Post on 06-Feb-2023
NOVEMBER 2013 A COMPREHENSIVE SCHOOL QUALITY ASSURANCE CHECKLIST
1
MINISTRY OF EDUCATION AND HIGHER STUDIES
A COMPREHENSIVE QUALITY ASSURANCE CHECKLIST FOR SCHOOLS
NOVEMBER, 2013
Supported By
THE REPUBLIC OF
SOMALILAND
NOVEMBER 2013 A COMPREHENSIVE SCHOOL QUALITY ASSURANCE CHECKLIST
2
Table of Contents Acknowledgment ........................................................................................................................ 3
I. Foreword .................................................................................................................................. 4
II. Introduction ............................................................................................................................. 5
Indicator 1: School Leadership, Management and Governance ..................................................... 6
Tusaha 1aad: Hoggaaminta, Maaraynta Iyo Maamulka Dugsiga ................................................... 6
Indicator 1: School Leadership, Management and Governance ..................................................... 7
Tusaha 1aad: Hoggaaminta, Maaraynta Iyo Maamulka Dugsiga ................................................... 7
Indicator 2: Teaching and Learning ............................................................................................. 19
Tusaha 2aad: Waxdhigista iyo Waxbarashadda ........................................................................... 19
Indicator 3: Teaching and Learning Materials ............................................................................. 33
Tusaha 3aad: Qalabyada waxdhigista iyo waxbarashada .................................................................. 33
Indicator 4: The School Environment .......................................................................................... 37
Tusaha 4aad: Deegaanka Dugsiga ................................................................................................... 37
Indicator 5: Community Relation ................................................................................................. 42
NOVEMBER 2013 A COMPREHENSIVE SCHOOL QUALITY ASSURANCE CHECKLIST
3
Acknowledgment
I take this opportunity to express my appreciation to European Union for supporting the
preparations of quality assurance guidelines through stakeholder’s workshop, to be part of its
educational development efforts in Somaliland.
Many thanks goes to Mohamed Hillow Issack , TA for quality assurance department (MOEHE) for
leading the process of preparation and finalization of quality assurance checklist and
Horumarinta Elmiga (HE) project team at Save the Children Iinternational (SCI), all embedded
TAs in the ministry and Eductaion Sector Coordinator for the overall technical guidance and
direction they provided throughout the workshop period; and acknowledge the efforts and
enormous contribution they made in during the finalization workshop.
My special gratitude to the Director of quality assuranceof Ministry of Education and Higher
Studies (MOEHS) for preparing this important document. The same gratitude is extended to
the other heads of department ( HODs), senior officers and staffs from other international
organisation for their support during the workshop
Gratitude is also extended to the REOs, DEOs, institutional managers (primary/ABE/NFE,
secondary and TVET centres), CECs, student/trainees and all those who participated in one way
or the other during the Workshop period. Thank you for your cooperation.
I wish to express my appreciation to all those who have contributed to the finalization of these
booklets. Many thanks goes to Save the children and their staffs for supporting the department of
quality assurance for the finalization of the quality assurance tools ,Finally, I urge all stakeholders
in the education sector to engage fully in the implementation of the guidelines at all level of
education a cross Somaliland. The booklets will help you to:
Evaluate the quality of education you provide;
Identify and address the gaps;
Identify key strengths on which to build; and
Select priorities for improvement to include in your improvement plans.
I commend the booklets to all of you in the education sector who have the shared goal of
improving the learning experiences and achievements of our children and young people.
Mohamed Hassan Ibrahim Director General Ministry of Education and Higher studies Somaliland
NOVEMBER 2013 A COMPREHENSIVE SCHOOL QUALITY ASSURANCE CHECKLIST
4
I. Foreword
Ministry of education and higher studies of Somaliland has prioritised quality education for all as
a key national priority. We have made good progress in improving the quality of education for
all learners. We have published our expectations in the manual on Basic Requirements and
Minimum Standards (BRMS). All districts, education establishments, foundation bodies and
governing bodies should be working to achieve these standards.
Indeed, they should be striving not only to meet these standards, but to provide a quality of
education that goes beyond the minimum expectations identified. Quality improvement is the
overall priority of the Ministry of Education and higher studies (MOEHS)
This booklets aims to help schools and other education establishments improve the quality of their
work by focusing on the needs of learners. Learners are at the centre of the work of every school,
regional and district to school level. The DQAS has produced these guides to help education
professionals improve the experiences and achievements of learners in schools and
technical/vocational institutions. Improvements in learners’ experiences will only be achieved if all
the key players work closely together on these shared goals. DQAS therefore anticipates that, for
example, supervisors, coordinating centre tutors (CCTs), head teachers, governing bodies and
education specialists working in international and non-governmental organisations will use these
guides to support improvement in the education institutions with which they work.
Hassan Abdillahi Roble Director of Quality assurance Department Ministry of Education and Higher studies
Somaliland
NOVEMBER 2013 A COMPREHENSIVE SCHOOL QUALITY ASSURANCE CHECKLIST
5
II. Introduction
This checklist has been developed in line with basic quality standards for education institutions. It
provides a broad list of items to be used in supervision and quality assurance in education
delivery.
The checklist complements the school inspector’s handbook and the school supervision guidelines.
It’s intended to provide the basis for the detailed coverage of all aspects during whole school
inspection and supervision.
School Quality assurance officers and other education officers are required to use the checklist in
order to achieve the uniformity in coverage and assessment of quality education service being
provided.
The checklist have been developed to give guidance on design and implementation of
education programmes at all levels . Also to address the identified challenges so as to
ensure improved access and quality of education. The quality indicators describe the whole
range of inputs required for the education programmes and offer guidance not only to education
implementers in the schools but also to policymakers, school inspectors, trainers, examiners,
curriculum developers and other functionaries. It is therefore vital for each education provider
in the field of education provision levels to consult these quality indicators and identify those
which are relevant to his/her area of operation and utilize them appropriately.
How to use this booklet: This book is a simple guideline document for the schools and not be be
filled in directly during school inspection visits. It is advised that schools make copys of the
indicators prior to the school visits which are to be filled in and returned to the responsible offices.
Feedback: school inspectors are advised to always capture feedback from schools in cases where
more information is provided. Similarly, school inspectors should provide feedback and make
recommendations to schools on how they can improve on the quality deliverance of education
services
NOVEMBER 2013 A COMPREHENSIVE SCHOOL QUALITY ASSURANCE CHECKLIST
6
Indicator 1: School Leadership, Management and Governance
Tusaha 1aad: Hoggaaminta, Maaraynta Iyo Maamulka Dugsiga
Official Use Only Isticmaalka Rasmiga oo keliya
Name of School:
Magaca Dugsiga: Date of Inspection:
Taariikhda Kormeerka:
District/Degmada: Region/Gobolka:
Name of Head Teacher: Magaca Maamulaha
Name of Deputy Head Teacher Magaca Ku-Xigeenka Maamulaha
Primary/H/Dhexe
Secondary /Dugsi Sare:
Enrollment Numbers of Students:
Wadarta Is-qorista Ardayda Male/ Lab:
Female/Dhadig:
Numbers of Teachers:
Tirada Barayaasha Male/ Lab:
Female/Dhadig:
Position of the person assisting:
Kaalinta gacan yaraha:
NOVEMBER 2013 A COMPREHENSIVE SCHOOL QUALITY ASSURANCE CHECKLIST
7
Indicator 1: School Leadership, Management and Governance
Tusaha 1aad: Hoggaaminta, Maaraynta Iyo Maamulka Dugsiga
A. School Leadership and Governance
Hoggaaminta & Maamulka Dugsiga
Codes (Please select one code only)
(Fadlan dooro 1 ama 2)
Responses/Jawaabaha
(Please put a code here) (Fadlan ku qor mid ku haboon 1 ama 2)
1. Does the school have copies of statutory
documentation such as the constitution
of Somaliland?
Ma haystaa dugsigu Nuqullada Shuruucda
Dalka sida Distoorka Somaliland?
Yes = 1, No = 2
Haa = 1, Maya = 2
2. Somaliland National Education Policy?
Siyaasadda Waxbarashada Qaranka ee Somaliland?
