Final Quality Assurance Checklist April 24

NOVEMBER 2013 A COMPREHENSIVE SCHOOL QUALITY ASSURANCE CHECKLIST

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MINISTRY OF EDUCATION AND HIGHER STUDIES

A COMPREHENSIVE QUALITY ASSURANCE CHECKLIST FOR SCHOOLS

NOVEMBER, 2013

Supported By

THE REPUBLIC OF

SOMALILAND


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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


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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


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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


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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


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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:


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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


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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


(Fadlan dooro1ama 2)

Responses/Jawaabaha


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


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B. Head Teacher as a School Manager

Maamulaha oo ah Maareeyaha Dugsiga

Codes (Please select one code

only)


Responses/Jawaabaha


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


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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


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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


only)


Responses/Jawaabaha


1. The vision and mission of the school are Yes = 1, No = 2


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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


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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


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D. The Head Teacher as an Instructional Leader

Mamulaha oo leh horseed tilmaameed


only)


Responses/Jawaabaha


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


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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


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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


only)


Responses/Jawaabaha


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


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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


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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


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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


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A. Understanding Teaching as Profession

Fahamka mihnadda baranimo



Responses/Jawaabaha


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


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



Responses/Jawaabaha


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


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


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



Responses/Jawaabaha


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


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


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 =


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


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



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


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


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


30

F. Monitoring and Evaluating Students

Kormeerka iyo qiimaynta ardayda



Responses/Jawaabaha


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


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


32


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



Responses/Jawaabaha


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


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



Responses/Jawaabaha


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


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


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


37

Indicator 4: The School Environment

Tusaha 4aad: Deegaanka Dugsiga

A. The Classroom environment

Deegaanka fasalka


(Fadlan dooro1ama

Responses/Jawaabaha


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


38

B. The School Environment

Deegaanka dugsiga


(Fadlan dooro1ama)

Responses/Jawaabaha


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


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


(Fadlan dooro1ama)

Responses/Jawaabaha


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


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


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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


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Indicator 5: Community Relation

A. School Governance and Interaction with

the Community

Maamulka dugsiga iyo xidhiidhka

bulshada


(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


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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

Final Quality Assurance Checklist April 24

Documents

Transcript of Final Quality Assurance Checklist April 24