1.
6.
Teacher performance evaluation report
7.
Inventory of physical facilities
8.
Inventory of furniture/equipment
9.
Inventory of teaching/learning resource materials
10.
Financial summary
These ten essential school records, when systematically kept, updated and used by
all schools, will not only strengthen information management within the education
system, but also enable each school, district, province and central education
authorities to effectively monitor many aspects of EFA (see Module A3).
For school managers, administrative staff and teachers to better plan,
organize, conduct, monitor and evaluate their daily school activities, additional
school records may be created and used such as detailed financial ledgers,
records of presence of school staff, records of use of school facilities and teachinglearning materials, school meals and scholarships, etc. Separate school records can
be created and updated about extra-curricular and co-curricular activities organized,
village education committee meetings, school management board meetings, parentteacher association activities, other school-and-community activities, after each such
activity has taken place. Those additional records that are found to be most useful
can become regular components of the schools SRMS.
Activity 2:
Gather existing school records from your school or schools in your area,
district, province, or country. Review and compare them with the eight key
aspects of a schools operations and the ten essential school records
described in this section. Then, answer the following questions:
For school managers and staff:
1.
Which of the above eight aspects of school operations do you think should be
given priority in a SRMS?
2.
How closely do the records kept in your school correspond to these eight
aspects and the ten essential school records?
3.
What other aspects of a schools operations require systematic school
records? Why?
4.
What other additional record(s) should be kept in your school? Why?
5.
How would you go about introducing these additional records?
For district and local education officers and school inspectors:
1.
Which of the above eight aspects of a schools operations do you think should
be given priority in a SRMS? What other aspects of a schools operations require
systematic school records? Why?
2.
How do existing records in the schools in your area correspond to the eight
aspects of school operations and the ten essential school records? Please
describe.
3.
What other additional record(s) should be kept in schools in your area? Why?
4.
Do you think all schools in your area should keep a common, standard set of
school records? If yes, which records do you think should be standard? Why do
you think all schools should keep a standard set of records?
For central and provincial education administrators:
1.
In the schools in your country or province, which of the eight aspects of a
schools operations should be given priority in a SRMS?
2.
What other aspects of a schools operations require systematic school
records? Why?
3.
To your knowledge, how do existing records in the schools in your country or
province correspond to the eight aspects of school operations and the ten
essential records?
4.
What other additional record(s) do you think schools in your country or
province might need? Why?
5.
Do you think all schools in your area should keep a common, standard set of
school records? If yes, which records do you think should be standard? Why do
you think all schools should keep a standard set of records?
6.
What can be done to ensure that all the schools in your country or province
keep a standardized set of school records?
leave school. Before student record cards are archived or destroyed, key information
should be extracted to create summary lists or entered into a computerized database
if that has not been done already.
Activity 3
Compare the student record card in Example 1 with existing student records
that are used in your school, area, district, province, or country , and answer
the following questions.
For school managers and staff:
1.
2.
howusefularestudentrecordcardsformanagingstudentsinyourschool?
Arethequestionsandtermsinexample1easytounderstand?
isthedesignclearandistheform easy to fill out? Please circle any questions, terms
and aspects of design you think are unclear orinappropriate, discuss with relevant
school staff, and summarize the findings.
3.
doyoufindtheinstructionsprovidedinthissectionclearandhelpful?
Anysuggestedimprovements?
4.
Whichdataitemsarerelevanttoyourschool?
Whichotherdataitemsarenotrelevant?Why?
5.
Whatotherdataitemsshouldbeaddedtothestudentrecord?Why?
6.
howshouldthestudentrecordcardlook,takingintoconsiderationyoursuggestions
in questions 2-5 above?
(Activity: Sketch your preferred new student record card and discuss with your
colleagues in order to refine it.)
For district and local education officers and school inspectors:
1.
howusefularestudentrecordcardsformanagingstudentsintheschoolsinyourarea
?
2.
Arethequestionsandtermsinexample1easytounderstand?
isthedesignclearandistheform easy to fill out? Please circle any questions, terms
and aspects of design you think are unclear or inap- propriate, discuss with
relevant school staff, and summarize the findings.
3.
doyoufindtheinstructionsprovidedinthissectionclearandhelpful?
Anysuggestedimprovements?
4.
Whichdataitemsarerelevanttotheschoolsinyourarea?
Whichdataitemsarenotrelevant?Why?
5.