Yes = 1, No = 2
Haa = 1, Maya = 2
3. Basic requirements and minimum
standards indicators for educational institutions?
Gun-dhigga Looga baahan yahay & Tusayaasha halbeegyada ugu hooseeya ee xarumaha waxbarashada?
Yes = 1, No = 2
Haa = 1, Maya = 2
4. Does the school have a documented
and displayed mission statement?
Dugsigu ma leeyahay weedh-murtiyeed qoran oo la soo ban-dhigay?
Yes = 1, No = 2
Haa = 1, Maya = 2
5. Does the school have a documented
school improvement plan (SIP)?
Dugsigu ma leeyahay qorshe horumarineed oo qoran (QHD)?
Yes = 1, No = 2
Haa = 1, Maya = 2
6. Is the SIP undersigned the chairperson of the
governing body?
Qorshaha horumarinta dugsiga ma ku saxeexan yahay guddoomiyaha guddiga maamulka dugsiga?
Yes = 1, No = 2
Haa = 1, Maya = 2
NOVEMBER 2013 A COMPREHENSIVE SCHOOL QUALITY ASSURANCE CHECKLIST
8
7. Are there copies of the Somaliland curriculum
available at the head teacher’s office?
Miyey yaallaan nuqullada manhajka Somaliland xafiiska maamulaha?
Yes = 1, No = 2
Haa = 1, Maya = 2
Examine the School Development Plan and find
out if it contains the following.
Baadh qorshaha horumarinta dugsiga, hubina in
ay ku jiraan qodobbada soo socdaa
Codes (Please select one code only)
(Fadlan dooro1ama 2)
Responses/Jawaabaha
(Please put a code here) (Fadlan ku qor mid ku haboon 1 ama 2)
1. A realistic number of clear objectives
Tiro dhab ah oo ujeeddooyin cad-cad leh
Yes = 1, No = 2
Haa = 1, Maya = 2
2. A description of activities to be undertaken for
each objective
In ay halkii u jeeddaba leedahay waxqabadyo faahfaahsan oo la qaban doono
Yes = 1, No = 2
Haa = 1, Maya = 2
3. Clear time frames for activities planned for the
SIP?
Muddooyin cayiman oo la qaban doono waxqabadyada qorshaysan ee QHD?
Yes = 1, No = 2
Haa = 1, Maya = 2
4. Allocation of responsibility for completing task
Qaybinta mas’uulidda si loo dhammaystiro hawsha
Yes = 1, No = 2
Haa = 1, Maya = 2
5. A statement of the resources required for each
objective
Weedh tilmaamaysa qalabka loogu baahan yahay fulinta u jeeddowalba
Yes = 1, No = 2
Haa = 1, Maya = 2
NOVEMBER 2013 A COMPREHENSIVE SCHOOL QUALITY ASSURANCE CHECKLIST
9
B. Head Teacher as a School Manager
Maamulaha oo ah Maareeyaha Dugsiga
Codes (Please select one code
only)
(Fadlan dooro1ama 2)
Responses/Jawaabaha
(Please put a code here) (Fadlan ku qor mid ku haboon 1 ama 2)
1. Head Teacher understand his professional
responsibilities
Maamuluhu waxa uu fahamsan yahay aqoontiisa/xirfadiisa mihnadeed
Yes = 1, No = 2
Haa = 1, Maya = 2
2. Is he/she visible in the school compound?
Isagu/ iyadu ma ka muuqdaa/ muuqataa dugsiga dhexdiisa?
Yes = 1, No = 2
Haa = 1, Maya = 2
3. Are all classrooms open and ready for
students?
Fasallada oo dhammi ma u furan yihiin, diyaarna ma u yihiin ardayda?
Yes = 1, No = 2
Haa = 1, Maya = 2
4. Does the school day begin on time?
Maalin dugsiyeedku ma bilaabantay waqtigii la rabey?
5. Are all teachers and students in their
classrooms during the course of the day?
Dhammaan barayaaha iyo ardaydu ma ku jiraan fasallada inta ay casharradu socdaan?
Yes = 1, No = 2
Haa = 1, Maya = 2
6. There is a record book to verify how many teachers were present and how many are
absent
Waxa jira buug lagu kaydiyo barayaasha si loo hubiyo tirada joogta iyo inta maqan?
Yes = 1, No = 2
Haa = 1, Maya = 2
7. Is there any documented system to record and follow up with teacher absences?(letter
of reprimand)?
Ma jiraa nidaam qoran oo lagu kaydiyo laguna daba-galo barayaasha maqnaada?
Yes = 1, No = 2
Haa = 1, Maya = 2
8. There is an attendance clerk that records student absences using a school attendance
Yes = 1, No = 2
NOVEMBER 2013 A COMPREHENSIVE SCHOOL QUALITY ASSURANCE CHECKLIST
10
record keeping
Waxa jira gacan yare qora maqnaanshaha ardayda, isaga oo adeegsanaaya diiwaanka dugsiga
Haa = 1, Maya = 2
9. There is a recorded system to address student absences and truancy (contact
CECs, letter to parents)
Waxa jira nidaam qoraal kaydin ah oo wax lagaga qabto maqnaaanshaha iyo googoynta ardayda (waxa lala xidhiidhaa Guddiga waxbarashada, warqadna waalidkaa loo qoraa)
Yes = 1, No = 2
Haa = 1, Maya = 2
10. Does the school have a documented system to follow up on students who are dropping
out?
Dugsigu ma leeyahay nidaam qoran oo lagu dabo-gelo ardayda iskaga tegeysa dugsigat?
Yes = 1, No = 2
Haa = 1, Maya = 2
11. Does the school have documentary evidence that is undertaking guidance and counseling
program for students?
Dugsigu ma leeyahay qoraal cad oo muujinaaya in uu socdo barnaamijka hagidda & la-talinta ee ardayda?
Yes = 1, No = 2
Haa = 1, Maya = 2
12. Do the head teacher and his deputy
monitor the halls?
Maamulaha & ku-xigeenku miyey kormeeraan qolalka dugsiga?
Yes = 1, No = 2
Haa = 1, Maya = 2
13. Are there constructive measures to escort
tardy students to class?
Majiraan qarraaro waxtar ah oo ardayda gaabiska ah lagu keeno fasalka?
Yes = 1, No = 2
Haa = 1, Maya = 2
14. Are there teachers on duty in the hallways?
Miyey jiraan barayaal heegan ku ah meelaha dugsiga laga soo galo?
Yes = 1, No = 2
Haa = 1, Maya = 2
15. Does the bell ring on time at the beginning
and at the end of the periods?
Yes = 1, No = 2
NOVEMBER 2013 A COMPREHENSIVE SCHOOL QUALITY ASSURANCE CHECKLIST
11
Dawanka (gambaleelka) ma la garaacaa waqtigiisa bilowga & dhammaadka xiisadaha?
Haa = 1, Maya = 2
16. Do teachers and students move to their
classes in an orderly fashion?
Miyey barayaasha iyo ardaydu u galaan fasallada qaab nidaamsan?
Yes = 1, No = 2
Haa = 1, Maya = 2
17. Is there a timetable on the display in the
office or other suitable location?
Ma jiraa jadwel xisas oo sudhan xafiiska ama meel kale oo ku habboon?
Yes = 1, No = 2
Haa = 1, Maya = 2
18. Are all teachers’ daily schedules and teaching assignment equally and fairly
distributed?
Dhammaan barayaasha si siman ma loogu qaybiyaa, jadwelka hawl- maalmeedka iyo wax dhigistaba?
Yes = 1, No = 2
Haa = 1, Maya = 2
19. Does the school’s general timetable meet the prescribed guidelines for the number and duration of periods allocated to
subjects?
Jadwalka guud ee dugsigu ma buuxinayaa waxyaalaha hagaya tirada iyo muddada xisaska loo kala qoondeeyey maaddooyinka?
Yes = 1, No = 2
Haa = 1, Maya = 2
20. The head teacher has a documented system
to check and appraise teachers’ work
Maamulaha dugsigu waxa uu leeyahay nidaam qoran oo uu ku hubiyo, kuna qiimeeyo shaqada barayaasha?
