2016: The third SDI survey in Tanzania's education sector was implemented from August to December 2016 (previous surveys were conducted in 2010 and 2014). As with the previous SDI surveys implemented in this country, data collection activities were preceded by extensive consultation with the Government and key stakeholders on survey design, sampling, and adaptation of survey instruments. Information was collected from 400 primary public schools, 2,145 teachers (for skills assessment), 3,659 teachers (for absence rate), and 4,797 pupils across Tanzania.
2013: This report presents the findings from the implementation of the SDI in the education sector in Tanzania in 2014. Survey implementation was preceded by an extensive consultation with the Government and key stakeholders on survey design, sampling, and adaptation of survey instruments. Pre-testing of the survey instruments, enumerator training, and fieldwork took place in 2014. Information was collected from 400 primary schools, 2,196 teachers (for skills assessment), 3,692 teachers (for absence rate), and 4,041 pupils across Tanzania. The results provide a snapshot of the quality of service delivery and the physical environment within which services are delivered in public primary schools.
2010: The Service Delivery Indicators were piloted in Tanzania and Senegal in the spring/summer of 2010. The main objective of the pilots was to test the survey instruments in the field and to verify that robust indicators of service delivery quality could be collected with a single facility‐level instrument in different settings. To this end, it was decided that the pilots should include an Anglophone and Francophone country with different budget systems. The selection of Senegal and Tanzania was also influenced by the presence of strong local research institutes from the AERC network: Centre de Recherche Economique et Sociale (CRES) in Senegal and the Research on Poverty Alleviation (REPOA) in Tanzania. Both research institutes have extensive facility survey experience and are also grantees of the Hewlett‐supported Think Tank Initiative. In both Senegal and Tanzania, the sample was designed to provide estimates for each of the key Indicators, broken down by urban and rural location. To achieve this purpose in a cost-effective manner, a stratified multi‐stage random sampling design was employed. Given the overall resource envelope, it was decided that roughly 150 facilities would be surveyed in each sector in Senegal, while approximately 180 units would be surveyed in both sectors in Tanzania (as Tanzania is a much larger country than Senegal in terms of area and population). The sample frames employed consisted of the most recent list of all public primary schools and public primary health facilities, including information on the size of the population they serve.
Highlights 2014 (Kiswahili)