Education Quality Improvement Programme Impact Evaluation Midline Survey 2016
Tanzania, 2016
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Reference ID
TZA_2016_EQUIPIE-ML_v02_M
Producer(s)
Oxford Policy Management Ltd
Collection(s)
Metadata
Created on
May 16, 2017
Last modified
Dec 02, 2021
Page views
478195
Downloads
42541
- Data files
- ml_v2_1_school
- ml_v2_1_teacher
- ml_v2_1_lesson
- ml_v2_2_pupil
s03.1 q07: Month in which teacher started/resumed teaching at school (ht_ml_tchjnm)
Data file: ml_v2_1_teacher
Overview
Valid:
666
Invalid:
2237
Minimum:
-2
Maximum:
25
Type:
Discrete
Decimal:
0
Start:
266
End:
267
Width:
2
Range:
-9 - 25
Format:
Numeric
Questions and instructions
Categories
| Value | Category | Cases | |
|---|---|---|---|
| -9 | Missing | 0 |
0%
|
| -8 | Missing due to a mistake in CAPI enabling rule that was later fixed | 0 |
0%
|
| -7 | Missing due to late addition of question | 0 |
0%
|
| -6 | No record kept/Record not available/Attendance not taken | 0 |
0%
|
| -5 | Not available | 0 |
0%
|
| -4 | No response | 0 |
0%
|
| -3 | Not applicable | 0 |
0%
|
| -2 | Don't know | 4 |
0.6%
|
| -1 | Refused | 0 |
0%
|
| 0 | May 2016 | 3 |
0.5%
|
| 1 | April 2016 | 14 |
2.1%
|
| 2 | March 2016 | 19 |
2.9%
|
| 3 | February 2016 | 21 |
3.2%
|
| 4 | January 2016 | 38 |
5.7%
|
| 5 | December 2015 | 6 |
0.9%
|
| 6 | November 2015 | 19 |
2.9%
|
| 7 | October 2015 | 13 |
2%
|
| 8 | September 2015 | 10 |
1.5%
|
| 9 | August 2015 | 18 |
2.7%
|
| 10 | July 2015 | 33 |
5%
|
| 11 | June 2015 | 10 |
1.5%
|
| 12 | May 2015 | 171 |
25.7%
|
| 13 | April 2015 | 37 |
5.6%
|
| 14 | March 2015 | 15 |
2.3%
|
| 15 | February 2015 | 19 |
2.9%
|
| 16 | January 2015 | 33 |
5%
|
| 17 | December 2014 | 9 |
1.4%
|
| 18 | November 2014 | 4 |
0.6%
|
| 19 | October 2014 | 15 |
2.3%
|
| 20 | September 2014 | 11 |
1.7%
|
| 21 | August 2014 | 21 |
3.2%
|
| 22 | July 2014 | 22 |
3.3%
|
| 23 | June 2014 | 6 |
0.9%
|
| 24 | May 2014 | 27 |
4.1%
|
| 25 | April 2014 or before | 68 |
10.2%
|
| Sysmiss | 2237 |
Warning: these figures indicate the number of cases found in the data file. They cannot be interpreted as summary statistics of the population of interest.