Yes = 1, No = 2
Haa = 1, Maya = 2
C. Head Teacher as a school Leader Maamulaha oo h Hoggaamiye dugsi
Codes (Please select one code
only)
(Fadlan dooro1ama 2)
Responses/Jawaabaha
(Please put a code here) (Fadlan ku qor mid ku haboon 1 ama 2)
1. The vision and mission of the school are Yes = 1, No = 2
NOVEMBER 2013 A COMPREHENSIVE SCHOOL QUALITY ASSURANCE CHECKLIST
12
clearly visible
Aragtida iyo himilada hawl-qabashada dugsigu waxay u muuqdaan si cad
Haa = 1, Maya = 2
2. The head teacher has a vision for his school and articulates it well with all
stakeholders
Maamuhu waxa uu leeyahay aragti heer dugsi, waxa aanu la wadaagaa dhammaan daneeyeyaasha
Yes = 1, No = 2
Haa = 1, Maya = 2
3. The head teacher actively implements
the school mission
Maamuluhu si firfircoon buu u fuliyaa himilada dugsiga
Yes = 1, No = 2
Haa = 1, Maya = 2
4. The head teacher collaborates with teachers, parents and CEC to implement
the school mission
Maamuluhu waxa uu kaashadaa barayaasha, waalidka iyo Guddiga Waxbarashada bulshada degaanka, si uu u fuliyo weedh-murtiyeedkiisa
Yes = 1, No = 2
Haa = 1, Maya = 2
5. The head teacher meets with his/her staff
regularly
Maamuluhu wax uu si joogto ah ula kulmaa oo la shiraa shaqaalihiisa
Yes = 1, No = 2
Haa = 1, Maya = 2
6. The head teacher has a system for
recording the minutes of all staff meetings
Maamuluhu waxa uu leeyahay nidaam lagu qoro laguna kaydiyo hadal qoraalka shirarka.
Yes = 1, No = 2
Haa = 1, Maya = 2
7. The head teacher articulates his SIP to all stakeholders and is committed to bring
change to the school
Maamuluhu waxa uu la wadaagaa QHD dhammaan daneeyeyaasha, waxana ka go’an in uu dugsiga ka dhaliyo is bedel.
Yes = 1, No = 2
Haa = 1, Maya = 2
NOVEMBER 2013 A COMPREHENSIVE SCHOOL QUALITY ASSURANCE CHECKLIST
13
8. The head teacher collaborates with the community and provide services to them
(ex: adult literacy programs for parents)
Maamuluhu waxa uu iskaashi la sameeyaa bulshada degaanka waxa aanu siiyaa adeeg (tusaale: barnaamijyada akhris-qorista)
9. The head teacher encourages and supports his/her staff by giving them continuous and appropriate instructional
support
Maamuluhu waxa uu dhiirri-geliyaa shaqaalihiisa isagoo siinaya kaalmo joogto ah oo dhinaca waxbarista ah
10. The head teacher provides professional
development opportunities for his teachers
Maamuluhu waxa uu u diyaariyaa barayaasha fursado ah horumar mihnadeed
11. The head teacher supports his teachers and has a system for teacher observation and appraisal
Maamuluhu waxa uu taageeraa barayaashiisa, waxa aanu leeyahay nidaam uu ugu kuur-galo iyo mid qiimayn ah
NOVEMBER 2013 A COMPREHENSIVE SCHOOL QUALITY ASSURANCE CHECKLIST
14
D. The Head Teacher as an Instructional Leader
Mamulaha oo leh horseed tilmaameed
Codes (Please select one code
only)
(Fadlan dooro1ama 2)
Responses/Jawaabaha
(Please put a code here) (Fadlan ku qor mid ku haboon 1 ama 2)
1. The head teacher knows the content of the curriculum and uses it to check for quality
instruction in the classrooms
Maamuluhu waxa uu yaqaan tusmada Manhajka waanu isticmaalaa, isaga oo ku hubinaya tilmaan tayo leh fasalka dhexdiisa.
Yes = 1, No = 2
Haa = 1, Maya = 2
2. The head teacher knows the academic
performance of his school
Maamuluhu waxa uu ka warqaba heerka gudashada waxbarasho ee dugsigiisa.
Yes = 1, No = 2
Haa = 1, Maya = 2
3. The head teacher has a system in place for recording exam results and shares
those with parents
Maamuluhu waxa uu leeyahay nidaam kaydin qoraal ah oo uu natiijada imtixaannada geliyo, waxa aanu la wadaagaa waalidka
Yes = 1, No = 2
Haa = 1, Maya = 2
4. The head teacher has a recording system for exams and compares past exam
results with current ones
Maamuluhu waxa uu leeyahay nidaam qoraal oo uu ku kaydiyo imtixaannada, si uu isku barbar-dhigo natiijooyinka imtixaannadii hore iyo kuwa hadda.
Yes = 1, No = 2
Haa = 1, Maya = 2
5. The head teacher has a plan to improve
his/her students academic performance
Maamuluhu waxa uu leeyahay qorshe uu ku horumariyo gudashada waxbardasasho ee ardaydiisa
Yes = 1, No = 2
Haa = 1, Maya = 2
6. The head teacher goes inside the classrooms to observe teaching and
learning activities
Maamuluhu waxa uu galaa fasallada, si uu ugu kuur-galo waxqabadyada waxdhigista
Yes = 1, No = 2
Haa = 1, Maya = 2
NOVEMBER 2013 A COMPREHENSIVE SCHOOL QUALITY ASSURANCE CHECKLIST
15
iyo waxbarashashada.
7. The head teacher shares his instructional
vision with all his/her teachers
Maamuluhu waxa uu la wadaagaa himiladiisa waxbarasho dhammaan barayaasha
Yes = 1, No = 2
Haa = 1, Maya = 2
8. The head teacher can identify the teachers who are struggling in the
classroom
Maamuluhu wuu u sheegi karaa barayaasha ku dhibban ama la daalaa dhacaya shaqada fasalka dhexdiisa.
Yes = 1, No = 2
Haa = 1, Maya = 2
9. The head teacher has a system in place to
support struggling teachers
Maamuluhu waxa uu diyaarsaday nidaam uu ku taageero barayaasha ay dhibaatooyinku ka haystaan fasalka dhexdiisa.
Yes = 1, No = 2
Haa = 1, Maya = 2
10. The head teacher has a recording system
to support struggling Students
Maamuluhu waxa uu leeyahay nidaam qoran oo uu ku taageero ardayda dhibaatooyinka la kacaa-kufaya
Yes = 1, No = 2
Haa = 1, Maya = 2
11. The head teacher provides after school
academic support for his students
Maamuluhu waxa uu taageero waxbarasho siiyaa ardayda dugsiga ka dib.
Yes = 1, No = 2
Haa = 1, Maya = 2
12. The head teacher has a system to support
special needs students
Maamuluhu waxa uu leeyahay nidaaam uu ku taageero ardayda baahiyaha gaarka ah qabta.
Yes = 1, No = 2
Haa = 1, Maya = 2
13. The head teacher has a system to support gifted and talented students
Maamuluhu waxa uu leeyhay nidaam uu ku taageero ardayda hibada iyo awooda
Yes = 1, No = 2
Haa = 1, Maya = 2
NOVEMBER 2013 A COMPREHENSIVE SCHOOL QUALITY ASSURANCE CHECKLIST
16
waxbarasho ee dheeraadka ah leh.
14. The head teacher allocates the best
teachers to the low achieving classes
Maamuluhu waxa uu u qoondeeyaa barayaasha ugu wanaagsan in uu ku meeleeyo fasalada ugu liita.
Yes = 1, No = 2
Haa = 1, Maya = 2
15. The head teacher provides extra academic
support for his students during exams
Maamuluhu waxa uu taageero waxbarasho oo dheeraad ah siiyaa ardayda xilliga imtixaannada
Yes = 1, No = 2
Haa = 1, Maya = 2
16. The head teacher provides enrichment
extra-curricular activities for his students
Maamuluhu waxa uu ardayda siiyaa waxqabadyo ka baxsan manhajka, kuwaas oo xoojin u ah ardayda.
