Dataset / Tabular

Effectiveness of Education Service Delivery Impact Evaluation 2012: SEDP II Project - Baseline I Survey (Tanzania)

author(s) Deon Filmer (World Bank Group) - James Habyarimana (Georgetown University) - Shwetlena Sabarwal (World Bank Group)
from World Bank Group (WB)
permalink open
themes
regions
  • Eastern Africa
  • Sub-Saharan Africa
  • Africa
  • World
citation

Deon Filmer (World Bank Group); James Habyarimana (Georgetown University); Shwetlena Sabarwal (World Bank Group), 'Effectiveness of Education Service Delivery Impact Evaluation 2012: SEDP II Project - Baseline I Survey (Tanzania)', 2015

Publications and datasets provided via GARDIAN

Abstract

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.

Open original