Home / Central Data Catalog / MOZ_2014_SDI-E_V01_M_V01_A_PUF

Service Delivery Indicators Education Survey 2014 - Harmonized Public Use Data

Mozambique, 2014
Central
Ezequiel Molina
Last modified January 06, 2017 Page views 15102 Documentation in PDF Study website Metadata DDI/XML JSON

Identification

IDNO
MOZ_2014_SDI-E_v01_M_v01_A_PUF
Title
Service Delivery Indicators Education Survey 2014 - Harmonized Public Use Data
Countries
Name Code
Mozambique MOZ
Study notes
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.

Mozambique Service Delivery Indicators Education Survey was implemented in 2014 by COWI Mozambique in close coordination with the World Bank SDI team. Information was collected from 200 primary public schools, 1,006 teachers and 1,731 pupils.
Kind of data
Sample survey data [ssd]

Version

Version
v01, harmonized and anonymized data for public distribution

Coverage

Geographic coverage
National
Unit of analysis
Schools, teachers, students
Universe
All public primary schools

Producers and sponsors

Authoring entity
Name Affiliation
Ezequiel Molina The World Bank
Producer(s)
Name Affiliation Role
Rachi Picardo COWI Project manager
Yara Berti COWI Team leader
Ilundi Cabral COWI Team leader
Célia Diniz COWI Team leader
Elias Zavale COWI Database manager
Funding agencies
Name Abbreviation
William and Flora Hewlett Foundation
Department for International Development, U.K. DFID
The World Bank

Sampling

Sampling procedure
The sampling strategy was designed with the dual aims of producing nationally representative estimates and having a minimum power of 80 percent with 0.05 significance level for comparison of key service delivery indicators. The sample strategy also allowed for disaggregation by geographic location (rural/urban) and school size.

The strata were constructed according to two binary distinctions: urban/rural population; and above- or below-median number of pupils enrolled in the fourth grade by province and urbanization. A total of 200 public schools have been sampled. The sample was reduced from originally 300 schools due to logistical and financial problems.

Detailed information about sampling is available in the attached report.
Deviations from sample design
There were concerns in the field and the original sample was altered. Please see the attached report for the details.
Weighting
Weights are in "fileweights_anon" dataset.

Data Collection

Dates of collection
Start End
2014 2014
Mode of data collection
Face-to-face [f2f]
Questionnaires
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.
Data collector(s)
Name
COWI Mozambique

Data Processing

Data editing
Data entry was done using CSPro; quality control was performed in Stata.

Data access

Access conditions
The harmonized, anonymized datasets are available as public use files.

Researchers who feel that they need non-anonymized data should contact sdi@worldbank.org with a statement of research objectives and a rationale for why they require such data. That will start the research use file discussion.
Citation requirements
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

Example,

Ezequiel Molina, The World Bank. Mozambique Service Delivery Indicators Education Survey (SDI-E) 2014 - Harmonized Public Use Data, Ref. MOZ_2014_SDI-E_v01_M_v01_A_PUF. Dataset downloaded from [URL] on [date].

Contacts

Contact(s)
Name Affiliation Email
SDI team The World Bank sdi@worldbank.org

Metadata production

IDNo
DDI_MOZ_2014_SDI-E_v01_M_v01_A_PUF_WB
Producers
Name Abbreviation Affiliation Role
Development Data Group DECDG The World Bank Study documentation
Production date
2017-01-05
Version
v01 (January 2017)