200 9 Transitions and Challenges for the Development of Basic Education
This remains and subject of discussion since it appears that some central schools
are reluctant to pass on the full benefit of capitation and subsidies to the schools
they administer. The dynamics are understandable but not necessarily the best
mechanisms for efficient and effective disbursement that is equitable across
schools and children.
9.2.8 Buildings and Infrastructure
New buildings have been provided in all the case study areas. They co-exist with
the stock of older buildings some of which are no longer fit for purpose, espe-
cially in Zhaojue where rural village schools are still of very poor quality. This
research could not assess needs for the construction and rehabilitation of build-
ings. It was able to identify some issues that may be relevant to future planning.
First, investment appears to have been concentrated more on large scale central
sites than distributed across the school system. Second, several sites had dormitory
accommodation that was cramped and overcrowded, even after new construction.
Third, sanitation and washing facilities were often of lower quality than the qual-
ity of the buildings. Fourth, lack of heating in harsh climates may save money but
may undermine health and well being. Fifth, impressive investments have taken
place in some information technology facilities but it is not clear how much value
they add to learning. Similarly library space and stock were well provided in new
school buildings, but evidence of usage and borrowing was not indicative of inten-
sively used resources.
From the fieldwork it was clear that some dangerous and inappropriate build-
ings remain. Some have facilities that cannot meet standards necessary for safe,
secure and welcoming learning spaces for young and older children with appro-
priate furniture and learning materials. Resolving these issues therefore remains a
priority.
9.2.9 Assessment and Monitoring and Planning
Children’s attendance, progress, and achievement needs monitoring regularly if
all children are to successfully compete nine years of schooling. This occurs sys-
tematically in larger central schools where record keeping is fairly comprehensive
and systematic. It still seems problematic in small and incomplete schools where
there appear to be few records and little historic record of children’s progress
and achievement. Some standardised tests are used at a local level but it is not
clear how much this leads to diagnostic evaluation rather than simple summative
judgements.
In 1990 inspection and evaluation systems were under development. These
have now matured, to the extent to which we could ascertain how they were