SERVICE TANZANIA DELIVERY Service Delivery Indicators INDICATORS EDUCATION | MAY 2016 Education | Health Tanzania has registered impressive progress in its education sector over the past decade or so. Completion rates in primary increased from 55 percent in 2000 to 80 percent in 2012. Tanzania has also achieved gender parity for both pupils and teachers. Amid these very positive developments, it has been shown that a large proportion of Tanzanian pupils are not learning in school. An outcome which is most likely related to poor quality of service delivery. The Tanzanian education system needs now to deliver quality to its pupils to get them equipped to face competition in the national, regional, and international labor markets. Service Delivery Indicators in the Education Results Chain Input Availability Teacher Effort Learning Outcomes Highlights ■ School Absence 14% ■ Classroom Absence 47% Input availability Teacher Ability In Tanzanian primary schools, sig- §§ ■ Test Score 59% nificant gaps existed in the availabil- ■ Infrastructure 41% ■ Minimum Knowledge 21% ■E nglish 37% ity of inputs at the frontline. Only 41 ■T  eacher Equipment 61% ■K iswahili 81% percent of schools had the required Gender ■ Mathematics 58% ■ Pupils with textbooks 25% minimum infrastructure; 47 percent ■ Female Primary Teachers 50% ■ Pupil-Teacher ratio 43:1 ■ Female Head Teachers 18% had toilets meeting the standard; and 61 percent had minimum teach- ing materials. While in the classroom, one in four pupils (25 percent) had a mathematics or English The mathematics test revealed that most pupils did not §§ textbook. Classroom observation revealed an average pupil- perform well at the standard three level. For example, only teacher ratio of 43 pupils per teacher, slightly below the ex- 40 percent of the standard four pupils could perform 6 ÷ 3 pected norm of 45:1. or 7x8. Teacher effort Gender Issues On average, 14 percent of teachers were found to be absent §§ Tanzania achieved gender parity in the teaching workforce, §§ from school. Absence from classroom was much higher however, only 18 percent of women were tapped to with 37 percent of teachers who were in school but not in become head teachers. Female teachers were thus 5 times the class teaching. While in the classroom, teachers spent less likely to manage a school compared to men. Female- about 12 percent of the time on non-teaching activities. headed schools had 27 percent more female teachers. The Combining these three indicators, the results show that gender gap was most noticeable in rural schools headed by pupils only had 2 hours and 47 minutes of teaching time men, which had a 2:1 male-to-female teacher ratio. every day. Considering correlations between teacher’s gender and §§ pupils’ test performance, the results show that boys Teacher ability scored worse in mathematics with a female teacher. The vast majority of teachers lacked the necessary academic §§ However, a teacher’s performance on both the English and and pedagogical skills to teach. Although the average mathematics assessment had a strong positive effect on score on the English and mathematics assessment was 59 girls’ mathematics scores. The higher the share of female percent, only 21 percent of the teachers scored 80 percent teachers in a school, the better girls performed in English, or above on these assessments. although boys’ performance was not affected. Pupil performance Correlation between teacher’s effort and Pupils scored much higher in the Kiswahili version of the §§ performance and pupils’ learning outcomes test (65 percent) compared to the test given in English On a daily basis, Tanzanian teachers showed up at school, §§ (50 percent). The average score on the English section but once there, many did not spend much time in the was low at 37 percent, whereas, on the Kiswahili section, classroom. This reality caused Tanzanian pupils to lose the average score was 81 percent. Strikingly, pupils’ more than 50 percent of the scheduled teaching time and mathematics score was identical, averaging 58 percent, to interact with their teachers for only 2 hours and 47 irrespective of the language. minutes per day. SDI Results Availability of Key Inputs Pupils received an average of 2 In terms of the availability of teaching resources, only hours and 46 minutes of teaching 61 percent of Tanzanian primary schools possessed the minimum required. All sub-indicators were close per day instead of the official 5 to 100 percent except “sufficient contrast to read the hours and 56 minutes. board”. In more than 25 percent of the standard four classrooms, writing on the blackboard could not be discerned from the back of the classroom. on teachers represents the largest share of education There was near universal access to toilets in Tanzania’s spending in Tanzania, this high absence from class- primary schools and almost all of them were acces- room clearly constitutes an important waste of time sible and clean. Due to the fact that in many schools and resources. Classroom absence rate was most (particularly in the rural areas), teachers did not have likely a school leadership and management issue be- separate toilets from the pupils, it was considered cause the majority of the teachers were, in fact, in the that fewer than 57 percent of the schools had private school. toilets. Roughly, only 25 percent of pupils had access In order for pupils to learn, a teacher has to be