Effectiveness of Education Service Delivery Impact Evaluation 2012
Tanzania, 2012 - 2013
Identification
TZA_2012_SEDPIE-BLI_v01_M
Effectiveness of Education Service Delivery Impact Evaluation 2012
SEDP II Project - Baseline I Survey
| Name | Country code |
|---|---|
| Tanzania | TZA |
1-2-3 Survey, phase 1 [hh/123-1]
The Tanzainia Effectiveness of Education Service Delivery Impact Evaluation 2012, SEDP II Project - Baseline I, has been designed to rigorously evaluate performance-based incentives for teachers and schools. Its main objective is to guide the design and implementation of performance-based non-monetary incentives for teachers under Government's priroritization program titled Big Results Now in Education (BRNed).
Under this pilot incentive program, schools were divided into homogeneous groups based on geographic sub-area and performance at baseline (20-25 schools per group). Within each group, the top three schools with the highest index score (which combines the average score with the average gain in scores relative to baseline across all three subjects) are scheduled to receive widely publicized recognition awards. In addition, the intervention will have a subject specific recognition award given to the best three teachers in a particular subject within the homogenous group.
The original design also included experimentation with school report cards. However, based on Government consultations this treatment arm was dropped and replaced with a student-incentive treatment. The rationale behind this change is as follows:
• Ministry of Education has requested comprehensive policy-guidance on the potential use of non-monetary incentives - including for teachers, schools, and students.
• There is lack of consensus around potential use and design of school report cards.
• Under the BRNed program, several types of accountability interventions are under consideration. The IE team is participating in these discussions.
The study involves a randomized control trial designed to examine the effectiveness of non-monetary performance-based recognition awards for teachers and students. It is being implemented in three regions (420 schools) of Tanzania and targeted at secondary schools. The study will measure the impact of these incentive programs on student learning outcomes, student and teacher attendance, teacher behavior, and teacher perceptions.
Sample survey data [ssd]
Students, Teachers, and Schools
Scope
Region
Public vs. Private Schools
Gender of the headmaster
Age of the headmaster
Headmaster teaches regular classes
Headmaster has training in school management
Headmaster rewards teacher who perform better
School has electricity
School has generator
Number of working toilets
Number of working toilets for girls
The School development plan made with stakeholder's participation
The School plan has been implemented
School has PTA meetings
School has SMC
School has a school board
School has activities for community participation
School receives capitation grant from the government
Schools receives other grants from the government
Coverage
Three regions in Tanzania: Lindi, Morogoro, and Shinyanga
Schools
Producers and sponsors
| Name | Affiliation |
|---|---|
| Deon Filmer | World Bank Group |
| James Habyarimana | Georgetown University |
| Shwetlena Sabarwal | World Bank Group |
| Name | Affiliation | Role |
|---|---|---|
| Avichal Mahajan | World Bank Group | Report writing |
| Shwetlena Sabarwal | World Bank Group | Report writing |
| Name |
|---|
| World Bank Group |
Sampling
The IE is being carried out in three regions and 420 schools (public and private). Sampled schools have been randomly assigned to one of three groups of schools.
No Recognition Award for schools & teachers Recognition Award for Teachers No student awards T0 (210 schools)* T1 (105 schools)
Student awards N/A T2 (105 schools)
*: To measure and control for potential John Henry effects, these 210 control schools have been divided into two groups of 105 schools each. One group will be visited for collection of mid-term data and the other will not.
Survey instrument
Head-teacher questionnaire Student tests in English, Math, and Kswahili
Data collection
| Start | End |
|---|---|
| 2012-11 | 2013-02 |
| Start date |
|---|
| 2013-03-14 |
420 schools were visited, data was collected from 411 schools
Depositor information
| Name | Affiliation |
|---|---|
| Shwetlena Sabarwal | World Bank Group |
Data Access
| Name | Affiliation |
|---|---|
| World Bank Group | WBG |
Use of the dataset must be acknowledged using a citation which would include:
- the Identification of the Primary Investigator
- the title of the survey (including country, acronym and year of implementation)
- the survey reference number
- the source and date of download.
Example,
Deon Filmer, World Bank, James Habyarimana, Georgetown University, Shwetlena Sabarwal, World Bank. Effectiveness of Education Service Delivery Impact Evaluation 2012, SEDP II Project - Baseline I Survey (SEDPIE-BLI). Ref. TZA_2012_SEDPIE-BLI_v01_M. Dataset downloaded from [url] on [date].
Disclaimer and copyrights
The user of the data acknowledges that the original collector of the data, the authorized distributor of the data, and the relevant funding agency bear no responsibility for use of the data or for interpretations or inferences based upon such uses.
Contacts
| Name | Affiliation | |
|---|---|---|
| Shwetlena Sabarwal | World Bank Group | ssabarwal@worldbank.org |
Metadata production
DDI_TZA_2012_SEDPIE-BLI_v01_M_WB
| Name | Affiliation | Role |
|---|---|---|
| Development Data Group | The World Bank | Documentation of the DDI |
2015-01-15
Metadata version
Version 1.0 (May 2015)