Yes = 1, No = 2
Haa = 1, Maya = 2
17. There is a documented calendar For extra-
curricular activities
Waxa dugsiga yaalla jadwel taariikheed qoran oo loo raaco waxqabadyo ka baxsan manhajka
Yes = 1, No = 2
Haa = 1, Maya = 2
18.The head teacher mentors and coaches his/her teachers constantly
Maamuluhu waxa uu la-talin iyo tababarba si joogto ah u siiyaa barayaasha.
Yes = 1, No = 2
Haa = 1, Maya = 2
E. The Head Teacher as a Financial Manager
Maamulaha oo ah Maareeyaha dhaqaalaha
Codes (Please select one code
only)
(Fadlan dooro1ama 2)
Responses/Jawaabaha
(Please put a code here) (Fadlan ku qor mid ku haboon 1 ama 2)
1. The school has an operational budget income and expenditures covering the
present financial year
Dugsigu waxa uu leeyahay dakhli miisaaniyadeed & kharashyadda howl-galka
Yes = 1, No = 2
Haa = 1, Maya = 2
NOVEMBER 2013 A COMPREHENSIVE SCHOOL QUALITY ASSURANCE CHECKLIST
17
oo daboolaya dhaqaalaha sannadkan lagu jiro.
2. Is there any documentation of its approval by government body e.g. signature or
chairperson?
Ma jiraa wax dhokmanti ah oo uu saxeex ku ansixiyey qof xukuumadda ka socdaa?
Yes = 1, No = 2
Haa = 1, Maya = 2
3. Does the school publicly display the amount of grants/financial support from MOE, development partners, CECs, etc it
has received in the current financial year?
Dugsigu si cad ma u soo bandhigaa xaddiga lacageed ee WW&T, hay’adaha horumarinta, guddiga waxbarashada iwm, oo miisaaniyad sannadeedkan uu dugsigu helay?
Yes = 1, No = 2
Haa = 1, Maya = 2
4. Does the school maintain a cashbook with up-to-date records of income and
expenditure?
Dugsigu ma haystaa buugga naqadka oo dakhliga iyo kharashkaba si fiican loo hufey?
Yes = 1, No = 2
Haa = 1, Maya = 2
5. In your opinion are the financial records orderly and up to date?
Aragtidaada, qoraalka dhaqaalahu ma yahay mid nidaamsan yahay?
Yes = 1, No = 2
Haa = 1, Maya = 2
6. Are there methods of recording all school finances, and are these comprehensive and
up to date?
Miyey jiraan nidaamyo loo qoro dhaqaalaha dugsiga, mana u qoran yihiin qaab hufan oo ballaadhan?
Yes = 1, No = 2
Haa = 1, Maya = 2
7. Is there a bookkeeping system to keep
track of all school finances?
Dugsiga ma ka jiraa nidaam kaydin ah oo lagu hayo dhammaan dhaqaalaha dugsiga?
Yes = 1, No = 2
Haa = 1, Maya = 2
8. Is there a system for internal auditing of all
finances?
Ma jiraa nidaam baadhitaan oo lagu ilaaliyo
Yes = 1, No = 2
NOVEMBER 2013 A COMPREHENSIVE SCHOOL QUALITY ASSURANCE CHECKLIST
18
dhaqaalaha oo dhan? Haa = 1, Maya = 2
9. Is there recorded evidence of tracking financial expenditures of all previous
years?
Ma jirtaa caddayn qoran oo lagu dabagelo kharashyada dhaqaale ee sannadihii hore oo dhan?
Yes = 1, No = 2
Haa = 1, Maya = 2
NOVEMBER 2013 A COMPREHENSIVE SCHOOL QUALITY ASSURANCE CHECKLIST
19
Indicator 2: Teaching and Learning
Tusaha 2aad: Waxdhigista iyo Waxbarashadda
Inspector’s Name Magaca Kormeeraha
Date of Observation
Taariikhda Kormeerka
Name of the school Magaca Dugsiga
District Dagmada Region Gobolka
Name of the teacher/s
Magaca baraha Gender of the teacher Lab/Dhadig
Subject of the lesson Maadadda Focus/Concept of the lesson
Bartilmaameedka casharka
Grade/Form Heerka Fasalka Number of learners Tirada Ardayda
Time of the lesson Waqtiga Casharka Male
Lab Female
Dhadig
NOVEMBER 2013 A COMPREHENSIVE SCHOOL QUALITY ASSURANCE CHECKLIST
20
A. Understanding Teaching as Profession
Fahamka mihnadda baranimo
Codes (Please select one code only)
(Fadlan dooro1ama 2)
Responses/Jawaabaha
(Please put a code here) (Fadlan ku qor mid ku haboon 1 ama 2)
1. Does the teacher understand his professional responsibilities?
Baruhu ma fahansanyahay xilkiisa mihnadeed ee shaqo?
Yes = 1, No = 2
Haa = 1, Maya = 2
2. Is the teacher on time and prepared
to teach?
Baruhu ma ilaaliyaa waqtiga, diyaarna ma u yahay in uu waxdhigo?
Yes = 1, No = 2
Haa = 1, Maya = 2
3. Does the teacher display confidence
in subject taught?
Baraha ma muuqataa kalsooni uu ku qabo dhigista maadadda?
Yes = 1, No = 2
Haa = 1, Maya = 2
4. Does the teacher demonstrate understanding of the theories and concepts related to teaching and
applies them in the classroom?
Barhu ma soo bandhigaa fikrado iyo macnayaal lagu fahmo waxdhigistiisa marka uu fasalka ku jiro?
Yes = 1, No = 2
Haa = 1, Maya = 2
5. Does the teacher have a positive
classroom presence?
Joogitaanka baraha ee fasalka ma yahay mid togan (sidii laga rabey?)
Yes = 1, No = 2
Haa = 1, Maya = 2
6. Does the teacher respect the students and use appropriate language to
interact with the students?
Baruhu ma ixtiraamaa ardayda, oo ma adeegsadaa luuqad ku haboon, si uu ula mucaamilo ardayda?
Yes = 1, No = 2
Haa = 1, Maya = 2
NOVEMBER 2013 A COMPREHENSIVE SCHOOL QUALITY ASSURANCE CHECKLIST
21
7. Is the physical appearance and attire of the teacher appropriate for
school?
Muuqaalka dhabta ah ee baraha iyo labiskiisu ma yihiin kuwo ku haboon joogitaankiisa dugsiga?
Yes = 1, No = 2
Haa = 1, Maya = 2
B. Teachers’ Planning and Preparation
Qorshaha baraha iyo is Diyaarinta
Codes (Please select one code only)
(Fadlan dooro1ama 2)
Responses/Jawaabaha
(Please put a code here) (Fadlan ku qor mid ku haboon 1 ama 2)
1. Does the teacher have access to and up-to date copy of the national
curriculum?
Baruhu ma haystaa nuqulkii u dambeeyey ee manhajka qaranka ee uu dhigayo?
Yes = 1, No = 2
Haa = 1, Maya = 2
2. Does the teacher understand the content
of the syllabus for his subject?
Baruhu ma fahmayaa tusmada
muqararka ee maadaddiisa?
Yes = 1, No = 2
Haa = 1, Maya = 2
3. Can the teacher demonstrate how the lesson plan relates to the syllabus?
Baruhu ma soo bandhigi karaa sida qorshaha casharku ula xidhiidho manhajka?
Yes = 1, No = 2
Haa = 1, Maya = 2
4. Does the lesson plan relate to scheme or long-range plan that the teacher can use? The lesson that was observed was
Yes = 1, No = 2
NOVEMBER 2013 A COMPREHENSIVE SCHOOL QUALITY ASSURANCE CHECKLIST
22
prepared before the lesson began?
Qorshaha cashar diyaarintu xidhiidh ma la leeyahay qorshaha dheer oo baruhu adeegsan karo? Marka aad qiimayso casharka la soo diyaariyey ka hor intaan casharku bilaabmin?
Haa = 1, Maya = 2
5. Is the teacher ready to teach with all his materials and resources needed for the
lesson?
Baruhu diyaar ma u yahay kaaba- yaasha casharka looga baahan yahay in uu addeegsado?
Yes = 1, No = 2
Haa = 1, Maya = 2
6. Does the teacher have his/her lesson
plan?
Ma haystaa baruhu cashar diyaarintiisa?
