| Author(s) |
Cameron, Stuart Pettersson Gelander, Gunilla Jagmag, Mehjabeen Jasper, Paul Doyle, Alexandra Laufer, Hanna Harb, Jana Hebbar, Madhumitha Barbone, Lucia |
| Date |
2018-06-20 |
| Country |
Nigeria |
| Language |
English |
| Table of contents |
Acknowledgements
Executive summary
List of figures, tables and boxes
List of abbreviations
1 Introduction
1.1 The evaluation
1.2 Structure of this report
2 Methods
2.1 Quantitative methods
2.1.1 Quantitative survey
2.1.2 Assessing the impact of TDP on key outcome indicators
2.1.3 Risks to the impact assessment strategy
2.1.4 Sample attrition
2.2 How to read and interpret graphs that present impact estimates in this report
2.3 Qualitative methods
2.3.1 Sampling
2.3.2 Selection of respondents
2.3.3 Data collection tools
2.3.4 Field work
2.3.5 Debriefs and team checks in the field
2.3.6 Approach to analysis
2.3.7 Limitations and mitigation strategies of the qualitative research component
3 The TDP intervention
3.1 Overview of the TDP intervention
3.2 TDP’s theory of change
3.3 Evolution of TDP Output 1 since baseline
3.3.1 TDP activity 1: teacher in-service training
3.3.2 TDP activity 2: development and distribution of TDP materials and technology
3.3.3 TDP activity 3: ongoing teacher support
3.3.4 TDP activity 4: in-service leadership and management training for head teachers
3.4 Findings on the implementation of the TDP teacher in-service training
3.4.1 In-service training and Reading Programme coverage
3.4.2 Trainers’ ability to transfer the skills offered by the TDP training
3.4.3 Teacher in-service training length, content, and attendance
3.4.4 Strengths and weaknesses of the TDP in-service cluster training
3.5 Findings on the development and distribution of TDP materials and technology
3.6 Findings on the implementation of TDP teacher support through school support visits
3.7 Findings on the implementation of the TDP leadership and management training for head teachers
3.7.1 Coverage and content of the leadership and management training
3.7.2 Perceptions of the TDP leadership and management training
3.8 Summary
4 Context for TDP
4.1 States: Overview of the three education systems
4.2 Community: approach and support to education
4.2.1 Community perceptions of education
4.2.2 The role of SBMCs
4.3 Pupils: characteristics and home environment
4.3.1 Demographics
4.3.2 Socio-economic background
4.3.3 Pupil absenteeism
4.3.4 Nutrition
4.3.5 Education support at home
4.4 Teachers: characteristics and class readiness
4.4.1 Characteristics of teachers and head teachers who teach
4.4.2 Teacher turnover and reasons for it
4.5 Schools: infrastructure and the teaching and learning environment
4.5.1 School infrastructure
4.5.2 The teaching and learning environment
4.5.3 Availability of teaching and learning materials
4.5.4 Language of instruction
4.6 Summary: context
5 School leadership and management
5.1 Role of the head teacher as a school leader
5.2 Has TDP improved head teacher leadership and management?
5.2.1 Head teacher relationship with teachers and pupils
5.2.2 Changes in management of pupil and teacher attendance
5.2.3 Changes in head teachers’ support for teachers
5.3 Do head teachers have the incentives and motivation to apply their new knowledge?
5.4 TDP, LGEA, and SUBEB support to schools
5.4.1 TFs and TDTs
5.4.2 SUBEB and LGEA staff
5.5 Summary: school leadership and management
6 Teachers
6.1 Has TDP improved teacher subject knowledge?
6.2 Has TDP improved teacher effectiveness in the classroom?
6.2.1 Changes in teacher pedagogy in the classroom
6.2.2 Lesson preparation and teacher practices at the end of lessons
6.2.3 Creating a positive classroom environment
6.2.4 Language of instruction
6.2.5 Changes in the use of teaching aids and materials in the classroom
6.2.6 Loss of instructional time and teacher absence
6.2.7 Teachers’ ability to monitor pupils’ progress
6.3 Teacher motivation and interaction between teachers
6.4 Factors that affect teacher motivation levels
6.4.1 Salaries and promotion
6.4.2 Pupils’ presence and learning
6.4.3 Overcrowded classrooms
6.4.4 Community perception
6.4.5 Support
6.4.6 Religion
6.5 Summary: teachers
7 Pupils
7.1 How much are pupils learning?
7.1.1 Categorising pupils’ learning
7.2 Differences in pupils’ learning by wealth, state, gender, and teacher characteristics
7.3 Pupils’ experience of their learning
7.4 Summary
8 Sustainability
8.1 Is TDP likely to be sustainable once the programme’s funding ends?
8.1.1 Sustainability of in-service training
8.2 Sustaining individual practice
8.3 Sustaining use of TDP materials
8.4 State governments’ willingness to continue
9 Recommendations and lessons
9.1 Summary of key findings
9.1.1 Contextual factors hindering TDP impact
9.1.2 Implementation factors hindering impact
9.1.3 Unanticipated consequences of the programme
9.2 Recommendations for TDP
9.2.1 Raising teachers’ subject knowledge
9.2.2 Improving the use of Hausa as a language of instruction in the early grades
9.2.3 Working on school management
9.3 Additional areas for action
9.4 Lessons for other in-service teacher training programmes
References
Annex A TDP Theory of Change (updated December 2017) |
| Download |
https://microdata.worldbank.org/index.php/catalog/3413/download/46106 |
