Service Delivery Indicators Education Survey 2013 - Harmonized Public Use Data
Enquête Indicateurs de prestation de services au Togo dans le secteur de l’éducation primaire 2013
This survey is part of the Service Delivery Indicators (SDI) project, an initiative of the World Bank, the African Economic Research Consortium, and the African Development Bank. Started in 2012, SDI tracks performance and quality of service delivery in primary schools and frontline health facilities across Africa. The indicators can be used to track progress within and across countries over time, and aim to enhance active monitoring of service delivery to increase public accountability and good governance. Ultimately, the goal of the program is to help policymakers, citizens, service providers, donors, and other stakeholders enhance the quality of services and improve development outcomes.
The pilot surveys were conducted in Tanzania and Senegal in 2010. In 2012-2013, surveys were conducted in Kenya, Mozambique, Nigeria, Togo and Uganda; in 2014-2016, in Madagascar, Tanzania and Niger. The surveys are repeated every two years.
SDI initiative is a unique 10-year program and the World Bank is the implementing partner for the first five years.
The data distributed here has been harmonized to a common standard to facilitate comparisons across countries and time. The data also has been anonymized to preserve confidentiality of respondents. The harmonization and anonymization work is done by the World Bank's SDI team.
SDI surveys are documented in the Microdata Library as Service Delivery Indicators Health Surveys and Service Delivery Indicators Education Surveys.
The Service Delivery Indicators (SDI) are a set of health and education indicators that examine the effort and ability of staff and the availability of key inputs and resources that contribute to a functioning school or health facility. The indicators are standardized allowing comparison between nations and across subnational boundaries over time.
The Education SDIs include teacher effort, teacher knowledge and ability, and the availability of key inputs (for example, textbooks, basic teaching equipment, infrastructure). The indicators provide a snapshot of the learning environment and key resources, which need to be in place for students to learn.
Togo Service Delivery Indicators Education Survey was implemented in May-June 2013 by Togo's Ministry of Education’s National Evaluation Commission (Commission nationale d’évaluation; CNE) in close coordination with the World Bank SDI team. Data collection and processing was carried out by a team of consultants managed by TIMS Services. Information was collected from 200 primary schools, 1,141 teachers, and 1,938 grade four students.
Kind of Data
Sample survey data [ssd]
Unit of Analysis
There are three different units of analysis: schools, teachers, and students. Teachers are assessed both for absence and for knowledge. Students are assessed for learning.
v01, harmonized and anonymized data for public distribution
Education Service Delivery Indicators are:
1) Teacher Effort:
- School absence rate
- Classroom absence rate
- Time spent teaching per day
2) Teacher Knowledge and Ability:
- Minimum knowledge in mathematics
- Minimum knowledge in English
- Minimum knowledge in pedagogy
3) Availability of Inputs:
- Minimum infrastructure availability
- Minimum equipment availability
- Share of pupils with textbooks
- Observed pupil-teacher ratio
All primary schools
Producers and sponsors
The World Bank
National Opinion Research Center of the University of Chicago
Data entry consortium lead
Unité de recherches démographiques
Université de Lomé
William and Flora Hewlett Foundation
The World Bank
Seydou Garba Hamidou
The World Bank
The SDI survey was done jointly with the PASEC survey undertaken by the Ministry of Education's CNE and therefore used its sample.
The population of interest was defined as the universe of second, fourth, and fifth graders enrolled in Togolese primary schools that adhered to the national curriculum. Only formally-recognized primary schools are considered, excluding community schools and special-needs schools (e.g. handicapped). A community schools stratum was considered and abandoned, since government routinely adds them to the list of official schools and then provides normal support even during the school year.
The sample frame was drawn from the 2011-2012 school statistical yearbook produced by the statistical department of the Ministry of Education.
The sample frame was stratified along ownership and regional lines to maximize within-group homogeneity. There are eight strata that may be broken down into public and non-public and further within each group. Public schools are broken down by education regions (six in total) and non-public schools are broken down into faith-based and non-denominational institutions.
Depending upon the concepts of interest, the sampling procedure is done in two (absence rate, classroom observation) or three stages (pupils).
Detailed information about sampling procedure is available in the attached report.
Weights are provided in "fileweights_anon" dataset
Dates of Data Collection
Data Collection Mode
The SDI Education Survey Questionnaire consists of six modules:
Module 1: School Information - Administered to the head of the school to collect information about school type, facilities, school governance, pupil numbers, and school hours. Includes direct observations of school infrastructure by enumerators.
Module 2a: Teacher Absence and Information - Administered to head teacher and individual teachers to obtain a list of all school teachers, to measure teacher absence and to collect information about teacher characteristics.
Module 2b: Teacher Absence and Information - Unannounced visit to the school to assess absence rate.
Module 3: School Finances - Administered to the head teacher to collect information about school finances (not included in the harmonized data)
Module 4: Classroom Observation - An observation module to assess teaching activities and classroom conditions.
Module 5: Pupil Assessment - A test of pupils to have a measure of pupil learning outcomes in mathematics and language in grade four.
Module 6: Teacher Assessment - A test of teachers covering mathematics and language subject knowledge and teaching skills.
Done using CSPro
The World Bank
The harmonized, anonymized datasets are available as public use files.
Researchers who feel that they need non-anonymized data should contact email@example.com with a statement of research objectives and a rationale for why they require such data. That will start the Research Use File discussion.
Use of the dataset must be acknowledged using a citation which would include:
- the Identification of the Primary Investigator
- the title of the survey (including country, acronym and year of implementation)
- the survey reference number
- the source and date of download
Christophe Rockmore, World Bank Group. Togo Service Delivery Indicators Education Survey (SDI-E) 2013 - Harmonized Public Use Data, Ref. TGO_2013_SDI-E_v01_M_v01_A_PUF. Dataset downloaded from [url] on [date].
Disclaimer and copyrights
The user of the data acknowledges that the original collector of the data, the authorized distributor of the data, and the relevant funding agency bear no responsibility for use of the data or for interpretations or inferences based upon such uses.
DDI Document ID
Development Data Group
The World Bank
Documentation of the DDI
Date of Metadata Production
DDI Document version
v02 (January 2017)
The following changes were made in v02:
- Variables' labels in datasets edited
- Survey title was changed from Togo Service Delivery Indicators Education Survey 2013 to Togo Service Delivery Indicators Education Survey 2013 - Harmonized Public Use Data to indicate that harmonized datasets are documented
- Series Information added
- Scope edited
- Abstract edited
- Datasets description and literal questions in datasets added
- Report attached