during the previous academic year. Training is categorised as follows: In-service (TDMS) Upgrading Higher Education (full-time) Higher Education (part-time) Previous Posting (District) – The district in which a teacher was posted immediately before being posted to the current school.
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Main Subject of Specialisation (secondary only) – The subject in whom the teacher specialised or received training in at university or teachers’ college. Some subjects have been grouped together and these are indicated in the notes below. Table 2 gives teacher details by teaching subject. /7 Teaching Subjects 1 = English 14 = Commerce Notes Other Foreign Languages: includes Kiswahili, Arabic, French, Germany, Spanish, and Latin. Local Languages: includes Luganda, Runyankore, Runyoro, Rutooro, Rukiga, Luo. 2 = Mathematics 15 = Technical Drawing 3 = Biology 16 = Computer Studies 4 = Chemistry 17 = Home Economics 5 = Physics 18 = Other Foreign Languages 6 = Economics 19 = Local Languages 7 = History 20 = General Paper 8 = Geography 21 = Islamics 9 = Accounts 22 = Woodwork 10 = Arts and Crafts 23 = Metalwork 11 = Divinity/CRE 24 = Food and Nutrition 12 = English Literature 25 = Other 13 = Agriculture Main subject taught (secondary only) – This is the subject that the teacher teaches most. It is coded using the same list as the Main Subject of Specialisation above. Teaching Staff – Reason for Leaving School (last year) These are defined as: Transferred to another teaching post Transferred to a non-teaching post Resigned/dismissed Retired Prolonged illness (excluding those who subsequently died) Died (includes those who originally left due to prolonged illness but are known to have subsequently died) Reason not known/other Current Non Teaching Staff – This category refers to staff in the school that are not directly involved in the teaching of pupils at the school premises. These are defined in three categories: Administrative Personnel with no instructional Duties - refers to staff such as headmasters, principals, school administrators and supervisors who have no instructional materials etc… Professional Pedagogical Support Personnel - refers to staff such as guidance counsellors, librarians, curriculum developers, educational media specialists, and attendance officers. Non-Professional Support Personnel - refers to staff such as clerical personnel, building operations & maintenance staff, security personnel, transportation workers, catering staff etc... Others - refers to non-teaching staff not included in the above categories.
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Infrastructure and Sanitation This section includes information regarding buildings (number, type, condition and need), and sanitation (water sources, flushing toilets and latrines.) Buildings (Rooms) by condition and type Total number of rooms by type (classrooms, libraries, etc.) categorised as: Existing (In Use) – rooms currently being used Under construction (Construction Incomplete) –rooms under construction or incomplete Needed – additional rooms needed after completion of those currently under construction or currently incomplete Buildings (Rooms) under Construction (Construction Incomplete) are categorised by status as described below (each is included only once): Working on floor/foundation – currently working on breaking ground and setting the floor or foundation of the room. Floor/foundation completed, needs or working on walls – the floor/foundation work has been completed but there are no walls or work is currently being conducted to put up walls. Floor/foundation and walls completed; needs or working on roof – there is floor/foundation and walls, but there is no roof or work is currently being conducted to put up a roof. Main Water Source – The main source of water for the school. Each school can select only one from: Piped Water Borehole Well/Spring Rain Water Tanks Lake/River Other. Flushing Toilets and Latrine Stances are identified as having: A stance or latrine enclosure – a latrine enclosure with at least three sides or partitions – it may or may not have doors or shutters. A solid door – refers to a free-swinging, full solid partition Shutters – refers to a free-swinging, full partial partition They are also classified as being: Exclusively by teachers Exclusively by girls Exclusively by boys For mixed use (boys, girls and/or teachers). Teaching Materials (primary only) Number of textbooks, teacher guides, and class periods per week by subject – For each of the 4 main subjects (English, Mathematics, Science, and Social Studies) the total number of textbooks and teacher guides available in the school, and periods per week each subject is taught, for each class (P1 to P7) is recorded.
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