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

Teacher reports speaking Kiswahili with pupils outside the classroom (% Standards 1-3 teachers)

Teacher reports switching between Kiswahili and a vernacular language when teaching (% Standards 1-3 teachers)

Teacher switches between Kiswahili and a vernacular language when teaching (% Standard 2 lessons)

Teacher provided extra support to non-native Kiswahili speaking pupils (% Standard 2 lessons)

Teacher can speak same local language as pupil (% Standard 3 pupils)

Teacher speaks Kiswahili at home (% Standards 1-3 teachers)

The number of Standards 1-3 teachers reporting they speak Kiswahili with pupils outside the classroom/all interviewed teachers of Standards 1-3, expressed as a percentage.

The number of teachers of Standards 1-3 reporting they switch between Kiswahili and a vernacular language when teaching/all interviewed teachers of Standards 13, expressed as a percentage.

The number of observed Standard 2 lessons where teacher switches between Kiswahili and a vernacular language while teaching/all observed Standard 2 lessons, expressed as a percentage

The number of observed Standard 2 lessons where teacher provided extra support to non-native Kiswahili speaking pupils/all observed Standard 2 lessons, expressed as a percentage

Number of Standard 3 pupils reporting their teacher can speak the same local language as they/all assessed Standard 3 pupils whose main language spoken at home is vernacular, expressed as a percentage.

The number of teachers of Standards 1-3 reporting they speak Kiswahili at home/all interviewed teachers of Standards 1-3, expressed as a percentage.

Are there inclusive strategies at the school-level that support marginalised children? (EQUIP-T intermediate outcome)

School development plan includes strategies to improve pupil welfare or to improve girls’ learning (% schools)

School development plan includes strategies targeted at particular groups of vulnerable pupils (% schools):

None Girls

Pupils with disabilities

Pupils with learning difficulties

Pupils from poor households

Pupils who don’t speak Kiswahili at home

Pupils with parents not interested in education

Pupils who live far from school

Pupils who are regularly absent

Head teacher took action in 2017 to improve pupil welfare (% head teachers)

Some of the head teacher actions in 2017 to improve education in the school were targeted at particular groups of vulnerable pupils (% head teachers):

None Girls

Teachers of standards 1-3

Teachers of standards 1-3

Standard 2 lessons observed

Standard 2 lessons observed

Standard 3 pupils

Teachers of standards 1-3

The number of schools that have a school development plan with strategies to improve pupil welfare or to improve girls’ learning/all schools, expressed as a percentage. Schools

The number of schools with a SDP with strategies targeted at group x of vulnerable pupils/all schools, expressed as a percentage. Schools

The number of head teachers that reported taking action in 2017 to improve pupil welfare/all head teachers who had been at school for at least a year, expressed as a percentage.

The number of head teachers reporting that some of their actions in 2017 to improve education in the school were targeted at group x of vulnerable pupils/all head teachers who had been at school for at least a year, expressed as a percentage.

Head teachers

Head teachers

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

Pupils with disabilities

Pupils with learning difficulties

Pupils from poor households

Pupils who don’t speak Kiswahili at home

Pupils with parents not interested in education

Pupils who live far from school

Pupils who are regularly absent

Some of the head teacher actions in 2017 to improve education in the school were targeted at particular groups of vulnerable pupils, as reported by teachers (% Standards 1-3 teachers):

None

Girls

Pupils with disabilities

Pupils with learning difficulties

Pupils from poor households

Pupils who don’t speak Kiswahili at home

Pupils with parents not interested in education

Pupils who live far from school

Pupils who are regularly absent

WEO’s advice or support to the school in the last visit was about pupil welfare or inclusive education for girls (% schools)

WEO’s advice or support to the school in the last visit was targeted at particular groups of vulnerable pupils (% schools):

None Girls

Pupils with disabilities

Pupils with learning difficulties

Pupils from poor households

Pupils who don’t speak Kiswahili at home

Pupils with parents not interested in education

Pupils who live far from school

Pupils who are regularly absent

PTP took action in 2017 to improve pupil welfare (% schools)

The number of Standards 1-3 teachers reporting that some of the head teachers actions in 2017 to improve education in the school were targeted at group x of vulnerable pupils/all Standards 1-3 teachers who had been at school for at least a year, expressed as a percentage.

Standards 1-3 teachers

The number of schools reporting that on his/her last visit, the WEO provided advice or support to the school on pupil welfare or inclusive education for girls/all schools, expressed as a percentage. Schools

The number of schools reporting that on his/her last visit, the WEO provided advice or support to the school targeted at group x of vulnerable pupils/all schools, expressed as a percentage. Schools

The number of schools reporting that the PTP took action in 2017 to improve pupil welfare/all schools, expressed as a percentage. Schools