Yes = 1, No = 2
Haa = 1, Maya = 2
7. Ask the teacher to show you a prepared lesson plan for the lesson you are
observing.
Wayddii baraha in uu ku tuso buugii uu ku soo diyaariyey casharka aad eegeyso.
Yes = 1, No = 2
Haa = 1, Maya = 2
C. Does the lesson plan contain the following? (tick all that apply)
Qorshaha casharka ma ku jiraan kuwan soo socdaa?(calaamad sixid ah ku samee
dhammaan kuwa aad u aragto in uu fuliyey)
1. Clearly stated objectives
Ujeedooyin si cad u qeexan
Yes/Haa
No/Maya
2. A description of activities to be undertaken in
sequence
Qayixidda wax qabadyada siday iskugu xigaan
Yes/Haa
No/maya
3. Time allocation of the activities
Qorshaynta waqtiga ee wax qabadyada
Yes/Haa
No/Maya
4. Teaching and learning materials to be used
NOVEMBER 2013 A COMPREHENSIVE SCHOOL QUALITY ASSURANCE CHECKLIST
23
Qalabka waxbarista iyo waxbarashada ee la adeegsado
Yes/Haa No/Maya
5. Sufficient details for it to be used by a substitute
teacher (if teacher is absent)
In uu si faahfaahsan oo ku filan u qoray casharka, si haddii uu baruhu maqnaado badalkiisu u dhigi karo.
Yes/Haa
No/Maya
6. The lesson makes separate provision for learners with struggling students, the gifted and talented
students and those with special needs?
Casharku ma yahay mid habab kala gaar ah ula jaan -qaadaya ardayda aan isku fahamka ahayn?
Yes/Haa
No/Maya
7. There are provisions in the lesson for individual,
small group and whole classroom work
Casharku waa mid loogu talo-galay in la siiyo qof-qof, kooxo Iyo shaqada fasalka oo dhan
Yes/Haa
No/Maya
D. Engaging Learners in the classroom
Mashquulinta Ardayda inta ay fasalka ku jiraan
Codes (Please select one code only)
(Fadlan dooro1ama 2)
Responses/Jawaabaha
(Please put a code here) (Fadlan ku qor mid ku haboon 1 ama 2)
1. Are there high levels of interaction
between the teacher and students?
Ma jiraa wada shaqayn heer sare ah oo ka dhaxeeya baraha iyo ardayda?
Yes = 1, No = 2
Haa = 1, Maya =
2
NOVEMBER 2013 A COMPREHENSIVE SCHOOL QUALITY ASSURANCE CHECKLIST
24
2. All learners are actively engaged in the
lesson and participating effectively.
Dhammaan ardaydu si firfircoon oo taabbo-gal leh ayey ugu mashquulsanyihiin ka qayb-galka casharka.
Yes = 1, No = 2
Haa = 1, Maya = 2
3. Does the teacher provide hands on
practical learning of the concepts?
Baruhu taageero ma ka siiyaa ardayda in ay gacan ka qabasho ku bartaan fikiradaha guud ee casharka?
Yes = 1, No = 2
Haa = 1, Maya =
2
4. Is there sufficient time for interaction between the teacher, the students and the
textbook?
Ma jiraaWaqti ugu filan wada shaqaynta baraha, arddayda iyo buugga?
Yes = 1, No = 2
Haa = 1, Maya =
2
5. Does the teacher use positive reinforcement to support students’
learning?
Baruhu ma adeegsadaa dib u xoojin togan si uu gacan u siiyo ardayda?
Yes = 1, No = 2
Haa = 1, Maya =
2
6. Does the teacher has high expectations of students and communicates these clearly
to them?
Rajada uu ka qabo baruhu ardayda ma tahay mid heer sare ah oo uu si cad iyaga ula xidhiidho?
Yes = 1, No = 2
Haa = 1, Maya =
2
7. Does the teacher decorate the classroom
with print rich materials?
Baruhu qalabyo farshaxan oo daabacan fiican ma ku qurxiyaa fasalka?
Yes = 1, No = 2
Haa = 1, Maya =
2
8. Does the teacher demonstrate effective teaching by employing diverse teaching
approaches?
Baruhu ma soo bandhigaa waxdhigis tamar leh, isaga oo adeegsanaya habab kala duwan oo waxdhigis ah?
Yes = 1, No = 2
Haa = 1, Maya =
2
NOVEMBER 2013 A COMPREHENSIVE SCHOOL QUALITY ASSURANCE CHECKLIST
25
9. Does the teacher employ a variety of explanations that differ in difficulty for
the diverse learners in the classroom?
Baruhu ma adeegsadaa hab cashar sharixid kala duwan, taas oo la jaan- qaadaysa dhamaan garaadka ardayda kala duwan markuu wax sharxayo?
Yes = 1, No = 2
Haa = 1, Maya = 2
10. Does the teacher provide time for review
of the content of the previous lesson?
Baruhu ma siiya waqti ku filan dib u eegista iyo su’aalaha ka yimaadda casharkii hore?
Yes = 1, No = 2
Haa = 1, Maya =
2
11. Does the teacher contextualize knowledge with locally relevant
examples?
Baruhu ma ku dabaqaa nuxurka aqooneed tusaalayaal ku habboon deegaanka?
Yes = 1, No = 2
Haa = 1, Maya =
2
12. Does the teacher frequently repeat
essential concepts of the lesson?
Baruhu si joogto ah ma ugu celceliyaa qodobada muhiimka ee casharka?
Yes = 1, No = 2
Haa = 1, Maya =
2
13. Does the teacher provide realistic and context based examples and problems
for students?
Baruhu ma siiya ardayda tusaalayaal si dhab xuddun ugu ah dhibaatooyinka ardayda ee casharka?
Yes = 1, No = 2
Haa = 1, Maya =
2
14. Does the teacher use vivid images and examples to support instruction and
relate topics to students’ lives?
Baruhu ma adeegsada sawiro iyo tusaalayaal, si ay u taageeraan tilmamidda iyo isku xidhidda ciwaannada oo dardar galinaya ardayda?
Yes = 1, No = 2
Haa = 1, Maya =
2
15. Does the teacher use manipulative materials and instructional resources to engage learners? (these could be small locally available resources such as stones,
Yes = 1, No = 2
Haa = 1, Maya =
NOVEMBER 2013 A COMPREHENSIVE SCHOOL QUALITY ASSURANCE CHECKLIST
26
sticks, beans, rice and cardboard for
literacy and numeracy)
Macalinku ma adeegsada walxaha laga helo deegaanka sida, dhagaxaha, ulaha, firida bariiska, imw. Markuu dhigayo wax akhriska iyo xisaabta?
2
16. Does the teacher use and adopt materials for learning to stimulate, motivate and
challenge the students?
Baruhu ma isticmaalaa oo ma caadeystaa qalabyada wax lagu baranayo oo leh xiiso galin/dhiirri-galin iyo difaac ardaydu ka keento?
Yes = 1, No = 2
Haa = 1, Maya =
2
17. Does the teacher provide a balanced time between his/her input, and students’
practice and production?
Baruhu ma isku dheelli-tiraa waqtiga wax
dhigitiisa iyo hawl-galka iyo wax soo saarka ardayda?
Yes = 1, No = 2
Haa = 1, Maya =
2
18. Is the teacher able to relate to different areas of the subject coherently?
Baruhu ma awoodaa xidhiidhinta dhinacayada kala duwan ee maadadda?
Yes = 1, No = 2
Haa = 1, Maya =
2
19. Is the teacher able to communicate his ideas and content of the lesson
effectively?
Baruhu ma awoodaa inuu fikiradihiisa iyo xuddunta casharka uu si taabbo-gal ah ugu gudbiyo ardayda
Yes = 1, No = 2
Haa = 1, Maya =
2
20. Does the teacher know and use students’
names?
Baruhu ma ku dhaqmaa in uu ugu yeedho ardayda magacyadooda?
Yes = 1, No = 2
Haa = 1, Maya =
2
21. Does the teacher convey genuine concern for students? (understanding, warm,
Yes = 1, No = 2
NOVEMBER 2013 A COMPREHENSIVE SCHOOL QUALITY ASSURANCE CHECKLIST
27
concerned)
Baruhu ma daneeyaa in ardaydu yeeshaan dareen xeel-dheer? (Fahamid, baraarujin, dareemid?)
