| Author(s) |
Pettersson, Gunilla Rawle, Georgina Outhred, Rachel Brockerhoff, Stephanie Wills, Gabrielle Nugroho, Dita Jasper, Paul Kveder, Andrej Beavis, Adrian |
| Table of contents |
Acknowledgements
List of figures and tables
List of abbreviations
PART E: INTRODUCTION
1.1 Overview
1.2 Structure of this Volume
PART F: Methods
2 Mixed methods approach
2.1 Combining qualitative and quantitative data
3 Quantitative methods: Quasi-experimental design
3.1 Methodology
3.1.1 Assessing the impact of the EQUIP-T programme as a whole
3.1.2 Identifying the control group
3.2 Sampling strategy and sample size
3.2.1 Sampling frame
3.2.2 Sampling stages
3.2.3 Sample size
3.2.4 Survey weights
3.3 Survey instruments
3.3.1 Development of survey instruments
3.3.2 Instrument descriptions
3.4 Impact indicators
3.5 Baseline estimates and impact estimation approach
3.5.1 Baseline estimates
3.5.2 Impact estimation approach
3.6 Baseline and follow-up surveys
3.7 Possible risks and limitations of quantitative component
4 Qualitative research design
4.1 Objectives of the qualitative research
4.2 Rigour
4.3 Using theory to improve generalizability and inform structure
4.3.1 How will the programme TOC be strengthened?
4.4 Sampling
4.4.1 Addressing rigour through sampling
4.4.2 Selection of districts
4.4.3 Selection of schools
4.5 Semi-structured interview instruments and discussion guides
4.5.1 Structured and unstructured methodologies
4.5.2 KII and FGD tools
4.6 Fieldwork activities
4.6.1 Addressing rigour through fieldwork
4.6.2 The fieldwork teams
4.6.3 Selection of FGD and KII participants
4.7 Analytical approach
4.7.1 Addressing rigour through the analysis
4.8 Possible limitations of the qualitative component
Bibliography
Annex A Impact evaluation districts
Annex B Stakeholder consultations
Annex C Permits, consent, confidentiality and datasets
Annex D Dissemination
Annex E Quantitative data collection, cleaning and analysis
E.1 Permits
E.2 Recruitment of enumerators and field teams
E.3 Training and pilot
E.4 Enumerator manual
E.5 Fieldwork planning and implementation
E.6 Quality assurance during fieldwork
E.7 Data validation, cleaning and analysis
E.7.1 Data validation during the fieldwork
E.7.2 Data checking and cleaning 1
E.7.3 Data checking and cleaning 2 and analysis
Annex F Definitions of key quantitative indicators
Annex G Supplementary quantitative baseline analysis
G.1 Pupil learning outcomes
G.1.1 Raw score analysis of pupil Kiswahili and mathematics
G.2 Teacher professional capacity and performance
Annex H Detailed statistical tables of results from programme treatment districts
H.1 Pupil learning
H.2 Supplementary pupil learning analysis
H.3 Context pupils, communities and schools
H.3.1 Pupil characteristics
H.3.2 School characteristics
H.3.3 Head teacher and teacher characteristics
H.4 School leadership and management
H.5 Teachers capacity, performance, motivation and morale
H.6 Supplementary teacher subject knowledge analysis
H.7 Community participation and accountability
H.8 District and region education management
Annex I Pupil learning outcomes technical annex
I.1 Summary of the content of the pupil tests
I.1.1 Kiswahili
I.1.2 Mathematics
I.2 Notes on traditional test analysis
I.3 Rasch analysis
I.3.1 Overview of Rasch model
I.3.2 Approach to Rasch analysis and performance band competency descriptors
Annex J Details of qualitative sampling, tools, fieldwork and data coding
J.1 Selection of research sites
J.1.1 Stage 1: Selection of districts
J.1.2 Stage 2: Selection of schools
J.2 Description of FGD and KII tools
J.3 Fieldwork, data coding and analysis
J.3.1 Selection of national researchers
J.3.2 Daily debriefs and team checks in the field
J.3.3 Data treatment and collection
J.3.4 Coding for analysis
Annex K Qualitative evaluation matrix
Annex L Key qualitative research questions and data sources
Annex M Qualitative analysis background paper
M.1 Introduction
M.2 Uyui district, Tabora
M.2.1 Uyui Better Performing Primary School (Uyui Better)
M.2.2 Uyui Typically Performing Primary School (Uyui Typical)
M.2.3 Uyui Lower Performing Primary School (Uyui Lower)
M.3 Kishapu, district Shinyanga
M.3.1 Kishapu Better Performing Primary School (Kishapu Better)
M.3.2 Kishapu Typically Performing School (Kishapu Typical)
M.3.3 Kishapu Lower Performing Primary School (Kishapu Lower)
M.4 Mpwapwa district, Dodoma
M.4.1 Mpwapwa Better Performing Primary School (Mpwapwa Better)
M.4.2 Mpwapwa Typically Performing Primary School (Mpwapwa Typical)
M.4.3 Mpwapwa Lower Performing Primary School (Mpwapwa Lower)
Annex N Fiscal study concept note summary
N.1 The aims of the study
N.2 Analysis of retrospective costs of the EQUIP-T
N.2.1 Cost structure of the programme
4.8.1 Analysis of Programme Support Activities
N.2.2 Analysis of TA Budget
N.3 Future costs of the programme
N.3.1 Parameters of interest
N.3.2 Modelling costs
N.4 Analysis of costs within the budgetary and fiscal process
N.4.1 Costs relative to existing education budgets and expenditures
N.4.2 Costs in the context of macroeconomic environment
N.5 The next steps
Annex O Impact evaluation governance |
