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

Facilitators of Kiswahili school-based training sessions attended at least one Kiswahili training session away from school (mean % facilitators of Kiswahili sessions)

Facilitators of numeracy school-based training sessions attended at least one numeracy training session away from school (mean % facilitators of numeracy sessions)

Facilitators of GRP school-based training sessions attended at least one GRP training session away from school (mean % facilitators of GRP sessions)

School based training was held on (mean % school-based training sessions in a school):

On school days during teaching hours

On school days after teaching hours

Outside schools days

Equal balance of school days and outside school days

Records are available for a school-based training session (mean % school-based training sessions in a school):

Minutes are available for a school-based training session (mean % school-based training sessions in a school):

Experience as INCO at current school (mean years)

INCO has been in post since Jan 2015 or earlier (% INCOs)

Number of teachers who held the INCO post before current INCO was in post (% schools where current INCO has not been in post since Jan 2015)

The average of the (number of facilitators of Kiswahili school-based training sessions who attended at least one Kiswahili training session away from school/all facilitators of Kiswahili training sessions, expressed as a percentage) across all schools.

The average of the (number of facilitators of numeracy school-based training sessions who attended at least one numeracy training session away from school/all facilitators of numeracy training sessions, expressed as a percentage) across all schools.

The average of the (number of facilitators of GRP school-based training sessions who attended at least one GRP training session away from school/all facilitators of GRP training sessions, expressed as a percentage) across all schools.

The average of the (number of school-based training sessions that took place on x time of the day/all training sessions held by a school, expressed as a percentage) across all schools.

Schools

Schools

Schools

Schools

The average of the (number of school-based training sessions for which records were available/all training sessions held by a school, expressed as a percentage) across all schools.

The average of the (number of school-based training sessions for which minutes were available/all training sessions held by a school, expressed as a percentage) across all schools.

Schools

Schools

The average number of years INCO has been in the post at the current school. INCOs

The number of INCOs who have been in post since Jan 2015 or earlier/all interviewed INCOs, expressed as a percentage. INCOs

The number of schools that had none, one or more than one teacher responsible for coordinating in-service training before current INCO was in post/all schools where current INCO has not been in post since January 2015, expressed as a percentage.

Schools

More than one INCO is female (% INCOs)

Number of INCOs that are female/all interviewed INCOs, expressed as a percentage. INCOs

Age of INCO (mean years) Average INCO age in years. INCOs

Time INCO working as a teacher (mean years) The average number of years INCO has worked as a teacher. INCOs

Time INCO teaching at current school (mean years)

INCO’s highest professional education qualification (% INCOs):

Bachelors of Education or higher

The average number of years INCO has been working at the current school. INCOs

The number of INCOs whose highest professional qualification is x/all interviewed INCOs, expressed as a percentage. INCOs