Education Quality Improvement Programme Impact Evaluation Endline Survey 2018
Tanzania, 2018
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Reference ID
TZA_2018_EQUIPIE-EL_v01_M
Producer(s)
Oxford Policy Management Ltd
Collection(s)
Metadata
Created on
Nov 07, 2019
Last modified
Nov 07, 2019
Page views
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s05 q08: 96 Help - Other (specify) (t_ml_helphow96_other)
Data file: el_v2_1_teacher
Overview
Valid:
81
Invalid:
0
Type:
Discrete
Start:
1916
End:
1998
Width:
83
Range:
-
Format:
character
Questions and instructions
Categories
| Value | Category | Cases | |
|---|---|---|---|
| Ask for help from other teachers | 3 |
3.7%
|
|
| Counselling them/creating friendly environment | 17 |
21%
|
|
| Decrease the workload of slow learners | 1 |
1.2%
|
|
| Explaining the importance of education | 2 |
2.5%
|
|
| Following up with pupils | 1 |
1.2%
|
|
| Give them extra classes | 23 |
28.4%
|
|
| Give them extra learning materials | 7 |
8.6%
|
|
| Make clear markings in their work | 2 |
2.5%
|
|
| Mix them with fast learners/Kiswahili speakers | 8 |
9.9%
|
|
| Place them at front of class/close to teacher | 8 |
9.9%
|
|
| Place them in a 3K lesson | 2 |
2.5%
|
|
| Speaking only in Kiswahili and prohibiting vernacular language | 3 |
3.7%
|
|
| giving them lot of swahili speaking tests | 1 |
1.2%
|
|
| providing food | 1 |
1.2%
|
|
| using their relatives who are in upper classes to help them in their homes | 1 |
1.2%
|
|
| we advice the parents with mental disability pupils to take them to special schools | 1 |
1.2%
|
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.