Global Education Policy Dashboard 2022
Sierra Leone, 2022
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SLE_2022_GEPD_v01_M
Global Education Policy Dashboard 2022
GEPD 2022
| Name | Country code |
|---|---|
| Sierra Leone | SLE |
The World Bank, with support from the Bill and Melinda Gates Foundation and the UK’s Department for International Development, has designed a Global Education Policy Dashboard, which measures the drivers of learning outcomes in basic education around the world. In doing so, it highlight gaps between current practice and what the evidence suggests would be most effective in promoting learning, and it gives governments a way to set priorities and track progress as they work to close those gaps.
Sample survey data [ssd]
Schools, teachers, students, public officials
Version
Version 01: Harmonized and anonymized data
2023-07-06
Scope
The study covered the following topics:
School Survey
- Roster
- School information
- School management
- Teacher background information
- Teacher assessment
- Student direct assessment (Grade 1)
- Classroom observation
- Student direct assessment (Grade 4)
Policy Survey
- Teachers
- Inputs and infrastructure
- School management
- Learners
Survey of Public Officials
- Demographic information
- National learning goals
- Accountability and mandates
- Quality of bureaucracy
- Impartial decision-making
- Human resources questionnaire
Coverage
National
Producers and sponsors
| Name | Affiliation |
|---|---|
| Halsey Rogers | World Bank |
| Sergio Venegas Marin | World Bank |
| Adrien Ciret | World Bank |
| Marie Helene Cloutier | World Bank |
| Brian Stacy | World Bank |
| Name |
|---|
| Bill and Melinda Gates Foundation |
| UK’s Foreign, Commonwealth, and Development Office (FCDO) |
| Government of Japan |
Sampling
The aim of the Global Education Policy Dashboard school survey is to produce nationally representative estimates, which will be able to detect changes in the indicators over time at a minimum power of 80% and with a 0.05 significance level. We also wish to detect differences by urban/rural location. For our school survey, we will employ a two-stage random sample design, where in the first stage a sample of typically around 200 schools, based on local conditions, is drawn, chosen in advance by the Bank staff. In the second stage, a sample of teachers and students will be drawn to answer questions from our survey modules, chosen in the field. A total of 10 teachers will be sampled for absenteeism. Five teachers will be interviewed and given a content knowledge exam. Three 1st grade students will be assessed at random, and a classroom of 4th grade students will be assessed at random. Stratification will be based on the school’s urban/rural classification and based on region. When stratifying by region, we will work with our partners within the country to make sure we include all relevant geographical divisions. For our Survey of Public Officials, we will sample a total of 200 public officials. Roughly 60 officials are typically surveyed at the federal level, while 140 officials will be surveyed at the regional/district level. For selection of officials at the regional and district level, we will employ a cluster sampling strategy, where roughly 10 regional offices (or whatever the secondary administrative unit is called) are chosen at random from among the regions in which schools were sampled. Then among these 10 regions, we also typically select around 10 districts (tertiary administrative level units) from among the districts in which schools werer sampled. The result of this sampling approach is that for 10 clusters we will have links from the school to the district office to the regional office to the central office. Within the regions/districts, five or six officials will be sampled, including the head of organization, HR director, two division directors from finance and planning, and one or two randomly selected professional employees among the finance, planning, and one other service related department chosen at random. At the federal level, we will interview the HR director, finance director, planning director, and three randomly selected service focused departments. In addition to the directors of each of these departments, a sample of 9 professional employees will be chosen in each department at random on the day of the interview.
The sample for the Global Education Policy Dashboard in SLE was based in part on a previous sample of 260 schools which were part of an early EGRA study. Details from the sampling for that study are quoted below. An additional booster sample of 40 schools was chosen to be representative of smaller schools of less than 30 learners.
EGRA Details:
"The sampling frame began with the 2019 Annual School Census (ASC) list of primary schools as provided by UNICEF/MBSSE where the sample of 260 schools for this study were obtained from an initial list of 7,154 primary schools. Only schools that meet a pre-defined selection criteria were eligible for sampling.
To achieve the recommended sample size of 10 learners per grade, schools that had an enrolment of at least 30 learners in Grade 2 in 2019 were considered. To achieve a high level of confidence in the findings and generate enough data for analysis, the selection criteria only considered schools that:
• had an enrolment of at least 30 learners in grade 1; and
• had an active grade 4 in 2019 (enrolment not zero)
The sample was taken from a population of 4,597 primary schools that met the eligibility criteria above, representing 64.3% of all the 7,154 primary schools in Sierra Leone (as per the 2019 school census). Schools with higher numbers of learners were purposefully selected to ensure the sample size could be met in each site.
As a result, a sample of 260 schools were drawn using proportional to size allocation with simple random sampling without replacement in each stratum. In the population, there were 16 districts and five school ownership categories (community, government, mission/religious, private and others). A total of 63 strata were made by forming combinations of the 16 districts and school ownership categories. In each stratum, a sample size was computed proportional to the total population and samples were drawn randomly without replacement. Drawing from other EGRA/EGMA studies conducted by Montrose in the past, a backup sample of up to 78 schools (30% of the sample population) with which enumerator teams can replace sample schools was also be drawn.