Whatotherdataitemsshouldbeaddedtothestudentrecord?Why?
6.
howshouldthestudentrecordcardlook,takingintoconsiderationyoursuggestionsi
n questions 2-5 above?
(Activity: Sketch your preferred new student record card and discuss with your
colleagues and school managers in order to refine it.)
For central and provincial education administrators:
1.
2.
3.
4.
5.
6.
inwhatwaycanthestudentrecordcardinexample1beusefulfortheoverallmanagem
entof students in schools in your country or province? (discuss this with your
colleagues and some school managers, and summarize their suggestions).
Arethequestionsandtermsinexample1easytounderstand?
isthedesignclearandistheformeasy to fill out? Please circle any questions, terms
and aspects of design on the form you think are unclear or inappropriate, discuss
with some relevant school staff, and summarize the findings.
do you find the instruction provided in this section clear and helpful? Any
suggested improvements?
Whichdataitems,whensummarizedintotables,canbeofparticularinteresttoeducat
ion administrators at central or provincial level?
Whatotherdataitemsshouldbeaddedtothestudentrecord?Why?
ifyouweretostandardizethestudentrecordcardforallschools,howwouldyougoabo
utdoingit?
usually in paper form but some schools or classes may be equipped to electronically
record student attendance.
Activity 4
Carefully examine and compare the class attendance sheet in Example 2 with
existing attendance sheet(s) and records used in your school, district,
province or country, and answer the following questions:
For school managers and staff:
1.
how have attendance sheets been used in your school to monitor students
attendance? What problems or issues did class teachers encounter while
updating the attendance sheets? What were the lessons learnt?
2.
Apart from the class attendance sheet, what other methods and tools has
your school used to monitor student attendance? What were the results? List
some advantages and disadvantages of the methods your school used.
3.
do you find the instructions provided in this section clear and helpful? What
can be improved?
4.
how should a class attendance sheet look, taking into consideration your
comments above?(Activity: Sketch a class attendance sheet and discuss with
your colleagues in order to refine it.)
For district and local education officers and school inspectors:
1.
how have attendance sheets been used in the schools in your area to monitor
students attendance? What problems or issues did class teachers encounter
while updating the attendance sheets? What were the lessons learnt?
2.
Apart from the class attendance sheet, what other methods and tools have
the schools in your area used to monitor student attendance? What were the
results? List some advantages and disadvantages of the methods your school
used.
3.
do you find the instructions provided in this section clear and helpful? What
can be improved?
4.
how should a class attendance sheet look, taking into consideration your
comments above?(Activity: Sketch a class attendance sheet and discuss with
your colleagues in order to refine it.)
For central and provincial education administrators:
1.
2.
3.
4.
5.
how have attendance sheets been used in the schools in your country or
province to monitor students attendance? What problems or issues did class
teachers encounter while updating the attendance sheets? What were the
lessons learnt?
Apart from the class attendance sheet, what other methods and tools have
the schools in your country or province used to monitor student attendance?
What were the results? List some advantages and disadvantages of the methods
your school used.
do you find the instructions provided in this section clear and helpful? What
can be improved?
how should a class attendance sheet look, taking into consideration your
comments above?(Activity: Sketch a class attendance sheet and discuss with
your colleagues in order to refine it.)
if you were to standardize and implement class attendance sheets in all
schools, how would you go about doing it?
attend school.
Activity 5
3.
4.
5.
how do you and teachers of your school monitor the availability and supply of
textbooks? What kind of records does your school keep to monitor textbooks?
how closely do the textbook record sheet in example 3 and monitoring
practices described in this section correspond to the needs and practices in your
school? Which aspects are relevant, and which are irrelevant? Why?
Are the above instructions for the textbook record sheet clear and helpful?
What can be improved?
What other information about textbooks should be collected by schools?
(Activity: Sketch a textbook record sheet, discuss it with your teachers, and refine
it according to theirsuggestions.)
how would you go about monitoring textbooks in your school in the future?
how do schools in your area monitor the supply and distribution of textbooks?
discuss with some school managers and teachers in your area about the need for
and practices in monitoring textbooks, and summarize their experiences and
views.
2.
how closely do the textbook record sheet in example 3 and the monitoring
practices described in this section correspond to the needs and practices in the
schools in your area? Which aspects are relevant, and which are irrelevant?
Why?
3.
Are the above instructions for the textbook record sheet clear and helpful?
What can be improved?
