Education Quality Improvement Programme Impact Evaluation Midline Survey 2016
Tanzania, 2016
Get Microdata
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
479258
Downloads
42541
- Data files
- ml_v2_1_school
- ml_v2_1_teacher
- ml_v2_1_lesson
- ml_v2_2_pupil
s03 q07: 96 Difficulty - Other (specify) (t_ml_eqtdiff96_other)
Data file: ml_v2_1_teacher
Overview
Valid:
90
Invalid:
0
Type:
Discrete
Start:
1267
End:
1362
Width:
96
Range:
-
Format:
character
Questions and instructions
Categories
| Value | Category | Cases | |
|---|---|---|---|
| Responsible teachers did not attend the training | 1 |
1.1%
|
|
| absence of empowerment tools | 1 |
1.1%
|
|
| absence of teaching books | 1 |
1.1%
|
|
| absence of tools at school | 1 |
1.1%
|
|
| couldn’t remember everything | 2 |
2.2%
|
|
| difficulties on giving feedback to other teachers | 1 |
1.1%
|
|
| distance to the training is far | 1 |
1.1%
|
|
| environmental difficulties | 1 |
1.1%
|
|
| few days and food wasn’t nice | 1 |
1.1%
|
|
| few days of training | 1 |
1.1%
|
|
| few learning tools | 1 |
1.1%
|
|
| few modules and teachers who offered training were not efficient | 1 |
1.1%
|
|
| few teachers who attended training | 1 |
1.1%
|
|
| few teaching tools | 2 |
2.2%
|
|
| food wasn’t nice compared to price paid | 1 |
1.1%
|
|
| given during work hours | 1 |
1.1%
|
|
| inschool training didn’t follow timetable | 1 |
1.1%
|
|
| interruption between trainings and school timetable | 1 |
1.1%
|
|
| lack of tools like books | 1 |
1.1%
|
|
| limited time, few tools and poor transportation | 1 |
1.1%
|
|
| limited training time | 22 |
24.4%
|
|
| limited training time and inschool training should provide allowances | 1 |
1.1%
|
|
| limited training time and payment delays | 1 |
1.1%
|
|
| limited training time and tools | 1 |
1.1%
|
|
| limited training time, many topics | 1 |
1.1%
|
|
| limited training time, teacher were not ready to receive inschool training | 1 |
1.1%
|
|
| negative acceptance of training at school | 1 |
1.1%
|
|
| no accomodation | 1 |
1.1%
|
|
| no book for teaching new syllabus | 1 |
1.1%
|
|
| no tools for printing | 1 |
1.1%
|
|
| notification for training comes late at short notice | 1 |
1.1%
|
|
| outschool training didn’t involve grade 1-3 teachers | 1 |
1.1%
|
|
| payments were not enough | 6 |
6.7%
|
|
| poor cooperation from other teachers who did not attend trainings out of school | 1 |
1.1%
|
|
| poor feedback | 1 |
1.1%
|
|
| poor teaching from those who attended training | 1 |
1.1%
|
|
| poor transportation | 2 |
2.2%
|
|
| pronounciation of syllables | 1 |
1.1%
|
|
| pronouncing and understanding sounds was difficult | 8 |
8.9%
|
|
| shortage of books | 1 |
1.1%
|
|
| shortage of books during training | 1 |
1.1%
|
|
| shortage of tools and absence of books | 3 |
3.3%
|
|
| shortage of tools and needs like food | 1 |
1.1%
|
|
| shortage of tools during training | 1 |
1.1%
|
|
| shortage of tools, training hours should be added | 1 |
1.1%
|
|
| some moduels take little time | 1 |
1.1%
|
|
| takes few hours | 1 |
1.1%
|
|
| targert only small number of different pupils | 1 |
1.1%
|
|
| teaching technique especially for young pupils | 1 |
1.1%
|
|
| time not enough for inschool training and outschool training didn’t involve grade 1-3 teachers | 1 |
1.1%
|
|
| trained on new programs eg reading aloud | 1 |
1.1%
|
|
| transport difficulties | 1 |
1.1%
|
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.