seeing a need to make radio or TV-based advertisement unless they had introduced new subjects and issues to advertise. This reduced operation costs. schools’ Religious High performing schools especially seminaries employed two environment and tactics to enhance ethics and behaviour amongst students. students’ ethical standard Firstly: students were encouraged to attend frequent worship maintenance services and were taught several religious subjects which impacted their lives in turn. Secondly, the schools used by-laws that restricted students from doing some non-academic friendly acts e.g. going out of school premises without permission and escort. This defended students from social vices such as drug abuse; alcoholism sexual interactions etc. The school environment influences students’ circles of acquaintances and keeps them from risk of influences of outside community. Vertical integration Most high performing schools were vertically and some strategy geographically integrated from nursery to advanced secondary school level. With this strategy pupils completing one school, say, nursery school joined the next level within the same school network. When they are tired staying at same location for too long time, say, seven years of primary school, students could change environment by joining another campus either located in another location. For example, the Feza School network was highly vertically integrated and so geographically maneuvered that they attracted many parents who were able to afford relatively high school fees. Selective High performing schools used to administer entry examinations; a enrollment of tool that was used to select students who assumedly performed students better in primary school leaving examination, who were likely to perform better in the secondary examinations and put schools in better competitive positions. Boarding and Most high performing schools were boarding schools which single sex services enrolled either girl only or boys only. This reportedly enhanced academic concentration on studies and reduced students’ students’ temptations to form in-school sexual couples which are proved to be risky and a cause to low performance student’s Better allocation of In high-performing schools teachers taught subjects they were teaching staff trained to teach. For example a teacher trained in teaching physics was not allocated to teaching chemistry. How resources are allocated in the production factor process is an important aspect of improved performance. The way teachers were allocated at different schools matters. WEAKNESSES Discriminatory High performing schools were too selective in terms of type of selection of students. For example, some schools prioritized students with students particular socio-economic background e.g. Christian or Muslim enrollees were given first priority. Oft times, priority was given to
seeing a need to make radio or TV-based advertisement unless they had introduced new subjects and issues to advertise. This reduced schools’ operation costs. Religious environment and ethical standard maintenance High performing schools especially seminaries employed two tactics to enhance students’ ethics and behaviour amongst students. Firstly: students were encouraged to attend frequent worship services and were taught several religious subjects which impacted their lives in turn. Secondly, the schools used by-laws that restricted students from doing some non-academic friendly acts e.g. going out of school premises without permission and escort. This defended students from social vices such as drug abuse; alcoholism sexual interactions etc. The school environment influences students’ circles of acquaintances and keeps them from risk of influences of outside community. Vertical integration strategy Most high performing schools were vertically and some geographically integrated from nursery to advanced secondary school level. With this strategy pupils completing one school, say, nursery school joined the next level within the same school network. When they are tired staying at same location for too long time, say, seven years of primary school, students could change environment by joining another campus either located in another location. For example, the Feza School network was highly vertically integrated and so geographically maneuvered that they attracted many parents who were able to afford relatively high school fees. Selective enrollment of students High performing schools used to administer entry examinations; a tool that was used to select students who assumedly performed better in primary school leaving examination, who were likely to perform better in the secondary examinations and put schools in better competitive positions. Boarding and single sex services Most high performing schools were boarding schools which enrolled either girl only or boys only. This reportedly enhanced students’ academic concentration on studies and reduced students’ temptations to form in-school sexual couples which are proved to be risky and a cause to student’s low performance Better allocation of teaching staff In high-performing schools teachers taught subjects they were trained to teach. For example a teacher trained in teaching physics was not allocated to teaching chemistry. How resources are allocated in the production factor process is an important aspect of improved performance. The way teachers were allocated at different schools matters. WEAKNESSES Discriminatory selection of students High performing schools were too selective in terms of type of students. For example, some schools prioritized students with particular socio-economic background e.g. Christian or Muslim enrollees were given first priority. Oft times, priority was given to