MALDIVES (UNESCO/EBS/EPS-DFID-RIVAF) PROJECT DELIVERABLE 2 DATA COLLECTION PROGRESS REPORT DRAFT 26 August 2011 CDE Consulting Male Maldives 1
INTRODUCTION This report forms part of the Impact of the Global Financial Crisis on Education in the Maldives (UNESCO/EBS/EPS-DFID-RIVAF) project. The project is commissioned by the UNESCO. The project is intended to provide a detailed qualitative review of the impact of the global financial and economic crisis on primary schools in the Maldives. This report presents the data collection process and procedures undertaken in the Maldives for the UNESCO/EBS/EPS-DFID-RIVAF study. The data collection was undertaken by a CDE Consulting Research Team that comprised of five members. The data was collected during the period 11 th March to 07 th August 2011. The reports describes in detail the research approval process, the allocation of schools, training given to research team, school contact procedures and issues faced in the field data collection process. The report also contains tables that show the schools from which different questionnaires were collected. The data collection phase took much longer than was expected. Although all schools except one, indicated willingness to participate when contacted via telephone, when the researchers visited the school with the questionnaires several difficulties were faced. Since the research team was located in Male and team members had to travel to islands far away from Male and when difficulties occurred in the last minute it became difficult to arrange for reserve schools because of travel difficulties. Bad weather influenced the travel schedules significantly. Furthermore, the questionnaires for teachers and principals took much longer than was expected because teachers and principals did not have the required data available. Hence questionnaires had to be left with them at schools for collection later. The collection of the questionnaires from schools was problematic especially from the island schools. The process also got delayed significantly due to school holidays and school functions such as concerts and prize giving days that occurred during the research period. Several other challenges were also faced which will be addressed in this report. RESEARCH APPROVAL All research and surveys in the Maldives require prior approval from the Department of National Planning of the Government of the Maldives. Hence, as a first step an application form for research approval was submitted to the Department of National Planning along with a write up of the research methodology and copies of survey tools. The Department of National Planning provided approval for research on 14 th February 2011. Copy of the approval is provided in Annex I. Secondly, in order to ensure smooth data collection from the public primary schools, written permission was sought from the Ministry of Education. The Team Leader contacted the Ministry of Education via telephone and discussed the project. The Ministry of Education instructed that an official request be made. Hence, an official request was sent to the Ministry of Education in writing. The Ministry of Education responded positively and provided a reference letter on 01 March 2011. A copy of the approval by the Ministry of Education is provided in Annex II. 2
To gain consent from private primary school principals, the approvals from Department of National Planning, the Ministry of Education and the cover letter provided by UNESCO was provided. Furthermore, copies of the questionnaires were emailed to the principals to inform them about the kind of information that was required. RESEARCH TEAM All researchers involved in the data collection were full-time CDE staff. The research team comprised of the following: Team Leader Dr. Simad Saeed Research Coordinator Ms. Shiyara Mohamed Didi Survey Team Mr. Mohamed Naseeh Mr. Mohamed Faizan Mr. Zameer Zubair TRAINING FOR RESEARCHERS The Research Coordinator Ms Shiyara Mohamed Didi conducted an introductory training session for the researchers prior to visiting the schools. The training session was held in Male. At the training session held in CDE Consulting premises, research team members were first briefed on objectives of the survey. Following that they were introduced to the methodology. Next details of how the schools were selected were presented. Following that they were given copies of the three questionnaires. Each questionnaire was explained question by question and all the different answer options were discussed. Researchers were asked to clarify if there were any doubts. Since all the members of the research team are very familiar with the education and school system in the Maldives there were no issues as such. Most of the questions researchers had were on the relevance of the questions. The Survey Coordinator explained to the researchers that it is an international comparative study and though some answers might seem obvious because of their familiarity with the system, they have to follow the questionnaire as it is without any modifications. Following the introduction to the methodology and the questionnaires, the researchers were given contact details of the Principals and school administration. Researchers were explained the process to be followed. Since the researchers will be in an island only for a fixed period of time, the need to get the questionnaires completed on time was stressed. Even though survey completion was of paramount importance, the researchers were briefed on the need to understand that the teachers and parents have their own daily schedules of work and family commitments, and to respect the decisions of parents and teachers. 3