Haa = 1, Maya =
2
22. Is the teacher tone of voice appropriate?
Dhawaaqa codka baruhu ma yahay mid haboon?
Yes = 1, No = 2
Haa = 1, Maya =
2
23. Is the teacher moving around the classroom and supporting individual
students?
Baruhu ma ku wareega fasalka oo ma siiyaa tageero qof-qof ah ardayda?
Yes = 1, No = 2
Haa = 1, Maya =
2
E. Classroom Management
Maamulka Fasalka
Codes (Please select one code only)
(Fadlan dooro1ama 2)
Responses/Jawaabaha (Please put a code here) (Fadlan ku qor mid ku haboon 1 ama 2)
1. Are the rules and regulations for classroom management are clearly
understood by all students?
Xeer-hoosaadka iyo sharciyada maamulka fasalka ardaydu si cad ma u fahansan yihiin?
Yes = 1, No = 2
Haa = 1, Maya = 2
2. Are the rules and consequences are visibly displayed in the classroom?
Xeer-hoosaadka iyo ciqaabtooda ma ka muuqdaan oo ma lagu soo bandhigay tahay fasalka?
Yes = 1, No = 2
Haa = 1, Maya = 2
NOVEMBER 2013 A COMPREHENSIVE SCHOOL QUALITY ASSURANCE CHECKLIST
28
3. Are learners are seated appropriately
and are ready to work?
Ardaydu ma u fadhiyaan si haboon diyaanar ma u yihiin shaqo?
Yes = 1, No = 2
Haa = 1, Maya = 2
4. Does the teacher correct behavior
immediately?
Baruhu ma toosiyaa habdhaqanka ardayda markiiba?
Yes = 1, No = 2
Haa = 1, Maya = 2
5. Does the teacher monitor all students’
behavior?
Baruhu ma kormeeraa habdhaqanka ardayda?
Yes = 1, No = 2
Haa = 1, Maya = 2
6. Does the teacher have a system in place to report misbehavior to the head
teacher and parents?
Baruhu ma leeyahay nidaam u meel yaal, si uu warbixin uga siiyo maamulaha iyo waalidka, dhaqan-xumada ardayda?
Yes = 1, No = 2
Haa = 1, Maya = 2
7. Is the teacher moving around the
classroom and addressing misbehavior?
Baruhu ma ku wareega fasalka oo ma waajahaa dhaqan-xumada?
Yes = 1, No = 2
Haa = 1, Maya = 2
8. Does the teacher use conflict resolution approaches to address violent behavior among students?
Macalinku ma adeegsada habka xalinta mashaakilka ka dhaca ardayda dhexdooda?
Yes = 1, No = 2
Haa = 1, Maya = 2
9. Does the teacher use pupil-to-pupil
support to address misbehavior?
Baruhu ma adeegsadaa taageero uu ku qaabilayo dhaqan-xumada oo uu kula xidhiidho qof-qof?
Yes = 1, No = 2
Haa = 1, Maya = 2
10. Does the teacher seek the support of the head teacher for extreme and violent
Yes = 1, No = 2
NOVEMBER 2013 A COMPREHENSIVE SCHOOL QUALITY ASSURANCE CHECKLIST
29
student behavior?
Baruhu ma raadsadaa maamulaha, si uu uga helo taageero uu ardayda aad u kacsan iyo kuwa dhaqan- xumada leh u qaabilo?
Haa = 1, Maya = 2
11. Are there limited or violent disruptions in
the class?
Ma jiraa rabshad kooban ama weyn oo ka dhacda fasalka?
Yes = 1, No = 2
Haa = 1, Maya = 2
12. Is the teacher prepared to address all kinds of disruptions in the classroom?
Baruhu diyaar ma u yahay xalinta dhamaanba rabshadaha ka dhaca fasalka?
Yes = 1, No = 2
Haa = 1, Maya = 2
13. Does the teacher use realistic and context based problem solving
measures to address misbehavior?
Baruhu ma adeegsadaa hal-beegyo xuddun u ah xalinta dhaqan-xumada oo cad?
Yes = 1, No = 2
Haa = 1, Maya = 2
14. Does the teacher have a reward system
for good behavior?
Baruhu ma leeyahay hab uu ku bixiyo abaalmarinta anshax-wanaagga?
Yes = 1, No = 2
Haa = 1, Maya = 2
NOVEMBER 2013 A COMPREHENSIVE SCHOOL QUALITY ASSURANCE CHECKLIST
30
F. Monitoring and Evaluating Students
Kormeerka iyo qiimaynta ardayda
Codes (Please select one code only)
(Fadlan dooro1ama 2)
Responses/Jawaabaha
(Please put a code here) (Fadlan ku qor mid ku haboon 1 ama 2)
1. Does the teacher have a valid record
book, where he marks students’ grades?
Baruhu ma leeyahay buug uu hadda ku isticmaalo qoraalka diiwaan- galinta kuna calaamadiyo darajada heerarka ardayda?
Yes = 1, No = 2
Haa = 1, Maya = 2
2. Can the teacher show you records of marks for every learner during the course of this year, with grades entered,
in the subject observed?
Baruhu ma ku tusi karaa diiwaanka uu ku kaydiyo darajooyinka arday kasta intii sannadkan (kormeere ahaan maadaddan aad aragtay?
Yes = 1, No = 2
Haa = 1, Maya = 2
3. Do the marks have dates attached?
Darajooyinka qorani taariikh muddeysan ma kala leeyihiin?
Yes = 1, No = 2
Haa = 1, Maya = 2
4. Have these records been updated in the
last week?
Dib u habayn ma lagu sameeyey diiwaan galintan toddobaadkii tegey?
Yes = 1, No = 2
Haa = 1, Maya = 2
5. Have these records been updated in the
last month?
Dib u habayn ma lagu sameeyey diiwaan-galintan bishii tagtay?
Yes = 1, No = 2
Haa = 1, Maya = 2
6. Does the teacher have a record of formative continuous assessment in the
classroom?
Baruhu ma leeyahay diwaan-galin u qaabaysan habka qiimaynta joogtada ah ee fasalaka?
Yes = 1, No = 2
Haa = 1, Maya = 2
7. Does the teacher use appropriate and diverse assessment and evaluation to
Yes = 1, No = 2
NOVEMBER 2013 A COMPREHENSIVE SCHOOL QUALITY ASSURANCE CHECKLIST
31
methods to evaluate students learning?
Baruhu ma adeegsadaa habab kala duwan oo uu ku qiimeeyo waxbarashada ardayda?
Haa = 1, Maya = 2
8. Does the teacher stop the lesson for
comprehension checks?
Baruhu ma joojiyaa casharka si uu u sameeyo baadhis ama hubin qoraal?
Yes = 1, No = 2
Haa = 1, Maya = 2
9. Does the teacher use appropriate questioning techniques to measure
students learning?
Baruhu ma u adeegsadaa tabo ku haboon weyddiimaha, si uu u cabbiro heerka waxbarashada ardayda?
Yes = 1, No = 2
Haa = 1, Maya = 2
10. Does the teacher use appropriate wait time between the questions and
answers?
Baruhu ma siiya waqti ku filan su’aalaha iyo jawaabaha ardayda?
Yes = 1, No = 2
Haa = 1, Maya = 2
11. Can the teacher show you a record of how he supports students who are
struggling?
Baruhu ma ku tusi karaa qoraal muujinaya sida baruhu taageero u siiyo ardayda gaabiska ah?
Yes = 1, No = 2
Haa = 1, Maya = 2
12. Does the teacher share students’ evaluations with the head teacher and
the parents?
Barhu xogta qiimaynta ardayda ma la wadaagaa maamulaha iyo waalidka?
Yes = 1, No = 2
Haa = 1, Maya = 2
13. Can the teacher show his/her plan to prepare students for the summative
assessments?
Baruhu ma tusi karaa qorshaha qiimaynta ardayda ee dhamaadka sanad dugsiyeedka?
