Quantitative Service Delivery Survey in Education 2003
Bangladesh, 2003
Identification
BGD_2003_QSDS_v01_M
Quantitative Service Delivery Survey in Education 2003
| Name | Country code |
|---|---|
| Bangladesh | BGD |
Quantitative Service Delivery Survey (QSDS)
Quantitative Service Delivery Surveys (QSDS) are multi-purpose surveys that assess quality and performance in resource usage at the frontline facility level, such as schools, health clinics and hospitals. QSDS collect information on characteristics and activities of service providers and on various agents in the system, on a sample basis, in order to examine the quality, efficiency and equity of service delivery on the frontline.
QSDS are often combined with Public Expenditure Tracking Surveys (PETS) in order to obtain a more complete picture of the efficiency and equity of a public allocation system, activities at the provider level, as well as various agents involved in the process of service delivery.
While most of PETS and QSDS have been conducted in the health and education sectors, a few have also covered other sectors, such as justice, Early Childhood Programs, water, agriculture, and rural roads.
In the past decade, about 40 PETS and QSDS have been implemented in about 30 countries. While a large majority of these surveys have been conducted in Africa, which currently accounts for 66 percent of the total number of studies, PETS/QSDS have been implemented in all six regions of the World Bank (East Asia and Pacific, Europe and Central Asia, Latin America and Caribbean, Middle East and North Africa, South Asia and Sub-Saharan Africa).
The goal of this study is to quantify on a nationally representative scale the extent of teacher absenteeism in Bangladesh. Unannounced visits were made to government run primary schools and government-aided but privately run secondary schools to assess how many teachers were present. The research also looked into the pattern of teacher absence (teachers' individual characteristics, quality of facilities, community characteristics, institutional settings and practices). All schools were visited during official hours of operation.
The survey covered 99 primary and 100 secondary schools. All selected primary schools were revisited; secondary schools were visited only once. Round one of the primary schools survey was completed within March-May, round two within June-July, 2003. The secondary school survey was carried out between May-July, 2003.
Sample survey data [ssd]
Scope
| Topic | Vocabulary |
|---|---|
| Education | World Bank |
| Primary Education | World Bank |
| Secondary Education | World Bank |
Coverage
National
Producers and sponsors
| Name |
|---|
| World Bank |
Sampling
For administrative purposes, Bangladesh is divided into six divisions, 64 districts (Zilas), and 507 subdistricts (Upazilas). Probability proportion to population size (pps) sampling was used to select 100 public primary and 100 government-aided private secondary schools for the study. First, all of the Upazilas in the country were divided into three groups: rural, municipality, and metropolitan. Fifty upazilas were picked based upon pps. In each selected Upazila, a complete list of primary and secondary schools were prepared by visiting both district and Upazila Education Offices. Then ultimately two primary and two secondary schools were randomly selected from each Upazila. All the selected primary schools were revisited; secondary schools were visited only once.
Survey instrument
Each sampled primary school was visited twice by a team of trained enumerators. During the first visit, the enumerators collected information about teachers (their demographic data, location of residence, level of education, duration of posting) and information about schools (availability of latrines, distance to paved road, last time the school was visited by the district education officer). For teachers who were absent both times, enumerators had to rely upon information provided by other teachers and administrators. During the second visit enumerators also collected child level information and administered a basic literacy and math exam to a subset of 5th grade students. In each primary school, ten 5th grade students were randomly picked from the student roster.
Each sampled secondary school was visited only once by the same team of trained enumerators. Enumerators collected teacher, school, and pupil specific information (a basic literacy and math exam was also administered to ten randomly picked students from the 10th grade roster in all secondary schools). For teachers who were absent researchers had to rely upon information provided by other teachers and administrators. Besides the facility survey, investigators also conducted a limited "institutional" survey filled out by policymakers at the various education ministries and district education offices. The primary focus was on collecting information governing the recruitment, posting, transfer, and supervision of teachers.
Data collection
| Start | End |
|---|---|
| 2003-03 | 2003-07 |
Schools were visited during days when they were officially supposed to be in session (care was taken not to visit during major examination periods). In some occasions, however, schools were found to be closed due to various reasons - such cases were not counted as “visits” given that no information was recorded. During the first primary school survey round, 6 schools had to be revisited (3 schools were closed due to a local holiday; 1 school was closed due to heavy rains; 1 school was closed to throw a farewell party for the headmaster; and 1 school was closed due to the fact that all the teachers were away for training). During the second primary school survey round, 8 schools were revisited, mostly due to adverse weather conditions (6 schools were closed due to flooding; 2 schools were closed due to teacher training). Seven secondary schools had to be revisited due to various reasons (2 schools were closed due to flooding; 2 schools were holding examinations; 2 schools were being visited by officials; and 1 school was closed due to farewell party for the headmaster).
Data Access
Public use file
Use of the survey data must be acknowledged using a citation which would include:
- the identification of the Primary Investigator (including country name)
- the full title of the survey and its acronym (when available), and the year(s) of implementation
- the survey reference number.
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 | |
|---|---|---|
| Hooman Dabidian | World Bank | hdabidian@worldbank.org |
| Cindy Audiguier | World Bank | caudiguier@worldbank.org |
Metadata production
DDI_BGD_2003_QSDS_v01_M
| Name | Affiliation | Role |
|---|---|---|
| Antonina Redko | DECDG, World Bank | DDI documentation |
2011-09-16
Metadata version
v01 (September 2011)