Next, the research team members were briefed on the steps to be followed if a school declined to participate or if a teacher or parent declined to participate. Researchers were given instruction that the research plan is to get one school principal, 10 teachers and 5 parents from each school. If they were unable to get the numbers from an allocated school after going through the reserve list as well, then they were advised to try to get additional questionnaires from the next school they visit. During the training session, the management of CDE highlighted the need to have the data collection process complete as soon as possible, and that the project has already taken more time than initially was allocated. The researchers were instructed to maintain very good relations with the school administration and to keep the administration well informed about school visit dates and to follow-up frequently to ensure timely completion. Each researcher was given a set of printed questionnaires for the schools they were allocated. Extra questionnaires were included in the package in case of loss or damage. In addition, the research approval from the Department of National Planning and the Ministry of Education was provided. The researchers were also reminded to check the questionnaires for completeness, fill in the necessary information on the cover page and deliver completed questionnaires to Ms Shiyara Mohamed Didi, who would be responsible for data entry. In the training session, it was decided that it would be best if the Research Coordinator made first contact with all the schools and organized the dates and travel times. This was with a view to ensure that all schools get the same information and same procedures are followed. It was also decided that the entire research team would visit the first school to be surveyed. The objective of this visit was to ensure each researcher fully understood the process and to ensure same research process is followed in all schools. The full research team joined in the visit to the first school surveyed - Madhrasathul Arabiyathul Islamiyya in Male. ALLOCATION OF SCHOOLS TO RESEARCHERS After discussion with the Team Leader and CDE Management it was decided that the Research Coordinator Ms Shiyara Mohamed Didi would undertake the survey in all the urban schools. This arrangement was agreed because the Survey Coordinator has young children in her family and to ensure she was not over burdened by travel to the islands. This arrangement also enabled her oversight of all the field work. The other three researchers were allocated rural schools based on geographic location of schools and travel arrangements. The Survey Coordinator sent the main list of schools and the respective atolls to the three researchers and advised them to select schools based on travel arrangements. The CDE administrative staff organized the necessary travel arrangements when the researchers agreed on the atolls they would travel to. Table 1 shows the initial allocation of schools to researchers. 4
Table 1: Allocation of Schools to Researchers Ms. Shiyara Mohamed Mr. Mohamed Naseeh Mr. Mohamed Faizan Mr. Zameer Zubair Iskandhar School Hithadhoo School Funadhoo School Dhan gethi School Imaadhuddin School Hithadhoo School (Seenu) Madharasathul Arabiyyathul Islamiyya Muhyiddin School Maradhoo Feydhoo School Th. Atholhu Thauleemee Marukazu Kunahandhoo Makthab Madifushi School Kamadhoo School Thulhaadhoo School Lhaimagu School Sh. Atholhu Thauleemee Marukazu Bileyfahi School Adh. Atholhu Thauleemee Marukazu Nooranee School Billabong International School Ghiyasuddin International School Galolhu Madhrasa Lale Youth International School Madhrasathul Ahmadhiyya 5
SCHOOL INITIAL CONTACT PROCESS First, the Research Coordinator Ms Shiyara Mohamed Didi obtained the contact details of all the schools and entered them into a contact list. Next the Research Coordinator made telephone contact with all the Principals of schools. After initial contact and discussion over phone, an email was sent explaining the research objectives. A copy of the questionnaires and approval permits were attached to the email. In the email a request was made to obtain a list of 4 parents from each grade and a list of 10 teachers. From the list of parents received from schools, 5 parents and 3 reserve parents were randomly selected and the names of parents were emailed back to school. With the list of selected parents a request was made to the Principals for a meeting to be arranged by school. Once the Survey Coordinator was able to organize meetings with the support of the schools the researchers visited the schools and administered the parent questionnaire. In the visits, the researchers also met the teachers and explained the questionnaires to them. CONSENT FROM SCHOOLS Upon contact with the school management, all schools except the following three schools gave consent to participate in the study. 