Yes = 1, No = 2
Haa = 1, Maya = 2
NOVEMBER 2013 A COMPREHENSIVE SCHOOL QUALITY ASSURANCE CHECKLIST
33
Indicator 3: Teaching and Learning Materials
Tusaha 3aad: Qalabyada waxdhigista iyo waxbarashada
A. Use of resources available in the classroom
Isticmaalka Qalabyada waxdhigista/ waxbarashada ee laga heli karo fasalka
Codes (Please select one code only)
(Fadlan dooro1ama 2)
Responses/Jawaabaha
(Please put a code here) (Fadlan ku qor mid ku haboon 1 ama 2)
1. Do all learners have both a
note/exercise book and pen/pencil?
Dhammaan barteyaashu miyey haystaan buugga qoraalka, qalin biiro/qalin qori?
Yes = 1, No = 2
Haa = 1, Maya = 2
2. Nearly all learners have a note/exercise book and pen/pencil
Ugu yaraan dhammaan barteyaashu waa ay haystaan buuggaagta qoraalka, qalin biiro / qalin qori
Yes = 1, No = 2
Haa = 1, Maya = 2
3. Most learners do not have a
note/exercise book and pen/pencil
Barteyaasha intooda badani waxay haystaan buugga qoraalka, qalin biiro /qalin qori
Yes = 1, No = 2
Haa = 1, Maya = 2
4. Does the teacher have his necessary tools
for teaching (chalk, rulers, pens etc)?
Ma haystaa baruhu qalabka muhiimka u ah wax dhigiista sida (Tamaashiir, Mastarad, qalin biiro iwm,)?
Yes = 1, No = 2
Haa = 1, Maya = 2
5. Do both teacher and students have
textbooks for the subject taught?
Baraha iyo ardayduba miyay haystaan buugaagta daabacan ee maaddada la dhigayo?
Yes = 1, No = 2
Haa = 1, Maya = 2
6. Does the teacher use any supplementary materials to enhance teaching? What
are those?
Miyuu baruhu Isticmaalaa (adeegsadaa)
Yes = 1, No = 2
Haa = 1, Maya = 2
NOVEMBER 2013 A COMPREHENSIVE SCHOOL QUALITY ASSURANCE CHECKLIST
34
wax qalabyo kale ah, si uu u kordhiyo habka wax dhigistiisa? Maxaa ka mid ah kuwaas?
7. Is the classroom equipped with appropriate teaching and learning
materials?
Fasalku ma leeyahay qalabyo ku habboon waxdhigista/ waxbarashada?
Yes = 1, No = 2
Haa = 1, Maya = 2
8. Is the classroom decorated with appropriate teaching and learning print
rich material?
Fasalka ma lagu qurxiyey qalabka wax dhigista iyo barashada oo qalab ahaan daabacaadoodu hodan tahay?
Yes = 1, No = 2
Haa = 1, Maya = 2
9. Do all the pupils have access to classroom furniture in good conditions?
Dhamaan ardaydu ma ka helaan fasalka qalabka fadhiga oo xaalad fiican?
Yes = 1, No = 2
Haa = 1, Maya = 2
B. Resources available in the head teacher’s office
Qalabyada laga helo xafiiska maamulka
Codes (Please select one code only)
(Fadlan dooro1ama 2)
Responses/Jawaabaha
(Please put a code here) (Fadlan ku qor mid ku haboon 1 ama 2)
1. The head teacher office is equipped with all necessary resources for school
management
Xafiiska maamulaha waxa yaal dhammaan qalabyada muhiimka u ah maamulka dugsiga
Yes = 1, No = 2
Haa = 1, Maya = 2
2. The head teacher has a system to record,
store and inventory all school assets
Maamuluhu waxa uu leeyahay nidaam kayd oo uu ku diiwaan galiyo dhammaanba hantida dugsiga
Yes = 1, No = 2
Haa = 1, Maya = 2
NOVEMBER 2013 A COMPREHENSIVE SCHOOL QUALITY ASSURANCE CHECKLIST
35
3. There is a storage room for all textbooks
Waxa jira qol loogu talo- galay kaydka buugaagta oo dhan
Yes = 1, No = 2
Haa = 1, Maya = 2
4. There is a system for recording all textbooks and school materials needed
for each grade
Waxaa jira nidaam loo diiwaan-galiyo dhammaan buugaagta iyo qalabyada kale ee loogu baahan yahay heerarka fasalada oo dhan.
Yes = 1, No = 2
Haa = 1, Maya = 2
5. There is a documented system for recording all teaching and learning
materials available in the school
Waxaa jira nidaam qoraal diiwaan-galin oo loo kaydiyo dhamaan qalabyada waxdhigista/waxbarashada dugsiga yaal
Yes = 1, No = 2
Haa = 1, Maya = 2
6. The head teacher has a system for signing in and out all textbooks to each
classroom
Maamuluhu waxa uu leeyahay nidaam uu qalabyada waxdhigista/waxbarashada iyo dhammaan buugaagta soo geleysa iyo kuwa ka baxaya fasal walba ku saxeexo
Yes = 1, No = 2
Haa = 1, Maya = 2
7. The head teacher knows the number of textbooks needed and are available
for each grade
Maamuluhu wuu yaqaan tirada buugaagta loo baahanyahay ee u yaal heerarka fasalada oo dhan
Yes = 1, No = 2
Haa = 1, Maya = 2
8. There is documented system to distribute books at the beginning of each
academic year
Waxa jira dhokmanti oo lagu qaybiyo buugaagta bilowga sannad dugsiyeed kasta
Yes = 1, No = 2
Haa = 1, Maya = 2
9. There is a plan to recover lost or stolen
books (fines etc)
Waxa jira qorshe lagu daboolo buugaagta
Yes = 1, No = 2
NOVEMBER 2013 A COMPREHENSIVE SCHOOL QUALITY ASSURANCE CHECKLIST
36
lunta ama la xado sida (ganaax, iwm). Haa = 1, Maya = 2
10. There is a plan in place for teaching and learning materials repairs and
rebounding
Waxaa jira qorshe u meel yaal dayactirka qalabka waxdhigista/waxbarashada iyo dib u isticmaalkooda
Yes = 1, No = 2
Haa = 1, Maya = 2
11. Is school inventory updated yearly?
Dib u habayn ma lagu sameeyaa qalabkadugsiga sannad walba?
Yes = 1, No = 2
Haa = 1, Maya = 2
12. Are all classrooms equipped with the
necessary furniture?
Dhammaan qolalka fasaladu ma leeyihiin qalabkii fadhiga ee loo baahnaa?
Yes = 1, No = 2
Haa = 1, Maya = 2
13. Does each classroom have enough
furniture for all students?
Dhammaan qolalka fasaladu ma leeyihiin qalab fadhi oo ku filan ardayda oo dhan?
Yes = 1, No = 2
Haa = 1, Maya = 2
NOVEMBER 2013 A COMPREHENSIVE SCHOOL QUALITY ASSURANCE CHECKLIST
37
Indicator 4: The School Environment
Tusaha 4aad: Deegaanka Dugsiga
A. The Classroom environment
Deegaanka fasalka
Codes (Please select one code only)
(Fadlan dooro1ama
Responses/Jawaabaha
(Please put a code here) (Fadlan ku qor mid ku haboon 1 ama 2)
1. All classrooms are spacious and clean
Dhammaan fasaladu way ballaadhan yihiin waana nadiif.
Yes = 1, No = 2
Haa = 1, Maya = 2
2. All classroom have enough window for air
circulation
Dhamaan fasaladu waxa ay leeyihiin daaqado (dariishado ) ku filan oo hawadu uga soo gasho.
Yes = 1, No = 2
Haa = 1, Maya = 2
3. There are enough doors and window to allow a good flow of air and enough light
in all classroom
Albaabada iyo daaqaduhu way ku filan yihiin isku socodka hawada iyo iftiinka dhammaan qolalka fasalada gudahooda
Yes = 1, No = 2
Haa = 1, Maya = 2
4. There is enough space to maintain the
recommended PTR of 1:45
Waa maan gal in meeli uga bannaan tahay soo jeedinta ah in halkii bareba ay ku soo hagaagaan 45 arday (1:45)
Yes = 1, No = 2
Haa = 1, Maya = 2
5. There is enough space in the classroom to
allow good teacher movement
Fasalku waxa uu leeyahay qayb baraha ugu filan dhaqdhaqaaqiisa
Yes = 1, No = 2
Haa = 1, Maya = 2
6. Classrooms have enough space to ensure students comfort and safety.
Muuqaalka fasaladu waa kuwo muujinaya in ardaydu dareemayaan raaxo iyo nabadgelyo.