4.
What other information about textbooks should be collected by schools in your
area?(Activity: Sketch a textbook record sheet, discuss it with experienced school
managers and teachers in your area, and refine it according to their suggestions.)
5.
how would you go about monitoring textbooks in the schools in your area in
the future?
For central and provincial education administrators:
1.
To your knowledge, what kinds of records have the schools in your country or
province used to mon- itor textbooks? discuss with some district education
2.
3.
4.
5.
officers, school managers and teachers about the need for and practices in
monitoring textbooks, and summarize their experiences and views.
how closely do the textbook record sheet in example 3 and the monitoring
practices described in this section correspond to the needs of schools in your
country or province? Which aspects are relevant, and which are irrelevant? Why?
Are the above instructions for the textbook record sheet clear and helpful?
What can be improved?
What other information about the distribution of textbooks should be collected
by schools in your country or province?
(Activity: Sketch a textbook record sheet, discuss it with experienced school
managers and teachers in your country or province, and refine it according to
their suggestions.)
how would you go about monitoring textbooks in the schools in your country
or province in the future? Will you standardize this record and the monitoring
practices? if yes, how?
include the observations teachers make about each students behaviour. if needed,
information about indi- vidual student characteristics such as gender, age and other
relevant attributes may also be added to the student performance summary sheet so
that the class teachers and school managers can analyse student performance
patterns against various individual characteristics. Then they can iden- tify
appropriate action to assist those students with learning difficulties.
individual students or of different groups of students who study the same subject(s).
Activity 6
What kinds of records are used in the schools in your area to monitor student
performance? discuss with some class/subject teachers and school managers
about the advantages and disadvantages of these records, and list the lessons
learnt and suggestions for improving student performance records in the future.
2.
how closely does the student performance summary in example 4 correspond
to the needs and practices of the schools in your area? Which aspects are
relevant, and which are irrelevant? What else should be included in such a
record?
3.
Are the instructions for student performance summary in this section clear and
helpful?
What can be improved especially when used in your work to supervise and
support the schools?
4.
how should a student performance summary look, taking into consideration
your comments above?(Activity: Sketch a student performance summary and
discuss with your colleagues in order to refine it.)
For central and provincial education administrators:
1.
To your knowledge, what kinds of records are used in the schools in your
country or province to monitor student performance? Obtain some samples of
these and discuss with class/subject teachers and school managers about the
2.
3.
4.
5.
advantages and disadvantages of each type. List the lessons learnt and
suggestions for improving student performance summaries in future.
how closely does the student performance summary in example 4 correspond
to the needs and practices of the schools in your province or country? Which
aspects are relevant, and which are irrelevant? What else should be included in
such a record?
Are the instructions for student performance summary in this section clear and
helpful? What can be improved especially for use by district education officers,
inspectors and school managers and teachers?
How should a student performance summary look, taking into consideration
your comments above? (Activity: Sketch a student performance summary and
discuss with your colleagues in order to refine it.)
if you were to standardize and implement student performance summaries in
all schools, how would you go about doing it?
out of the school, the teachers record can be archived, but should not be destroyed.
Activity 7
Carefully examine the teacher record in Example 5 and compare it with
existing teacher records used in your school, district, province, or country.
Then, answer the following questions:
For school managers and staff:
1. Are teacher records useful for managing teachers in your school? Why?
2.
Are the questions and terms easy to understand? is the design clear and easy
to fill out? indicate by circling the questions, terms and parts of design that might
be problematic, for discussion.
3.
Are the above instructions for the teacher record clear and helpful? What can
be improved?
4.
Which data items are relevant to your school? Which other data items are not
relevant? Why?
5.
What other data items should be added to the teacher record? Why?
6.
how should the teacher record look, taking into consideration your
suggestions above?(Activity: Sketch a teacher record and discuss with your
colleagues in order to refine it.)
For district and local education officers and school inspectors:
1.
Are teacher records useful for managing teachers in the schools in your area?
Why?
2.
Are the questions and terms easy to understand? is the design clear and easy
to fill out? indicate by circling the questions, terms and parts of design that might
be problematic, for discussion with school managers in your area.
3.
Are the above instructions for the teacher record clear and helpful especially
for your work in supervising and supporting the schools in your area? What can
be improved?
4.
Which data items are relevant to the schools in your area? Which other data
items are not relevant? Why?
5.
What other data items should be added to the teacher record? Why?