present to an English or mathematics textbook in a typical at school, in the classroom and actively teaching. The standard four classroom. In 42 percent of the schools, SDI results show that 14 percent of teachers were not none of the pupils had a textbook during the lesson. in school during an unannounced visit, which trans- lates into a loss of 51 minutes of teaching time; and Teacher effort: What providers do? a further 37 percent were at school, but not in the Absence from school was relatively low with 14 per- classroom when they were supposed to be teach- cent of teachers not present at school at the time of ing, leading to another 1 hour and 54 minutes of the surprise visit. However, close to 37 percent of the lost teaching time. When in the classroom, teachers teachers found in school were not in the classroom taught 88 percent of the time, leading to a loss of 23 teaching. This increased the classroom absence rate minutes of teaching time. Cumulating the sources to 47 percent nationally. Therefore, at any point in of lost instructional time, pupils received roughly 39 time, almost half of Tanzanian primary teachers were percent of the scheduled teaching time. This means outside the classroom not teaching. As expenditure that pupils received an average of 2 hours and 46 minutes of teaching per day instead of the official 5 hours and 56 minutes. FIGURE 1. Teachers’ whereabouts during unannounced visit (percent) Teacher ability: What providers know? For every 100 teachers ... Content knowledge among Tanzanian teachers was 4 in class but poor. Only 1 out of 5 teachers scored more than 80 not teaching 32 in school but percent on the combined English and mathematics not in class tests. Nationally, the vast majority of teachers dis- played low levels of content knowledge, which were primarily due to the poor results on the English sec- tion - only 1.1 percent of teachers were above the 80 percent cut-off. Mathematics teachers fared better 49 in class with 1 out of 3 who scored 80 percent or better on and teaching 14 not in school the test. Taking English and mathematics together, teach- ers correctly answered 59 percent of the questions. 1 Note that for this indicator a number of schools did not, in fact, have information on cleanliness and accessibility. The specific schools with missing information were those where teachers and pupils used the same toilets. For such schools, a skip was inadvertently included in the Kiswahili version of the questionnaire. We considered that those schools did not meet the privacy criterion for pupils. The toilets were, however, still considered accessible and clean by default. Therefore, the infrastructure indicator was an overestimate of the true state of infrastructure in Tanzania’s primary schools. 2 TANZANIA SERVICE DELIVERY INDICATORS ■ EDUCATION Teachers scored poorly in English (42 percent), and in pedagogy (36 percent). FIGURE 2. Teachers’ average score on English, mathematics, and pedagogy test (percent) The poor performance on the English test indicates 69 that teachers had not mastered half of the standard 63 65 63 four curriculum. Teachers recorded their lowest per- formance on the composition exercise (21 percent). 52 When given the task to correct a letter containing 21 45 42 42 41 mistakes, like punctuation or capitalization or vocab- 36 37 35 ulary, the average Tanzanian primary school teacher caught only 4.6 of them. When given the task to correct a Tanzania Dar es Salaam Other Urban Rural letter containing 21 mistakes, like Mathematics English Pedagogy punctuation or capitalization or vocabulary, the average Tanzanian primary school teacher caught FIGURE 3. Pupils’ performance - average scores (percent) only 4.6 of them. 98 91 81 77 75 On the mathematics test, the average score was 63 percent with a large and significant difference 63 63 58 56 (19 percentage points) between scores on the 52 lower and upper parts of the primary curriculum. 37 31 This means that teachers were more at ease with simple operations, such as adding two- or three- digit numbers, than with slightly more complex computations, such as comparing fractions. Tanzania Dar es Salaam Other Urban Rural On the pedagogy section, teachers only managed Kiswahili Mathematics English about one-third of the tasks on the test. All teach- ers seemed to have poor pedagogical skills, which was clearly illustrated by the “minimum knowledge” of pupils had the exact same average score on the indicator, whereby only 1 out of 1000 (0.1 percent) mathematics test (58 percent). Dar es Salaam pupils teachers scored more than 80 percent. These results significantly outperformed pupils in all other parts imply that teachers knew little more than their pu- of the country. However, girls and boys performed pils and what they did know, they could not teach at par. adequately. For Kiswahili, close to 9 out of 10 pupils managed Pupil performance the simplest tasks, such as identifying a letter or Unsurprisingly, pupils scored much higher in the recognizing a simple word. Actually, Kiswahili test Kiswahili version of the test compared to the English takers performed well even with reading a fifty- version. The pupils who sat for the Kiswahili version word paragraph (75 percent). However, for English, of the test correctly answered 65 percent of ques- pupils were unable to identify a simple alphabet tions on the overall test compared to 50 percent letter 1 out of 4 times