6 streams analysis
TRANSCRIPT
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STEP 1:STEP 1:
Collecting, Organizing,Collecting, Organizing,
& Analyzing School Data& Analyzing School Data
STEP 2:STEP 2:
Identifying CoreIdentifying Core
Values, CraftingValues, Crafting
the School’sthe School’s
Vision, MissionVision, Mission
STEP 3:STEP 3:
DeterminingDetermining
School Goals &School Goals &
O!ecti"esO!ecti"es
#lan Im$lementation#lan Im$lementation
SIPSIPPlanningPlanning
CycleCycle
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Planning shouldPlanning should
be based on anbe based on an
objectiveobjectiveanalysis of theanalysis of the
current schoolcurrent school
situation.situation.
A wrong A wrong
assessment ofassessment of
the situationthe situation
leads to wrongleads to wrong
interventions.interventions.
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What do we need as a tool to help usWhat do we need as a tool to help us
in the Situation Analysis process?in the Situation Analysis process?
Several tool and approaches are made
available to us to consider however we
need a tool that enables us to facilitate
the!
" identification of problems;
" determination of the causal
relationship between problems;and
" identification of goals and
objectives .
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SW#$
P%#&'()
A*A'+SIS
S$%(A)S
A*A'+SIS
A situation analysis approach that surfacesA situation analysis approach that surfaces
the various internalthe various internal strengthsstrengths andand wea,nesseswea,nesses
and e-ternaland e-ternal opportunitiesopportunities andand threatsthreats thatthat
might affect an organiationmight affect an organiation
A situation analysis approach that surfacesA situation analysis approach that surfaces
problems faced by an organiation/project0problems faced by an organiation/project0
facilitates the determination of thefacilitates the determination of the causalcausalrelationship of problemsrelationship of problems. It produces a. It produces a
P%#&'() $%((.P%#&'() $%((.
An organiational development techni1ueAn organiational development techni1ue
which facilitates the identification ofwhich facilitates the identification of
problems and their determination of causalproblems and their determination of causal
relationship.relationship. Problems are arranged into coreProblems are arranged into core
areas of organiational operations calledareas of organiational operations called
streamsstreams. It produces a S$%(A)S 2IA3*#S$IC. It produces a S$%(A)S 2IA3*#S$IC
C4A%$.C4A%$.
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P%#&'()
A*A'+SIS
S$%(A)S
A*A'+SIS
Facilitates theFacilitates the
identification ofidentification ofproblemsproblems
Facilitates theFacilitates the
categorization ofcategorization of
problemsproblems
Facilitates theFacilitates the
determination ofdetermination of
causal relationshipcausal relationship
among problemsamong problems
Keen on ensuringKeen on ensuringlogical, hierarchicallogical, hierarchical
connections areconnections are
mademade
Output is visuallyOutput is visually
appealingappealing
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Streams AnalysisStreams Analysis
It is an organizational de"elo$ment
techni%ue hich enales the school
team to determine causal
relationshi$s of e'isting $rolems inthe school.
Organizations, !ust li(e schools, ha"eOrganizations, !ust li(e schools, ha"e
core areas of o$erations that couldcore areas of o$erations that could
e considered as streams)e considered as streams)
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*he headingsheadings inthe Data
Inter$retation*em$late can e
considered as core
areas of school
o$erations)
Streams AnalysisStreams Analysis
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Provision ofProvision of
AccessAccess "Personnel
"Learning
Materials and
Equipment
"Physical and
Ancillary
ervices
"!thers
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Quality &Quality &
RelevanceRelevance "Learner
Performance
""urriculum
#mplementation$
#nstructional%elivery
"taff
%evelopment
"!thers
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Management &Management &
AdministrationAdministration
"ta&eholders'
Participation
"#nstructional
upervision
"Environment
"Management and
Administration
"!thersPerformancePerformance
IndicatorsIndicators
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Let usdeepen our
analysis ofour school’scurrentsituationusing the
StreamsStreams
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Steps in Streams AnalysisSteps in Streams Analysis
IdentifyIdentify problems problems in eachin each
of the streamsof the streams
A $rolem is a situation hich is
dissatisfying and falls short of the
e'$ectations & o!ecti"es of a s$ecific
grou$ of $eo$le.
