Acknowledgements

The authors would like to thank all the individuals who have contributed to the Education Quality Improvement Programme in Tanzania (EQUIP-T) impact evaluation to date, and to producing this report. These include:

 Former and current members of the evaluation’s Reference Group, who are overseeing the evaluation, and have provided valuable technical advice on all of the reports produced so far. Current Reference Group members are detailed in Annex B.2 in Volume II.

 EQUIP-T managing agent (MA) staff: former and current staff from the MA have been generous with their time, and have shared documents and data, as well as answering numerous questions about the programme

 DFID advisers: former and current education advisers, and results advisers, have provided insightful feedback and guidance at key stages of the evaluation.

 Coordinators of other national education programmes: advisers from LANES and Tusome Pamoja have taken time to share documents and to explain programme activities to the evaluation team.

 All the individuals who contributed to the baseline and midline evaluations: those who provided technical inputs to the design, the field teams who collected the data, and the analysts. Full acknowledgements can be found in the baseline and midline evaluation reports (Oxford Policy Management (OPM), 2015a and 2017a).

 The endline quantitative fieldwork team from OPM Tanzania, managed by Ignatus Jacob, Deo Medardi, Jana Harb, Andreas Kutka and Diego Shirima. The fieldwork was successfully completed thanks to the hard work of the enumerators and their supervisors, who visited 200 primary schools in 25 districts across Tanzania. Fieldwork team members are listed in Annex D in Volume II.

 Last, but not least, all the survey respondents: head teachers, teachers, pupils and their parents, who generously gave their time and shared information and views.

This report was reviewed by Professor Herme Mosha (USDM), Paud Murphy (independent consultant, and former World Bank Senior Education Specialist for Tanzania), and Dr. Caine Rolleston (University College London, Institute of Education). The pupil learning analysis was reviewed by Dr. Joshua McGrane (Rasch measurement specialist, University of Oxford).

All opinions expressed, and any mistakes, remain the responsibility of the authors.