6.
how should the teacher record look, taking into consideration your
suggestions above?(Activity: Sketch a teacher record and discuss with your
colleagues and school managers in order to refine it.)
For central and provincial education administrators:
1.
2.
3.
4.
5.
6.
in what way can this teacher record be useful for the overall management of
teachers in the schools in your province or country?
(Activity: Talk to your colleagues and some school managers, and summarise
their observations.)
do you find the questions and terms easy to understand? is the design clear
and easy to fill out? indicate by circling the questions, terms and parts of design
that might be problematic,
for discussion with your colleagues and some school managers.
do you find the above instructions for the teacher record clear and helpful?
What can be improved?
Which data items in the teacher record in example 5, when summarised, can
be of particular interest to education administrators at the provincial or central
level?
What other additional data items should be added to the teacher record?
Why?(Activity: Sketch a teacher record and discuss with your colleagues in order
to refine it.)
if you were to standardize the teacher record for all schools, how would you
go about doing it?
environment; (e) implementing national and school policies, norms, rules and
regulations; (f) teamwork with other teachers, school staff and substitutes; (g)
keeping accurate and timely records and providing data when required; (h)
communication with students, parents and local community members; (i)
participating in supporting co-curricular, extra-curricular and other activities at school.
A teachers performance for each of these attributes can be scored numerically to
compare teacher performance by individual attributes and the total of all attributes.
destroyed.
Activity 8
Carefully examine the teacher evaluation report in Example 6, review the
instructions above, and then answer the following questions:
For school managers and staff:
1.
What kinds of records are used in your school to monitor teacher
performance? discuss with other school managers about their practices and
experience with these records, the advantages and disadvantages of evaluating
teacher performance, and list the lessons learnt and suggestions for the future.
2.
how closely does the teacher performance evaluation report in example 6
correspond to the needs and practices in your school? Which of its parts are
relevant, and which are irrelevant? What other information should be kept in such
a record?
3.
Aretheinstructionsfortheteacherperformanceevaluationreportinthissectionclear
andhelpful? What can be improved?
4.
how should a teacher performance evaluation report look, taking into
consideration your comments above? (Activity: Sketch a teacher performance
evaluation report and discuss with your colleagues in order to refine it.)
For district and local education officers and school inspectors:
1.
What kinds of records are used in the schools in your area to monitor teacher
performance? discuss with school managers in your area about their practices
and experience with these records, the advantages and disadvantages of
evaluating teacher performance, and then list the lessons learnt and suggestions
for the future.
2.
how closely does the teacher performance evaluation report in example 6
correspond to the needs and practices of the schools in your area? Which of its
parts are relevant, and which are irrelevant? What other information should be
kept in such a record?
3.
Are the instructions for the teacher performance evaluation report in this
section clear and helpful? What can be improved to support your work in
supervising and supporting the schools?
4.
how should a teacher performance evaluation report look, taking into
consideration your comments above? (Activity: Sketch a teacher performance
evaluation report and discuss with your col- leagues and some experienced
school managers in your area in order to refine it.)
For central and provincial education administrators:
1.
2.
3.
4.
5.
To your knowledge, what kinds of records are used in the schools in your
country or province to monitor teacher performance? Gather some samples and
discuss with school managers and district education officers about their practices
and experience with these records, the advantages and disadvantages of
evaluating teacher performance, and then list the lessons learnt and suggestions
for the future.
how closely does the teacher performance evaluation report in example 6
correspond to the needs and practices of the schools in your province or country?
Which of its parts are relevant, and which are irrelevant? What else should be
included in such a record?
Are the instructions for the teacher performance evaluation report in this
section clear and helpful? What can be improved to support the work of district
and local education officers in supervising and supporting the schools, and of
school managers?
how should a teacher performance evaluation report look, taking into
consideration your comments above? (Activity: Sketch a teacher performance
evaluation report and discuss with your colleagues and some experienced school
managers in order to refine it.)
if you were to standardize and implement teacher performance evaluation
reports in all schools, how would you go about doing it?
their condition and use. if needed, the inventory can also record information about
past repairs, replacements and new constructions or acquisitions. each country or
local school can identify and define the most common types of school facilities,
furniture and equipment, and adapt the tables accordingly. if deemed important,
additional data about the material used for the building, roof and/or floor, lighting,
ventilation and noise level may be recorded. in some schools, certain school facilities
are not used either due to poor condition of the structure, or because there are
inadequate numbers of students or teachers. it can be useful to know the degree to
which vari- ous school facilities are over- or under-utilized, so actions can be taken to
improve their rate of use.
