Effectiveness of Education Service Delivery Impact Evaluation 2014
Tanzania, 2014
Identification
TZA_2014_SEDPIE-BLII_v01_M
Effectiveness of Education Service Delivery Impact Evaluation 2014
SEDP II Project - Baseline II Survey
| Name | Country code |
|---|---|
| Tanzania | TZA |
1-2-3 Survey, phase 1
The Tanzainia Effectiveness of Education Service Delivery Impact Evaluation 2014, SEDP II Project - Baseline II, 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 (4-8 schools, with an average of 6, 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 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 treatment arm on student incentives is designed to test whether, and to what extent, the impact of teacher performance awards is augmented by providing performance-awards to students at the same time. The underlying rationale is to find mechanisms to align the incentives of students and teachers so that they work together towards the same goal.
Student awards will be given to the most improved student in each student incentive school, averaged over Kiswahili, English, and Math. Prizes will also be awarded to the second and third most improved student in each school. These awards will be in the form of tablets, books, and certificates/medals.
In addition, in the second year of implementation, there are two different features: 1) a pure Student Incentive group and 2) half of the Teacher Incentive group receives information on student performance and feedback suggestions. (is the TI + Feedback still valid).
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
Headmaster belongs to a teacher union
School has electricity
School has generator
Number of working toilets
Number of separate working toilets for girls
Number of separate working toilets for teachers
School receives capitation grant from the government
Schools receives other grants from the government
Coverage
Three regions of Tanzania Shinyanga (further split into Simiyu and Geita), Morogoro and Lindi
Schools
Producers and sponsors
| Name | Affiliation |
|---|---|
| Shwetlena Sabarwal | World Bank |
| Deon Filmer | World Bank |
| James Habyarimana | Georgetown University |
| Name | Affiliation | Role |
|---|---|---|
| Tiffany Tong | World Bank | Field work and Report writing |
| Avichal Mahajan | World Bank | Report writing |
| Name |
|---|
| World Bank Group |
Sampling
The IE is being carried out in five regions and 420 schools (public and private). Sampled schools have been randomly assigned to one of four groups of schools.
Survey instrument
Head-teacher questionnaire Student tests in English, Math, and Kswahili
Data collection
| Start | End |
|---|---|
| 2014-01-01 | 2014-03-30 |
| Name |
|---|
| Ipsos-Synovate Tanzania |
• 409 schools were visited, data collection was successful with 396 schools
• The purpose of the baseline visit was to: o Administer baseline student tests in English, Math, and Kiswahili
o Create detailed student and teacher rosters (including contact information) for Form 3 students
o Follow up on teacher and headmaster surveys by administering s similar but shortened set of question as last year.
Depositor information
| Name | Affiliation |
|---|---|
| Shwetlena Sabarwal | World Bank Group |
Data Access
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 2014, SEDP II Project - Baseline II Survey (SEDPIE-BLII). Ref. TZA_2014_SEDPIE-BLII_v01_M. Dataset downloaded from [url] on [date].
Contacts
| Name | Affiliation | |
|---|---|---|
| Shwetlena Sabarwal | World Bank Group | ssabarwal@worldbank.org |
Metadata production
DDI_TZA_2014_SEDPIE-BLII_v01_M_WB
| Name | Affiliation | Role |
|---|---|---|
| Development Data Group | The World Bank | Documentation of the DDI |
2015-07-02
Metadata version
Version 1.0 (July 2015)