Service Delivery Indicators Education Survey 2016 - Harmonized Public Use Data
Madagascar, 2016
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Reference ID
MDG_2016_SDI-E_v01_M_v01_A_PUF
Producer(s)
Waly Wane
Collection(s)
Metadata
Created on
Apr 13, 2021
Last modified
Apr 13, 2021
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Identification
Survey ID Number
MDG_2016_SDI-E_v01_M_v01_A_PUF
Title
Service Delivery Indicators Education Survey 2016 - Harmonized Public Use Data
Country/Economy
| Name | Country code |
|---|---|
| Madagascar | MDG |
Series Information
This survey is part of the Service Delivery Indicators (SDI) project, an initiative led by the World Bank. SDI surveys track the quality of service delivery in primary schools and frontline health facilities across Africa and other regions of the world. The indicators can be used to track progress within and across countries over time and aim to enhance the active monitoring of service delivery to increase public accountability and good governance. Ultimately, the goal of the program is to support policymakers, citizens, service providers, donors, and other stakeholders in enhancing the quality of service delivery and improve development outcomes.
Since the inception of the initiative in 2010, twenty-six surveys have been completed in twelve countries in Africa, capturing the health and primary education service delivery experience of over 500 million people. The surveys have been extended in Africa (with SDIs in the pipeline or envisioned in Benin, DRC, Cameron, Madagascar, Ethiopia, Cote D’Ivoire, Gambia, Guinea Bissau, Malawi, and Mali) and beyond: data collection for the first SDI surveys in Latin America (Guatemala), East Asia/Pacific (Indonesia), Europe and Central Asia (Armenia, Moldova and Ukraine), Middle East and North Africa (Iraq), and South Asia (Bhutan) are underway or being considered.
With the exception of Module 3 (school finances), the datasets distributed here were harmonized to a common standard to facilitate comparisons across countries and over time. The data was also anonymized to preserve the confidentiality of the data of respondents. The harmonization and anonymization work were conducted by the SDI team at the World Bank.
SDI surveys are documented in the Microdata Library as Service Delivery Indicators Health Surveys and Service Delivery Indicators Education Surveys.
Since the inception of the initiative in 2010, twenty-six surveys have been completed in twelve countries in Africa, capturing the health and primary education service delivery experience of over 500 million people. The surveys have been extended in Africa (with SDIs in the pipeline or envisioned in Benin, DRC, Cameron, Madagascar, Ethiopia, Cote D’Ivoire, Gambia, Guinea Bissau, Malawi, and Mali) and beyond: data collection for the first SDI surveys in Latin America (Guatemala), East Asia/Pacific (Indonesia), Europe and Central Asia (Armenia, Moldova and Ukraine), Middle East and North Africa (Iraq), and South Asia (Bhutan) are underway or being considered.
With the exception of Module 3 (school finances), the datasets distributed here were harmonized to a common standard to facilitate comparisons across countries and over time. The data was also anonymized to preserve the confidentiality of the data of respondents. The harmonization and anonymization work were conducted by the SDI team at the World Bank.
SDI surveys are documented in the Microdata Library as Service Delivery Indicators Health Surveys and Service Delivery Indicators Education Surveys.
Abstract
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 and within countries over time.
The Education SDIs include teacher effort, teacher knowledge and ability, and the availability of key inputs (for example, textbooks, basic teaching equipment, and infrastructure such as blackboards and toilets). The indicators provide a snapshot of the learning environment and the key resources necessary for students to learn.
Madagascar Service Delivery Indicators Education Survey was implemented from April 2016 (for enumerator training and pre-testing of the instruments) to May and June 2016 (for fieldwork and data collection) by CAETIC Development, a strong local think-tank and survey firm. The sampling strategy was done by INSTAT the national institute for statistics. Information was collected from 473 primary schools, 2,130 teachers (for skills assessment), 2,475 teachers (for absence rate), and 3,960 pupils across Madagascar. The survey also collected basic information on all the 3,049 teachers or staff that teach in the 473 primary schools visited or are non-teaching directors.
