Impact Evaluation of Education Quality Improvement Programme in Tanzania: Endline Quantitative Technical Report, Volume II

Pupil has repeated a class (% Standard 3 pupils)

Pupil is from a household below poverty line (% Standard 3 pupils)

Pupil ate before school (% Standard 3 pupils)

Pupil does paid work outside household (% Standard 3 pupils)

Pupil does unpaid work outside household (% Standard 3 pupils)

Main language spoken at home not Kiswahili (% Standard 3 pupils)

Books, newspapers at home (% Standard 3 pupils)

Pupil receives help at home with homework (% Standard 3 pupils)

Pupil never reads aloud at home (% Standard 3 pupils)

Pupil is never read to aloud by someone at home (% Standard 3 pupils)

Pupil attended preschool (% Standard 3 pupils)

Type of preschool attended by pupil (% Standard 3 pupils):

Government pre-primary

Nursey / kindergarten

Madrasah

EQUIP-T SRP

Other short programme

Other

Pupil attends extra tuition classes (% of Standard 3 pupils)

Number of Standard 3 pupils that were in Standard 3 or 4 last year/all Standard 3 pupils, expressed as a percentage.

Number of Standard 3 pupils that come from a poor household/all Standard 3 pupils, expressed as a percentage.

Standard 3 pupils

Standard 3 pupils

Number of pupils reporting that they ate something before school on the day of the survey/all Standard 3 pupils, expressed as a percentage. Standard 3 pupils

Number of Standard 3 pupils who do paid work outside the household/all Standard 3 pupils, expressed as a percentage Standard 3 pupils

Number of Standard 3 pupils who do unpaid work outside the household/all Standard 3 pupils, expressed as a percentage Standard 3 pupils

Number of Standard 3 pupils reporting that the main language spoken at home is not Kiswahili/all Standard 3 pupils, expressed as a percentage.

Number of Standard 3 pupils who have books, newspapers or other reading materials available in their home/all Standard 3 pupils, expressed as a percentage.

Number of Standard 3 pupils who have someone at home to help with homework/all Standard 3 pupils, expressed as a percentage

Number of Standard 3 pupils who never read aloud to someone at home/all Standard 3 pupils, expressed as a percentage

Number of Standard 3 pupils who never have someone at home reading aloud to them/all Standard 3 pupils, expressed as a percentage

Number of Standard 3 pupils who attended preschool/all Standard 3 pupils, expressed as a percentage.

Standard 3 pupils

Standard 3 pupils

Standard 3 pupils

Standard 3 pupils

Standard 3 pupils

Standard 3 pupils

This is a proxy repetition rate, which uses a different denominator to the standard definition.

A pupil is considered ‘poor’ if he/she comes from a household that has a greater than 50% probability of being below the Tanzania national poverty line, and ‘rich’ otherwise.

Pupil absence from school, using headcount (% Standard 1-3 pupils)

Number of Standard 3 pupils who attended preschool type x/all Standard 3 pupils, expressed as a percentage.

Standard 3 pupils

Number of Standard 3 pupils who attend paid extra tuition classes/all Standard 3 pupils, expressed as a percentage

The number of Standard 1-3 pupils who were absent from school on the day of the survey using a pupil headcount/all Standard 1-3 pupils enrolled in the school, expressed as a percentage.

Standard 3 pupils

Standards 1-3 pupils

Enumerators record all Standards 1-3 classes and count the number of pupils present on the day of the survey. The difference between this headcount and the number of enrolled Standards 1-3 pupils in the school records are considered the number of absent pupils on the day of survey.

Pupil absence from school, using school records (% Standard 1-3 pupils)

The number of Standard 1-3 pupils who were absent from school on the day of the survey using school records/all Standard 1-3 pupils enrolled in the school, expressed as a percentage.

Standards 1-3 pupils

Enumerators record the number of Standards 1-3 pupils enrolled in the school and the number of pupils present in each stream of Standards 1-3 on the day of the survey.

F.2 Chapter 4 Teacher performance

Indicator name

Have teachers received EQUIP-T in-service training? (EQUIP-T input)

Attended EQUIP-T in-service training last two years (% Standards 1-2 teachers)

Attended away or school-based EQUIP-T training (% Standards 1-2 teachers who attended

EQUIP-T)

Only away from school

Only school-based

Away and school-based

Number of Kiswahili literacy training days away from school by year (school mean)

Number of numeracy training days away from school by year (school mean)

Number of GRP training days away from school by year (school mean)

Number of 3Rs training days away from school by year (school mean)

Number of numeracy modules covered per session away from school (mean)

Number of Kiswahili literacy modules covered per session away from school (mean)

Number of school-based training sessions held in 2015 (% schools)

0 to 4 days

5 to 9 days

10 to 14 days

15 or more days

Number of school-based training sessions held in 2016 (% schools)

0 to 4 days

5 to 9 days

10 to 14 days

15 or more days

Number of school-based training sessions held in 2017 (% schools)

0 to 4 days

5 to 9 days

Indicator definition

Number of teachers of Standards 1-2 that report attending EQUIP-T inservice training the previous two years/all interviewed teachers of Standards 1-2, expressed as a percentage.

The number of teachers of Standards 1-2 that reported attending EQUIP-T training only away/only at school/ away and at school/all interviewed teachers of Standards 1-2 who attended EQUIP-T training, expressed as a percentage.

Respondent / unit of analysis

Standards 1-2 teachers

Notes

Standards 1-2 teachers

The average number of total Kiswahili literacy training days away from school by year Schools

The average number of total numeracy training days away from school by year Schools

The average number of total GRP training days away from school by year Schools

The average number of total 3Rs training days away from school by year Schools

The average number of numeracy modules covered per session away from school Schools

The average number of Kiswahili literacy modules covered per session away from school Schools

The number of schools that held x days of school-based training sessions in 2015/all schools, expressed as a percentage. Schools

The number of schools that held x days of school-based training sessions in 2016/all schools, expressed as a percentage. Schools

The number of schools that held x days of school-based training sessions in 2017/all schools, expressed as a percentage. Schools