1. Madhrasathul Ahmadiyya The principal of Ahmadiyya informed that the school only caters for grades 6 and 7 students at the primary level and declined to participate. They do not consider their school as a primary school. 2. Billabong International School The school management informed that Billabong International School was established only very recently and the teachers were not keen to participate in such a study. 3. Funadhoo School The Principal of Funadhoo School informed they were simply not willing to participate in the study. The research team got the impression that this was due to a political issue. The Funadhoo community had some bitter interactions with the national government following the changing of the atoll capital from Funadhoo to another island in the atoll. Island wide demonstrations were held in Funadhoo a few weeks before the approach to school. 6
ISSUES IN SCHOOL VISITS After having given consent to participate, it was not possible to visit the following school. 1. Sh. Atholhu Thauleemee Marukazu (Komandoo). When the researcher visited the atoll, the weather became bad with very rough seas and had to abandon travel to this island. ISSUES IN PARTICIPATION After having given consent to participate, visits were made, and questionnaires were distributed there were issues in participation from the following schools. 1. Lale Youth International School The Principal of Lale Youth International School agreed to participate in the study upon telephone contact and received the email and the questionnaires. However, following that there was no response from the school principal for a long period of time. Since lists of parents and teachers were not received several attempts were made to contact the principal. There was no response from the principal and the school administration was not helpful in giving any feedback. It was later discovered that during the survey period, a public scandal that involved the school principal was reported in the national media. According to the media reports the principal of the school fled the country when the news of the scandal became public. 2. Muhyiddin School The Principal of Muhyiddin School agreed to participate in the study upon telephone contact. The Principal also responded to the email and provided a list of teachers and parents. A school visit was organized to meet the parents and teachers. When the researcher visited the school for the scheduled meeting only a single parent was present. There were no teachers present and since then there is no response from the school administration. Several attempts were made to contact the principal to get a second meeting scheduled. CHANGES TO INITIAL LIST OF SCHOOLS As a result of the initial contacts three changes were made with regards to the selection of schools as explained below: The Principal at Madhrasathul Ahmadiyya declined to participate in the study on grounds that it is no longer a primary school and thus Jamaaluddin School was surveyed instead. Billabong International School declined to participate on grounds that they were a very young school and teachers reluctance, and thus Seenu Atolhu Thauleemee Marukazu was surveyed instead. 7
Funadhoo School declined to participate due to political reasons and thus Narudhoo School was surveyed instead It was not possible to visit Sh. Thauleemee Marukazu due to bad weather and thus Foakaidhoo School was surveyed instead. Lale School did not participate for reasons unknown and thus Maradhoo School was surveyed instead. There was insufficient participation from Muhyiddin School and thus Feydhoo School was surveyed instead. SCHOOLS SURVEYED As a result of the Principals refusals, the inability to visit schools and lack of sufficient participation, the final list of schools surveyed including the six (6) schools from the reserve list are illustrated in Table 2. Table 2: Schools Surveyed by Size and Location Initial Schools Size & Surveyed Schools Location 1 Iskandhar School Large Urban Iskandhar School Large Urban 2 Imaadhuddin School Large Urban Imaadhuddin School Large Urban 3 Billabong School Large Urban Seenu Thauleemee Marukazu Large Urban 4 Hithadhoo School (Seenu) Large Urban Hithadhoo School (Seenu) Large Urban 5 Ghiyasuddin School Large Urban Ghiyasuddin School Large Urban 6 Madhrasathul Ahmadhiyya Large Urban Jamaaluddin School Large Urban 7 Maradhoo Feydhoo School Small Urban Maradhoo Feydhoo School Small Urban 8 Galolhu Madhrasa Small Urban Galolhu Madhrasa Small Urban 9 Muhyiddin School Small Urban Feydhoo School Small Urban 10 Lale Youth School Small Urban Maradhoo School Small Urban 11 Madharasa Arabiyathul Islamiyya Small Urban Madharasa Arabiyathul Islamiyya Small Urban 12 Nooranee School Small Urban Nooranee School Small Urban 13 Hithadhoo School Large Rural Hithadhoo School Large Rural 14 Adh Thauleeemee Marukazu Large Rural Adh Thauleeemee Marukazu Large Rural 15 Thulhaadhoo School Large Rural Thulhaadhoo School Large Rural 16 Th. Atoll Thauleemee Marukazu Large Rural Th Atoll Thauleemee Marukazu Large Rural 17 Sh Thauleemee Marukazu Large Rural Foakaidhoo School Large Rural 18 Funadhoo School Large Rural Narudhoo School Small Rural 19 Kunahandhoo Makthab Small Rural Kunahandhoo Makthab Small Rural 20 Madifushi School Small Rural Madifushi School Small Rural 21 Kamadhoo School Small Rural Kamadhoo School Small Rural 22 Lhaimagu School Small Rural Lhaimagu School Small Rural 23 Bileiyfahi School Small Rural Bileiyfahi School Small Rural 24 Dhangethi School Small Rural Dhangethi School Small Rural It is important to note here, that three of the schools that did not participate were private schools. There are only six private primary schools in the Maldives and hence it was only possible to survey three private schools for the purposes of this study. It is also important to 8