The Education SDIs include teacher effort, teacher knowledge and ability, and the availability of key inputs (for example, textbooks, basic teaching equipment, and infrastructure such as blackboards and toilets). The indicators provide a snapshot of the learning environment and the key resources necessary for students to learn.
Madagascar Service Delivery Indicators Education Survey was implemented from April 2016 (for enumerator training and pre-testing of the instruments) to May and June 2016 (for fieldwork and data collection) by CAETIC Development, a strong local think-tank and survey firm. The sampling strategy was done by INSTAT the national institute for statistics. Information was collected from 473 primary schools, 2,130 teachers (for skills assessment), 2,475 teachers (for absence rate), and 3,960 pupils across Madagascar. The survey also collected basic information on all the 3,049 teachers or staff that teach in the 473 primary schools visited or are non-teaching directors.
Kind of Data
Sample survey data [ssd]
Unit of Analysis
Schools, teachers, students.
Version
Version Description
v01, harmonized and anonymized data for public distribution.
Version Date
2021-04-13
Scope
Notes
The core Education Service Delivery Indicators are:
1) Teacher Effort:
- School absence rate
- Classroom absence rate
- Time spent teaching per day
2) Teacher Knowledge and Ability:
- Minimum knowledge among teachers
3) Availability of Inputs:
- Infrastructure availability
- Equipment availability
- Share of pupils with textbooks
- Observed pupil-teacher ratio
The survey also tests grade 4 pupils on mathematics, linguistics and non-verbal reasoning. Additionally, direct observations are made to assess firsthand classroom conditions as well as school inputs and infrastructure that teachers and students have readily available.
SDI instruments also include modules on school's finances and staff/teacher rosters that include their qualifications and demographic information.
1) Teacher Effort:
- School absence rate
- Classroom absence rate
- Time spent teaching per day
2) Teacher Knowledge and Ability:
- Minimum knowledge among teachers
3) Availability of Inputs:
- Infrastructure availability
- Equipment availability
- Share of pupils with textbooks
- Observed pupil-teacher ratio
The survey also tests grade 4 pupils on mathematics, linguistics and non-verbal reasoning. Additionally, direct observations are made to assess firsthand classroom conditions as well as school inputs and infrastructure that teachers and students have readily available.
SDI instruments also include modules on school's finances and staff/teacher rosters that include their qualifications and demographic information.
Coverage
Geographic Coverage
National
Producers and sponsors
Primary investigators
| Name | Affiliation |
|---|---|
| Waly Wane | The World Bank |
Producers
| Name | Affiliation | Role |
|---|---|---|
| Rija Andriantavison | The World Bank | Madagascar SDI focal point |
| Shilpa Challa | The World Bank |
Funding Agency/Sponsor
| Name |
|---|
| William and Flora Hewlett Foundation |
| The World Bank |
Sampling
Sampling Procedure
A two-stage sampling method was adopted. First, in each stratum schools were chosen within the selected councils. Once at a selected school, the enumerator selected teachers and pupils depending on the structure of the classrooms.
The schools were chosen using probability proportional to size (PPS), where size was the number of standard two pupils as provided by the 2014 EMIS database. As for the selection of the cluster, the use of PPS implied that each standard four pupil within a stratum had an equal probability for her school to be selected.
Finally, within each school, up to 10 standard four pupils and 10 teachers were selected. Pupils were randomly selected among the grade-four pupil body, whereas for teachers, there were two different procedures for measuring absence rate and assessing knowledge. For absence rate, 10 teachers were randomly selected from the teachers’ roster and the whereabouts of those teachers was ascertained in a return surprise visit. For the knowledge assessment, however, all teachers who were currently teaching in primary four or taught primary three the previous school year were included in the sample. Then a random number of teachers in upper grades were included to top up the sample. These procedures implied that pupils across strata, as well as teachers across strata and within a school (for the knowledge assessment) did not all have the same probability of selection. It was, therefore, warranted to compute weights for reporting the survey results.
The sampling strategy for the SDI in Madagascar was done by INSTAT the national statistics office.
