WB HR Tanzania CASE STUDYWB HR Tanzania CASE STUDYHuman Resource Development Human Resource Development

Project, 1997-2005Project, 1997-2005Group 8Phil Rose (UK),Eiad Yafi (Syria),Magdalena Belof (PL),Jiři Neuberg (CZ),Petra Nováková (CZ) Šárka Mertová (CZ)Jitka Rabitsch Adamčiková (CZ)

Group 8Phil Rose (UK),Eiad Yafi (Syria),Magdalena Belof (PL),Jiři Neuberg (CZ),Petra Nováková (CZ) Šárka Mertová (CZ)Jitka Rabitsch Adamčiková (CZ)

EPDET 2011, Vilanec

• HRDP (World Bank)• $ 24 Mio• 8 years• 4 components:

o Comunity Education Piloto Girl’s Secondary

Education Support Piloto Capacity Building for

Schools / Communityo Policy Development

Planning & Resaarch

• HRDP (World Bank)• $ 24 Mio• 8 years• 4 components:

o Comunity Education Piloto Girl’s Secondary

Education Support Piloto Capacity Building for

Schools / Communityo Policy Development

Planning & Resaarch

Key informations:Key informations:

1. Has primary education enrolment increased in the project areas?

2. Was primary education quality improved in project areas?

3. Was girls attendance in secondary school increased as planned?

4. Has the project led to changes in policy planning or education systems?

5. Has the project led to an increase in paternal participation? 6. Could all or part of the project be scaled up or replicated

elsewhere in the country?

1. Has primary education enrolment increased in the project areas?

2. Was primary education quality improved in project areas?

3. Was girls attendance in secondary school increased as planned?

4. Has the project led to changes in policy planning or education systems?

5. Has the project led to an increase in paternal participation? 6. Could all or part of the project be scaled up or replicated

elsewhere in the country?

6 major eveluation questions:6 major eveluation questions:

Wider Macroeconomic Evolution

Inputs Activities Outputs

Information Training

Experts

CEF Expanded

Trained staff

Funds for poor girls (in

secondary education)

Better stats.Money

PSG

Funding allocation

TA Support

Research

Wider Macroeconomic Evolution

Inputs Activities Outputs

Information

M/ L OutcomesS/T Outcomes

Training

Experts

CEF Expanded

Trained staff

Funds for poor girls (in

secondary education)

Better stats.Money

PSG

Funding allocation

TA Support

Research

Parental participation

Pilot mainstreamed

in MOEC + then expanded

Improved quality in primary ed.

Raised primary enrolment

Improved opportunity & quality for sec.

ed.for girls

Impact

Wider education benefits:

- Economic,- Health,

-Etc…..Stronger ed.

systems, policy and planning

Wider Macroeconomic Evolution

Inputs Activities Outputs

Information

M/ L OutcomesS/T Outcomes

Training

Experts

CEF Expanded

Trained staff

Funds for poor girls (in

secondary education)

Better stats.Money

PSG

Funding allocation

TA Support

Research

Parental participation

Pilot mainstreamed

in MOEC + then expanded

Improved quality in primary ed.

Raised primary enrolment

Improved opportunity & quality for sec.

ed.for girls

Impact

Wider education benefits:

- Economic,- Health,

-Etc…..

Assumptions

Stronger ed. systems, policy and planning

All other required complementary efforts to improve access & quality

Elite capture

Teachers cooperatee

Trained staff will retain Govt. policy

stable

Other donor & Govt. programms

Pilot area’s characteristics

World Bank policy & procedures

Context:

1. Has primary education enrolment increased in the project areas?

SUB-QUESTION TYPE OF Q.

DESIGN DATA SOURCES SAMPLE OR CENCUS

DATA COLLECTION INSTRUMENT

DATA ANALYSIS

1.A. How much? D BEF.& AF.without comparison group

Education Management Information System (EMIS)

CENSUS Primary enrolment figures

Descriptive statistics

1.B How many children enrolled are attending regularly and how many complete?

D BEF.& AF.without comparison group

EMIS CENSUS Attendance & completion figures

Descriptive statistics

1.C Is there a difference between girls and boys?

N BEF.& AF.without comparison group

EMIS CENSUS Gender disaggregation

Descriptive statistics

1.D. Can any improvement be attributed to the 4 program components?

C+E PRE & POSTNoneqiv. comparison

Project reports, stakeholders

Stratified random samples

Survey structured inteview

Content analysis

2. Was primary education quality improved in project areas?

SUB-QUESTION TYPE OF Q.

DESIGN DATA SOURCES

SAMPLE OR CENCUS

DATA COLLECTION INSTRUMENT

DATA ANALYSIS

2.A Has there been an increase in transition to secondary schools?

N BEF.& AF.without comparison group

EMIS CENSUS Secondary enrolment figures

Descriptive statistics

2.B Has early grade reading improved?

N BEF.& AF.without comparison group

Test sores

Simple random sample

Test records Descriptive statistics

2.C. Is there a difference between boys and girls?

N BEF.& AF.without comparison group

EMISCENSUS Gender

disaggregation

Descriptive statistics

2.D What is the attitude of teachers has their behavior change?

D ONE SHOT Stakeholders

Stratified random samples

Focus groups of teachers, pupils, parents, heads + expert judgment

Content analysis

6. Could all or part of the project be scaled up or replicated elsewhere in the country?

SUB-QUESTION TYPE OF Q.

DESIGN DATA SOURCES

SAMPLE OR CENCUS

DATA COLLECTION INSTRUMENT

DATA ANALYSIS

6.A. Has the project approach been adopted by MOEC staff other than those than in the PSG?

D ONE SHOT MOEC records + staff

Purposeful sample

Policy documents and semi-structured interviews

Coded content analysis

6.B. Are any/all of the components cost effective comparing to other programs in Tanzania?

N CORRELATIONAL

Budget CENSUS Budget files Cost benefit analysis

6.C. Have any project benefits operated on support from other external programs?

D ONE SHOT

6.D. Are there any pilar/characteristic in the project area which may not be apply elsewhere?

D SIMPLE CROSS -SEC

3. Was girls attendance in secondary school increased as planned?

SUB-QUESTION TYPE OF Q.

DESIGN DATA SOURCES

SAMPLE OR CENCUS

DATA COLLECTION INSTRUMENT

DATA ANALYSIS

3.A. Has the project targeted for lower secondary been met?

N ONE SHOT

3.B. Has the target for upper secondary been met?

N ONE SHOT

3.C. How many girls have graduated at each level?

D ONE SHOT

3.D. Has there been an improvement in livelihoods for those graduating?

C+E CASE STUDIES

4. Has the project led to changes in policy planning or education systems?

SUB-QUESTION TYPE OF Q.

DESIGN DATA SOURCES

SAMPLE OR CENCUS

DATA COLLECTION INSTRUMENT

DATA ANALYSIS

4.A. What changes has been made as a result of the project?

C+E CASUAL TRACINGSTRATEGY

4.B. How has schools governance changed in the project areas?

C+E CASE STUDIES

4.C. What changes have taken place in community involvement in education?

C+E CASE STUDIES

5. Has the project led to an increase in paternal participation?

SUB-QUESTION TYPE OF Q.

DESIGN DATA SOURCES

SAMPLE OR CENCUS

DATA COLLECTION INSTRUMENT

DATA ANALYSIS

5.A. How much has participation increased?

N BEF.& AF.without comparison group

5.B. Are there significant differences in different project areas?

D SIMPLE CROSS-SEC.

5.C. What are the main reasons that parents are participating?

D PANEL DESIGN

This shows the need…