note that the rate of questionnaire returns was also low from the three private schools that were surveyed. ISSUES AND CHALLENGES IN DATA COLLECTION Several unforeseen issues and challenges were faced by the researchers. It took a while for the process to get kick started after initial contact was made with the schools. Since prior approval was required by the principals, several telephone calls had to be made to reach the principal and to find a time convenient for the principal to talk over phone. The decision to get a list of parents and teachers from the school management also caused significant delays. Although principals agreed to send list of parents and teachers via email, several calls have to be made to remind them to send the lists. The school visits had to be arranged at times that were convenient to the schools. There were several factors which were given by the schools for not organizing the meetings. These included school examination dates, school concerts, prize giving day, school holidays, extra curricular activities, sports events, and professional development programmes. Even though researchers visited the schools at the time agreed upon by the principals, on several occasions the teachers and parents either did not attend or were not informed about meeting. As a result researchers had to revisit the schools on several occasions. In some of the schools, the turn out for the meeting was extremely low. Hence repeat visits had to be made and organizing a second meeting involved significant delays too. It was also found that the parents who were invited to the meetings were sometimes new parents whose children recently joined the school or some parents were not from primary level grades. Hence revisits had to be made or the researchers had to wait at school until alternative parents arrived. All the principal and teacher forms were emailed or faxed in advance. However, when the visits were made, teachers have not been informed about the survey and they did not know the kind of information that was required from them. Hence, although initial plan was to get the teachers to fill in the questionnaires and return to the researcher when the school visits were made, it was not possible to collect the questionnaires during the visit. It took several weeks for some of the teacher questionnaires to be returned and there are several questionnaires unreturned as well. Teachers had difficulty in completing the questionnaires because it was not possible for them to complete the questionnaires without referring to the school management. The majority of principals opted to arrange meetings after school hours. Interviews and visits during school hours was seen as an intrusion on teaching time while classes were in session. When the visits were made immediately after school hours, teachers often complained that they were very tired after a long day and were not informed that they had to wait after school hours. Since it took a long time to complete the questionnaires, teachers often requested to take it home for completion. Such forms were either delayed significantly or not received at all. 9
Some of the teachers refused to complete the questionnaires due to the length of the questionnaire and or due to not knowing the answers to some of the questions during the completion process. Many of the principals reported that they were new in school and they had to refer to the administration and finance section staff to assist in completing the questionnaires. As a result, there were delays in completion of the principal questionnaires. Several visits had to be made to schools simply to receive the principal form. Returning of the questionnaires from islands was significantly problematic and several inquiries had to be made. The school principals had to find when boats travelled from the island to the capital, identify reliable people who will carry the questionnaires and organize times for CDE staff to meet them upon arrival. In a few instances, the school principal was transferred to other schools and principal either forgot to fill them or to return them. Although principals gave their full commitment to the process, once the visits were made there wasn t due follow up by the principal. As a result, there was lack of interest on the part of teachers and administration staff to get the questionnaires returned to researchers. CONCLUSION Although many issues and challenges were experienced by the researchers, particularly the Research Coordinator, which included several failed promises of meetings and returning of questionnaires the team managed to complete surveys in 24 schools. CDE Consulting is very grateful to the persistence and dedication shown by the Research Coordinator and her team. For the schools that did not return minimum number of questionnaires effort is still continuing, particularly with regard to the return of three principal questionnaires. 10