Activity 9
Carefully examine the instructions above and the sample inventories of school
facilities, furni- ture and equipment in Examples 7 and 8. Compare these with
existing inventories and records used in your school, district, province or country,
and then answer the following questions:
For school managers and staff:
1.
What kind of inventories and records are used in your school to monitor
school facilities, furniture and equipment? discuss with the relevant school staff
about their practices and experiences
as well as the advantages and disadvantages of these records, and list the
lessons learnt and suggestions for improving them.
2.
how closely do the inventories of school facilities, furniture and equipment in
examples 7 and 8 correspond to the needs and practices in your school? Which
parts are relevant, and which are irrelevant? What other information should be
kept in such inventories?
3.
Are the instructions in this section for the inventories of school facilities,
furniture and equipment clear and helpful? What can be improved?
4.
how should such inventories of school facilities, furniture and equipment look,
taking into consideration your comments above?
(Activity: Sketch inventories of school facilities, furniture and equipment and
discuss with your col- leagues in order to refine them.)
For district and local education officers and school inspectors:
1.
What kind of inventories and records are used in the schools in your area to
monitor school facilities, furniture and equipment? discuss with school managers
and relevant school staff in your area about their practices and experiences as
well as the advantages and disadvantages of these records, and then list the
lessons learnt and suggestions for improving them.
2.
how closely do the inventories of school facilities, furniture and equipment in
examples 7 and 8 correspond to the needs and practices of the schools in your
area? Which parts are relevant, and which are irrelevant? What other information
should be kept in such inventories?
3.
Are the instructions in this section for the inventories of school facilities,
furniture and equipment clear and helpful? What can be improved?
4.
how should such inventories of school facilities, furniture and equipment look,
taking into consideration your comments above? (Activity: Sketch inventories of
school facilities, furniture and equipment and discuss with school managers and
relevant school staff in your area in order to refine them.)
2.
3.
4.
5.
To your knowledge, what kind of inventories and records are used in the
schools in your country or province to monitor school facilities, furniture and
equipment? discuss with some experienced school managers and relevant
school staff about their practices and experiences as well as the advantages and
disadvantages of these records, and list the lessons learnt and suggestions for
improving them.
how closely do the inventories of school facilities, furniture and equipment in
examples 7 and 8 correspond to the needs and practices in the schools in your
province or country? Which parts are relevant, and which are irrelevant? What
other information should be kept in such inventories?
Are the instructions in this section for the inventories of teaching/learning
materials clear and helpful? What can be improved?
how should the inventories of teaching/learning materials look, taking into
consideration your comments above?
(Activity: Sketch inventories of teaching/learning materials and discuss with some
experienced school managers and school staff in order to refine them.)
if you were to standardize and implement inventories of teaching and learning
materials in all schools, how would you go about doing it?
3.8 inventory of
teaching/learning materials
3.8.1 Purpose
Teaching and learning materials are essential for supporting teaching-learning
processes in school. Their availability, conditions and use determines the quality and
outcomes of edu- cation. Schools that receive teaching and learning materials from
central or provincial education authorities should keep inventories of these materials,
and encourage teachers and students to access and use them throughout the school
year. Such inventories will also enable the school to ensure that all students have the
necessary learning materials including textbooks, and to replenish those
teaching/learning materials that are, or will be, in short supply. Requests for
teaching/learning materials from the schools that are based on up-to-date inventories
will inform and help central and/or provincial education authorities to more reliably
and efficiently plan their production and distribution.
Activity 10
Carefully examine the instructions above and the inventories of teaching and
learning materials in Example 9. Compare it with existing inventories and
records used in your school, district, province or country, and then answer the
following questions:
For school managers and staff:
1.
What kind of inventories and records are used in your school to monitor
teaching and learning materials? discuss with teachers and relevant school staff
about their practices and experiences as well as the advantages and
disadvantages of these inventories, and list the lessons learnt and suggestions
for improvement.
2.
how closely do the inventories of teaching and learning materials in example 9
correspond to the needs and practices in your school? Which parts are relevant,
and which are irrelevant? What other information should be kept in such
inventories?
3.
Are the instructions in this section for the inventories of teaching/learning
materials clear and helpful? What can be improved?