Yes = 1, No = 2
Haa = 1, Maya = 2
NOVEMBER 2013 A COMPREHENSIVE SCHOOL QUALITY ASSURANCE CHECKLIST
38
B. The School Environment
Deegaanka dugsiga
Codes (Please select one code only)
(Fadlan dooro1ama)
Responses/Jawaabaha
(Please put a code here) (Fadlan ku qor mid ku haboon 1 ama 2)
1. The school environment is clean
Deegaanka dugsigu waa nadiif
Yes = 1, No = 2
Haa = 1, Maya = 2
2. There is a school policy that supports a safe and protective school environment for all students
Waxa jira siyaasad dugsi oo u adeegta nabadgelyada iyo dhammaan ilaalinta ardayda deegaanka dugsiga ku sugan
Yes = 1, No = 2
Haa = 1, Maya = 2
3. The safety of students is a priority for all
school officials
Madaxda dugsiyada oo dhan, nabaadgelyada ardaydu waxay u tahay mudnaantooda kowaad
Yes = 1, No = 2
Haa = 1, Maya = 2
4. There are systems in place to protect all
students
Waxa jira nidaamyo lagu ilaaliyo dhammaan ardayda
Yes = 1, No = 2
Haa = 1, Maya = 2
5. There is a system in place to keep all
environment clean and spacious
Si loo helo deegaan nadaafad iyo dabacsanaanba leh, waxa jira nidaam lagu
Yes = 1, No = 2
Haa = 1, Maya = 2
NOVEMBER 2013 A COMPREHENSIVE SCHOOL QUALITY ASSURANCE CHECKLIST
39
ilaaliyo
6. There are enough cleaning staff to ensure a
clean environment
Si loo xaqiijiyo deegaan nadiif ah, dugsigu waxa uu leeyahay shaqaale ku filan nadaafaddiisa
Yes = 1, No = 2
Haa = 1, Maya = 2
7. There are enough security personnel to
keep the school environment safe
Si loo hanto nabadgelyada deegaanka dugsiga, waxa jira shaqaale ku filan.
Yes = 1, No = 2
Haa = 1, Maya = 2
8. There is ample space for play for students
during the break
Waxa jira goobo ardayda ugu filan ciyaartooda xilliga nusa-saacaha
Yes = 1, No = 2
Haa = 1, Maya = 2
9. There is space for sports in the school
Dugsigu waxa uu leeyahay goobo ciyaareed
Yes = 1, No = 2
Haa = 1, Maya = 2
10. There is a physical facilities office in the school with records of the school
environment needs of the school
Dugsiga waxa ka mid ah dhismeyaal xafiis oo haya xogta baahida deegaanka dugsiga.
Yes = 1, No = 2
Haa = 1, Maya = 2
C. Water and Sanitation
Biyaha iyo fayo-dhowrka
Codes (Please select one code only)
(Fadlan dooro1ama)
Responses/Jawaabaha
(Please put a code here) (Fadlan ku qor mid ku haboon 1 ama 2)
1. The school has enough bathrooms to
accommodate all students
Dugsigu waxa uu leeyahay dhisme qolal maydhasho(qubeysi) oo dhamaan ardayda
Yes = 1, No = 2
Haa = 1, Maya = 2
NOVEMBER 2013 A COMPREHENSIVE SCHOOL QUALITY ASSURANCE CHECKLIST
40
siinaya adeeg dabacsan
2. Water and sanitation facilities are
adequate
Qalabyada biyaha iyo fayo_ dhawrku waa ay ku filan yihiin
Yes = 1, No = 2
Haa = 1, Maya = 2
3. There are clean girl friendly spaces
available to girls
Waxa jira goobo nadiif ah oo hablaha (gabdhaha) u fududeeya in ay ka helaan adeeg
Yes = 1, No = 2
Haa = 1, Maya = 2
4. Provisions are made in the school to support
girls clean facilities
Dhismaha dugsiga waxa loo sameeyay in uu ka caawiyo hablaha (gabdhaha) in ay ka helaan suuliyo nadiif ah.
Yes = 1, No = 2
Haa = 1, Maya = 2
5. There is a system in place to support girls attendances with clean accessible girl
friendly spaces
Si looga gacan siiyo hablaha (gabdhaaha) in ay helaan goobo u fududeeya (goobohablaha ugaara) joogitaankooda, waxa jira nidaamyo u meel yaal
Yes = 1, No = 2
Haa = 1, Maya = 2
6. The bathrooms are in private areas
separate boys from girls
Dhismeyaasha maydhashada (qubeysiga) waxa ay ku yaalaan meelo u gaar ah, waana u kala gaar gabdhaha iyo wiilasha
Yes = 1, No = 2
Haa = 1, Maya = 2
7. Bathroom facilities for girls are protected
Dhismaha qolalka maydhashada ee gabdhaha waa ay dhowrsoon yihiin
Yes = 1, No = 2
Haa = 1, Maya = 2
8. The bathroom facilities are clean and there
is enough water
Dhismaha qolalka maydhashadu waa nadiif biyo leh
Yes = 1, No = 2
Haa = 1, Maya = 2
9. There is enough water available to all Yes = 1, No = 2
NOVEMBER 2013 A COMPREHENSIVE SCHOOL QUALITY ASSURANCE CHECKLIST
41
students
Way jiraan biyo ku filan dhammaan ardayda
Haa = 1, Maya = 2
10. There is a system for recording water and
sanitation needs for the school annually
Waxa jira nidaam loo dejiyo xogta baahida biyaha iyo fayo-dhowrka ee dugsiga oo sannadle ah
Yes = 1, No = 2
Haa = 1, Maya = 2
NOVEMBER 2013 A COMPREHENSIVE SCHOOL QUALITY ASSURANCE CHECKLIST
42
Indicator 5: Community Relation
A. School Governance and Interaction with
the Community
Maamulka dugsiga iyo xidhiidhka
bulshada
Codes (Please select one code only)
(Fadlan dooro1ama
Responses/Jawaabaha
(Please put a code here) (Fadlan ku qor mid ku haboon
1 ama 2)
1. Does the school have active CECs or other
organization for consultation with the whole
parent body?
Dugsigu ma leeyahay guddi waxabarasho
oo hawl kar ah ama urur kale oo u
qaabilsan talo bixinta xubnaha waalidka
oo dhan?
Yes = 1, No = 2
Haa = 1, Maya
= 2
2. Does the school have a properly constituted
governing body?
Dugsigu ma leeyahay xubno hab sharci wax
ku maamula?
Yes = 1, No = 2
Haa = 1, Maya
= 2
3. Are there names and positions of
responsibility for the governing body
members documented and available?
Ma jiraan magacyo iyo boosas
masuuliyadeed oo ay kala leeyihiin
xubnaha oo qorani?
Yes = 1, No = 2
Haa = 1, Maya
= 2
4. Does the governing body keep minutes of
its meetings?
Xubnaha maamulku ma hayaan hadal
qoraalka kulanadooda shirarka ay ka
sameeyaan?
Yes = 1, No = 2
Haa = 1, Maya
= 2
5. Do the CECs keep minutes of its meetings?
Guddiga waxbarashadu ma hayaan hadal
qoraalkii kulanadooda?
Yes = 1, No = 2
Haa = 1, Maya
= 2
NOVEMBER 2013 A COMPREHENSIVE SCHOOL QUALITY ASSURANCE CHECKLIST
43
6. When did the last recorded meeting take
place?
Goorma ayuu dhacay kulankii u danbeeyay
ee aad record garaysay?
Yes = 1, No = 2
Haa = 1, Maya
= 2
In the last week
Toddobaadkii ugu
dambeeyey
In the last
month
Bishii ugu
dambeysey
In the last
yr
Sannadkii
ugu
dambeeyey
More than a year
ago
Sannadkii tegey
ka hor
Minutes not dated
Hadal qoraaladu ma
cusba