*hey should e formulated as e'istinge'isting
negati"e situationsnegati"e situations and not as annot as an
asence of solutions)asence of solutions)
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Data
Inferences
Data
Inferences#ositi"e
Inferences
#ositi"e
Inferences
+egati"e
Inferences
+egati"e
Inferences
Enrolment isEnrolment is
increasingincreasing
StudentStudentachievement isachievement is
at 50 MPS and isat 50 MPS and is
below thebelow the
nationalnational
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efrain from stating $rolems as
-Lack of ./ or -No…/ or - Absenceof …/ or -Inade!a"e./ or-Ins!fficien"./
Instead descrie the situationdescrie the situation hich causes the lac( of or the
asence of something )
In stating a Problem…In stating a Problem…
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efrain from ma(ing !udgment !udgment
statements as they are "ague
and e"aluati"e in nature)
*he SC should e used to
identify $rolems)
In stating a Problem…In stating a Problem…
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efrain from ma(ing to or more
$rolems co#e$is" in a single$rolem statement)
In stating a Problem…In stating a Problem…
0igh asenteeism rate0igh asenteeism rate0igh asenteeism rate0igh asenteeism rate
0ea"y rainfall0ea"y rainfall0ea"y rainfall0ea"y rainfall
i"er o"erflosi"er o"erflosi"er o"erflosi"er o"erflos
0igh asenteeism0igh asenteeism
rate due to hea"yrate due to hea"y
rainfall hich causesrainfall hich causes
the ri"er to o"erflothe ri"er to o"erflo
0igh asenteeism0igh asenteeism
rate due to hea"yrate due to hea"y
rainfall hich causesrainfall hich causesthe ri"er to o"erflothe ri"er to o"erflo
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efrain from $hrasing
inter"entions as $rolems)
In stating a Problem…In stating a Problem…
Instead descrie the situationdescrie the situation hy
there is a need for such
inter"ention)
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When unsure with the dataWhen unsure with the data
he current !u!ilhe current !u!il
achievement is at "0achievement is at "0
MPS which is belowMPS which is belowthe nationalthe national
standard o# $5 MPSstandard o# $5 MPS
by %0 MPSby %0 MPS
Place a border on the metacard
& i bl i
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&rgani'e !roblems in streams&rgani'e !roblems in streams
Provision of
Access
Quality &
Relevance
Management &
Administration PerformanceIndicators
A1 A2 A3 An A1 A2 A3 An A1 A2 A3 An
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Activity PointActivity Point
(. )ased on the inferences made* identify problems e+perienced by the school.
,. -rite problems in metacards followingthese rules
" !ne idea* one card !ne idea* one card
" "apital letters only "apital letters only
" /a&e an outsider's perspective/a&e an outsider's perspective
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Simple rop!out RateSimple rop!out Rate is at".#$% hich is higher than
the national standard of'%
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Simple rop!out RateSimple rop!out Rate is at".#$% hich is higher than
the national standard of'%
__% of learners are
absent during harvest
season to help as extra
farm hands
!eachers" teaching
strategies are not learner#
differentiated
$ax enforcement of
ordinance regulating
operation of videocomputer
shops ithin __ 'ms from
the school
___ percentage of learner
absenteeism
PLA() M)*A(ARS APPR+PRIA*)L, I- *)S*R)AMS IA/-+S*I( (AR*
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Steps in Streams AnalysisSteps in Streams Analysis
ValidateValidate problems problems in eachin each
of the streams)of the streams)
As( grou$ memers to $resent their
out$uts) Other S#* memers may
clarify, add, or remo"e $rolems
initially identified y the grou$)
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Steps in Streams AnalysisSteps in Streams Analysis
Priori"i%ePriori"i%e $rolems $er stream$rolems $er stream
using the #air1ise method)using the #air1ise method)
Pair#&isePair#&ise is sim$le $rioritizing methodthat $uts $remium on grou$ consensus
and the collecti"e understanding of the
memers of the team aout the$rolems they face)
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Step 1:
lace identified problems
per stream in the air!"ise #atri$%
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#rolems
2Insufficient
classrooms toaccommodate
enrollees
32ilapidatedclassrooms
4Problem n
5.Insufficientclassrooms to
accommodateenrollees
6. 2ilapidatedclassrooms
7. Problem n
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StepStep 2:2:
air!off intersectingproblems%
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#rolems
2Insufficient
classrooms toaccommodateenrollees
32ilapidated
classrooms
4Problem n
5.Insufficientclassrooms to
accommodateenrollees
1 1
6. 2ilapidatedclassrooms 1 3
7. Problem n1 3
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Step 3Step 3&&
'ount fre(uency andran) each problem%
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#rolems 5re%uency an(
5.Insufficient classrooms toaccommodate enrollees
89 2
6. 2ilapidated classrooms 88 4
7. Problem 86 3
Arrange problems in each streamfollowing the prioritiation.
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(.Prioriti0e problems identified per
streams using the Pair1wise
approach.
,.Arrange problems in each stream
according to priority.
Activity PointActivity Point
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Steps in Streams AnalysisSteps in Streams Analysis
IdentifyIdentify ca!se#and#effec"ca!se#and#effec" relationshi$ of $rolems)relationshi$ of $rolems)
Determine hich $rolem dri"esanother $rolem)
An arro -direc"ed o!"&ard direc"ed o!"&ard / is dranfrom the $rolem that has caused the
other $rolem)
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Provision of
Access
Quality &
Relevance
Management &
Administration PerformanceIndicators
A1 A2 A3 An A1 A2 A3 An A1 A2 A3 An
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Let’s have a
demonstration e0ample.
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" %etermine the causal
relationship of problemsidentified 2within3 and
2across3 streams.
Activity PointActivity Point
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S*6AMS A+A78SIS *66 C06C97IS*
:uestions 86S +O CommentsAre statements negativelystated?
Are problems identifiedreal i.e. are theseproblems bac,ed by data?
Are problems placed inthe appropriate streams?
2o problems describe a
real situation?
Are the directions of thearrows correct?
8es
+o