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

Some of the PTP’s actions in 2017 to improve education in school were about a particular group 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

Main topic of discussion at the last all parentsteachers meeting was on pupil welfare (% schools)

School has a school feeding programme that has provided food to pupils in last five school days (% schools)

School has a teacher responsible for coordinating gender issues in the school (% schools)

Teacher responsible for coordinating gender issues in the school attended specific gender training in 2016 or 2017 (% schools)

School has special classes (% schools)

The number of schools reporting that some of the PTP’s actions in 2017 to improve education in school were for group x of vulnerable pupils/all schools, expressed as a percentage.

Schools

The number of schools reporting that the main topic of discussion at the last all parents-teachers meeting was on pupil welfare/all schools, expressed as a percentage.

The number of schools reporting that there is a school feeding programme that has provided food to pupils in the last five school days/all schools, expressed as a percentage.

The number of schools reporting that the school has a teacher responsible for coordinating gender issues in the school/all schools, expressed as a percentage.

The number of head teachers reporting that the teacher responsible for coordinating gender issues in the school has attended specific gender training such as GRP or gender-inclusive environments in 2016 or 2017/all schools with a gender coordinator, expressed as a percentage.

The number of schools reporting that the school has special classes/all schools, expressed as a percentage.

Schools

Schools

Schools

Schools

Schools

These are classes for pupils with special needs such as children with disabilities

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