In the distribution of sampled schools by ownership, majority of the sampled schools are owned by mission/religious group (62.7%, n=163) followed by the government owned schools at 18.5% (n=48). Additionally, in school distribution by district, majority of the sampled schools (54%) were found in Bo, Kambia, Kenema, Kono, Port Loko and Kailahun districts. Refer to annex 9. for details on the population and sample distribution by district."
Because of the restriction that at least 30 learners were available in Grade 2, we chose to add an additional 40 schools to the sample from among smaller schools, with between 3 and 30 grade 2 students. The objective of this supplement was to make the sample more nationally representative, as the restriction reduced the sampling frame for the EGRA/EGMA sample by over 1,500 schools from 7,154 to 4,597.
The 40 schools were chosen in a manner consistent with the original set of EGRA/EGMA schools. The 16 districts formed the strata. In each stratum, the number of schools selected were proportional to the total population of the stratum, and within stratum schools were chosen with probability proportional to size.
GEPD survey estimates must be properly weighted using a sampling weight to estimate the population of interest. School, teacher, and pupil-level sampling weights are stored in each file file.
Survey instrument
The dashboard project collects new data in each country using three new instruments: a School Survey, a Policy Survey, and a Survey of Public Officials. Data collection involves school visits, classroom observations, legislative reviews, teacher and student assessments, and interviews with teachers, principals, and public officials. In addition, the project draws on some existing data sources to complement the new data it collects. A major objective of the GEPD project was to develop focused, cost-effective instruments and data-collection procedures, so that the dashboard can be inexpensive enough to be applied (and re-applied) in many countries. The team achieved this by streamlining and simplifying existing instruments, and thereby reducing the time required for data collection and training of enumerators.
More information pertaining to each of the three instruments can be found below:
-
School Survey: The School Survey collects data primarily on practices (the quality of service delivery in schools), but also on some de facto policy indicators. It consists of streamlined versions of existing instruments—including Service Delivery Surveys on teachers and inputs/infrastructure, Teach on pedagogical practice, Global Early Child Development Database (GECDD) on school readiness of young children, and the Development World Management Survey (DWMS) on management quality—together with new questions to fill gaps in those instruments. Though the number of modules is similar to the full version of the Service Delivery Indicators (SDI) Survey, the number of items and the complexity of the questions within each module is significantly lower. The School Survey includes 8 short modules: School Information, Teacher Presence, Teacher Survey, Classroom Observation, Teacher Assessment, Early Learner Direct Assessment, School Management Survey, and 4th-grade Student Assessment. For a team of two enumerators, it takes on average about 4 hours to collect all information in a given school. For more information, refer to the Frequently Asked Questions.
-
Policy Survey: The Policy Survey collects information to feed into the policy de jure indicators. This survey is filled out by key informants in each country, drawing on their knowledge to identify key elements of the policy framework (as in the SABER approach to policy-data collection that the Bank has used over the past 7 years). The survey includes questions on policies related to teachers, school management, inputs and infrastructure, and learners. In total, there are 52 questions in the survey as of June 2020. The key informant is expected to spend 2-3 days gathering and analyzing the relavant information to answer the survey questions.
-
Survey of Public Officials: The Survey of Public Officials collects information about the capacity and orientation of the bureaucracy, as well as political factors affecting education outcomes. This survey is a streamlined and education-focused version of the civil-servant surveys that the Bureaucracy Lab (a joint initiative of the Governance Global Practice and the Development Impact Evaluation unit of the World Bank) has implemented in several countries. The survey includes questions about technical and leadership skills, work environment, stakeholder engagement, impartial decision-making, and attitudes and behaviors. The survey takes 30-45 minutes per public official and is used to interview Ministry of Education officials working at the central, regional, and district levels in each country.
Datasets have been cleaned, anonymized, and harmonized using R and Stata. Personal identifying information has been removed from the data file including names, addresses, and geolocation coordinates. Additionally, some continuous variables have been recoded to discrete bins to decrease the likelihood of reidentification including the number of students enrolled in the school and salary information for public officials.
Data collection
| Start | End |
|---|---|
| 2022-05-05 | 2022-06-18 |
- Computer Assisted Personal Interview [capi]
| Name |
|---|
| IGR |
World Bank
Data collected using Survey Solutions platform.
Data processing
Data quality control was performed in R and Stata.
Code to calculate all indicators can be found on github here:
https://github.com/worldbank/GEPD/blob/master/Countries/Sierra Leone/2022/School/01_data/03_school_data_cleaner.Rmd
Data appraisal
The aim of the Global Education Policy Dashboard school survey is to produce nationally representative estimates, which will be able to detect changes in the indicators over time at a minimum power of 80% and with a 0.05 significance level.
Data Access
| Name | |
|---|---|
| GEPD Team | educationdashboard@worldbank.org |
| Confidentiality declaration text |
|---|
| Personal identifying information has been removed from the data file including names, addresses, and geolocation coordinates. Additionally, some continuous variables have been recoded to discrete bins to decrease the likelihood of reidentification including the number of students enrolled in the school and salary information for public officials. |
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 educationdashboard@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.
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
Disclaimer and copyrights
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.
Contacts
| Name | |
|---|---|
| GEPD team | educationdashboard@worldbank.org |
Metadata production
DDI_SLE_2022_GEPD_v01_M_WB
| Name | Abbreviation | Affiliation | Role |
|---|---|---|---|
| Development Data Group | DECDG | World Bank | Documentation of the DDI |
2024-06-17
Metadata version
Version 01 (June 2024)