The schools were chosen using probability proportional to size (PPS), where size was the number of standard two pupils as provided by the 2014 EMIS database. As for the selection of the cluster, the use of PPS implied that each standard four pupil within a stratum had an equal probability for her school to be selected.
Finally, within each school, up to 10 standard four pupils and 10 teachers were selected. Pupils were randomly selected among the grade-four pupil body, whereas for teachers, there were two different procedures for measuring absence rate and assessing knowledge. For absence rate, 10 teachers were randomly selected from the teachers’ roster and the whereabouts of those teachers was ascertained in a return surprise visit. For the knowledge assessment, however, all teachers who were currently teaching in primary four or taught primary three the previous school year were included in the sample. Then a random number of teachers in upper grades were included to top up the sample. These procedures implied that pupils across strata, as well as teachers across strata and within a school (for the knowledge assessment) did not all have the same probability of selection. It was, therefore, warranted to compute weights for reporting the survey results.
The sampling strategy for the SDI in Madagascar was done by INSTAT the national statistics office.
Weighting
SDI survey estimates must be properly weighted using a sampling weight or expansion factor to estimate representativeness of the population of interest.
School, teacher, and pupil-level sampling weights are stored in the "MDG_2016_EDU_Weights.dta" file.
School, teacher, and pupil-level sampling weights are stored in the "MDG_2016_EDU_Weights.dta" file.
Data Collection
Dates of Data Collection
| Start | End |
|---|---|
| 2016-04-04 | 2016-06-01 |
Data Collection Mode
Face-to-face [f2f]
Data Collectors
| Name |
|---|
| CAETIC Development |
Questionnaires
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 headteacher 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 headteacher to collect information about school finances (this data is unharmonized).
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.
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 headteacher 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 headteacher to collect information about school finances (this data is unharmonized).
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 Processing
Data Editing
Data quality control was performed in Stata.
Other Processing
Datasets have been cleaned, anonymized, and harmonized using Stata.
For some variables, missing observations were recoded and/or distinctly labeled as:
Skips: "-999", or ".a"
Don't Know: "999", "99", or ".b"
Confidential Information (Anonymized): "Confidential", or ".c "
Not Available: ".n"
For some variables, missing observations were recoded and/or distinctly labeled as:
Skips: "-999", or ".a"
Don't Know: "999", "99", or ".b"
Confidential Information (Anonymized): "Confidential", or ".c "
Not Available: ".n"
Access policy
Contacts
| Name | Affiliation | |
|---|---|---|
| SDI team | HD Practice Group, The World Bank | sdi@worldbank.org |
Confidentiality
Details about the anonymization process can be found in the documentation provided with these datasets.
Access conditions
The harmonized, anonymized datasets are available as public files (for use under a License).
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.
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
Waly Wane, The World Bank. Madagascar Service Delivery Indicators Education Survey (SDI-E) 2016 - Harmonized Public Use Data, Ref. MDG_2016_SDI-E_v01_M_v01_A_PUF. Dataset downloaded from [URL] on [date].
- 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
Waly Wane, The World Bank. Madagascar Service Delivery Indicators Education Survey (SDI-E) 2016 - Harmonized Public Use Data, Ref. MDG_2016_SDI-E_v01_M_v01_A_PUF. Dataset downloaded from [URL] on [date].
Access authority
| Name | Affiliation | |
|---|---|---|
| SDI Team | HD Practice Group, The World Bank | sdi@worldbank.org |
Disclaimer and copyrights
Disclaimer
The user of the data acknowledges that the original collector of the data, the authorized distributor of the data, and the relevant funding agency bear no responsibility for use of the data or for interpretations or inferences based upon such uses.
Metadata production
DDI Document ID
DDI_MDG_2016_SDI-E_v01_M_v01_A_PUF_WB
Producers
| Name | Abbreviation | Affiliation | Role |
|---|---|---|---|
| Development Data Group | DECDG | World Bank | Documentation of the Study |
Date of Metadata Production
2021-04-13
DDI Document version
Version 01