4.
how should the inventories of teaching/learning materials look, taking into
consideration your comments above? (Activity: Sketch inventories of
teaching/learning materials and discuss with your col- leagues in order to refine
them.)
For district and local education officers and school inspectors:
1.
What kind of inventories and records are used in the schools in your area to
monitor teaching and learning materials? discuss with experienced school
managers, teachers and relevant school staff about their practices and
experiences as well as the advantages and disadvantages of these inventories,
and list the lessons learnt and suggestions for improvement.
2.
how closely do the inventories of teaching and learning materials in example 9
correspond to the needs and practices in the schools in your area? Which parts
are relevant, and which are irrelevant? What other information should be kept in
such inventories?
3.
Are the instructions in this section for the inventories of teaching and learning
materials clear and helpful? What can be improved?
4.
how should the inventories of teaching/learning materials look, taking into
consideration your comments above? (Activity: Sketch inventories of
teaching/learning materials and discuss with experi- enced school managers and
school staff in your area in order to refine them.)
For central and provincial education administrators:
1.
2.
3.
4.
5.
To your knowledge, what kind of inventories and records are used in the
schools in your country or province to monitor teaching and learning materials?
discuss with experienced school managers, teachers and relevant school staff
about their practices and experiences as well as the advantages and
disadvantages of the inventories, and list the lessons learnt and suggestions for
improvement.
how closely do the inventories of teaching and learning materials in example 9
correspond to the needs and practices in the schools in your province or country?
Which parts are relevant, and which are irrelevant? What other information
should be kept in such inventories?
Are the instructions in this section for the inventories of teaching/learning
materials clear and helpful? What can be improved?
how should the inventories of teaching/learning materials look, taking into
consideration your comments above? (Activity: Sketch inventories of
teaching/learning materials and discuss with some experienced school managers
and school staff in order to refine them.)
if you were to standardize and implement inventories of teaching and learning
materials in all schools, how would you go about doing it?
type (see example 10). The balance between the revenue and expenditure informs
about the state of finance and management of the school. each country may adapt
the cat- egories of sources of income and type of expenditure according to national
practice.
Activity 11
Carefully examine the instruction above and the financial summary in Example
10. Compare it with existing financial records used in your school, district,
province or country, and then answer the following questions:
For school manager and staff:
1.
What kind of records and summaries are used in your school to monitor the
financial situation? discuss with the relevant school staff about their experiences
and the advantages and disadvan- tages of these summaries, and list the
lessons learnt and suggestions for improvements.
2.
how closely does the financial summary in example 10 correspond to the
needs and practices in your school? Which of its parts are relevant, and which
are irrelevant? What other information should be included?
3.
Are the instructions in this section for financial summary clear and helpful?
What can be improved?
4.
how should the financial summary look, taking into consideration your
comments above?(Activity: Sketch a financial summary and discuss with your
colleagues in order to refine it.)
For district and local education officers and school inspectors:
1.
What kind of records and summaries are used in the schools in your area to
monitor the financial situation? discuss with experienced school managers and
school staff about their practices and experiences as well as the advantages and
disadvantages of these summaries, and list the lessons learnt and suggestions
for improvement.
2.
how closely does the financial summary in example 10 correspond to the
needs and practices of the schools in your area? Which parts are relevant, and
which are irrelevant? What other informa- tion should be included?
3.
Aretheinstructionsinthissectionforfinancialsummaryclearandhelpful?
Whatcanbeimproved?
4.
how should the financial summary look, taking into consideration your
comments above?(Activity: Sketch a financial summary and discuss with
experienced school managers and school staff in order to refine it.)
For central and provincial education administrators:
1.
2.
3.
4.
5.
To your knowledge, what kind of records and summaries are used in the
schools in your country or province to monitor the financial situation? discuss with
some experienced school managers and school staff about their practices and
experiences as well as the advantages and disadvan- tages of these summaries,
and list the lessons learnt and suggestions for improvement.
how closely does the financial summary in example 10 correspond to the
needs and practices of the schools in your province or country? Which parts are
relevant, and which are irrelevant? What other information should be included?
Are the instructions in this section for financial summary clear and helpful?
What can be improved?
how should the financial summary look like taking into consideration your
comments above?(Activity: Sketch a financial summary and discuss with some
experienced school managers and schoolstaff in order to refine it.)
if you were to standardize and implement financial summary in all schools,
how would you go about doing it?