they were asked to do so. for those tested in English. The average score in the When considering more complex tasks, 1 out of English section was only 37 percent, whereas the 3 pupils could read a ten-word sentence and 2.7 pupils scored an average of 81 percent in Kiswahili percent could fluently read the 58-word paragraph section. It is interesting to note that both groups they were presented. TANZANIA SERVICE DELIVERY INDICATORS ■ EDUCATION 3 In mathematics, 60 percent of the pupils could add Teacher Gender & Pupil Outcomes 2 three-digit numbers and 42 percent could subtract The data revealed the effects of a teacher’s gender on two-digit numbers, but their performance dropped pupils’ test performance. The results show that hav- to -18 percent for two-digit division, and to -12 per- ing a female teacher impacted negatively on pupils’ cent for two-digit multiplication. The test revealed mathematics scores, and most significantly on boys’ that most standard four pupils did not perform performance, meaning that boys performed better well at the standard three level. Only 40 percent of in mathematics with a male teacher but for girls it the standard four pupils could perform 6 ÷ 3 or 7x8, did not matter. However, a teacher’s performance on which are clearly part of the standard three curricu- both the English and mathematics assessment had lum. Pupils in Dar es Salaam performed significantly a strong positive effect on girls’ mathematics scores better across the board, followed by pupils in other (i.e., the higher the teacher score, the better the girls’ urban areas, who also performed significantly better mathematics performance). Finally, the more female than rural pupils. teachers in the school, the better girls performed in English, but boys’ performance was not affected. Gender Issues Gender in the teaching force Association between teacher effort Tanzania has succeeded in achieving gender parity and performance and pupils’ learning for teachers in its primary education system. Women outcomes constituted 50 percent of the primary school teacher The majority of Tanzanian teachers showed up at body. Dar es Salaam had 84 percent of teachers that school on a daily basis, but once they were there, were female, while in other urban areas women ac- many of them did not spent much time in the class- counted for 74 percent of teachers. In contrast, only room teaching their pupils. In a large share of class- 40 percent teachers were female in rural schools. rooms, pupils were by themselves while the teacher was engaged in activities not related to teaching. Because of this fact, Tanzanian pupils lost more than Tanzania has succeeded in achieving half of the teaching time they were supposed to re- gender parity for teachers in its ceive and were able to interact with their teachers for only 2 hours and 46 minutes per day, in lieu of the primary education system. official 5 hours and 56 minutes. The results also sug- gest that pupils’ mathematics scores would increase as teachers’ mathematics ability improved significantly or However, in school management, females were if class size was reduced significantly. grossly under-represented with only 18 percent of the head teachers a woman. They were 5 times less How does Tanzania compare to likely to head a school as compared to men, even other SDI countries? though they were equally represented in the teach- For traditional quality indicators, such as inputs or ing force. Rural areas displayed the biggest deficit of infrastructure, Tanzania was performing poorly com- female school managers (14 percent), but it was in pared to its EAC neighbors. Only to 61 percent of Dar es Salaam that the gender gap (38 percent) was Tanzania’s primary schools had minimum teaching re- the greatest. sources compared to 81 and 79 percent for Ugandan Female-headed schools had on average 27 percent and Kenyan schools respectively. However, Tanzanian more female teachers, a strong and significant differ- schools fared better with teaching resources than ence. On average, 7 out of 10 teachers were wom- Nigeria (48 percent) or Togo (24 percent). Tanzanian en in schools managed by a woman, compared to pupils were 4 times more likely to use a textbook in slightly more than 4 out of 10 female teachers in the classroom than their Ugandan peers. In contrast, schools headed by men. Women, in fact, constituted Togolese and Nigerian pupils had an even greater the majority of the teaching force in all schools, ex- likelihood of using a textbook in class with 76 per- cept in rural schools headed by men, where there cent and 34 percent of pupils, respectively, doing so. was a 2:1 male-to-female teacher ratio. When it comes to teachers’ effort, Tanzania and Kenya 4 TANZANIA SERVICE DELIVERY INDICATORS ■ EDUCATION displayed patterns with relatively low school absence but high classroom absence, with almost half of the FIGURE 4. Share of female teachers in school by position teachers not found in classroom at any point in time. 84 Uganda had significantly higher absence rates for 74 both. Tanzanian teachers, along with their Kenyan (the top performer) and Ugandan neighbors, signifi- 50 cantly outperformed Nigerian and Togolese teachers Gender gap 47 in knowledge. Tanzanian teachers ranked last on lan- in school 37 40 management guage skills among the five countries. In mathemat- is 32% ics, Tanzanian teachers were only second to those in 18 14 Kenya; although, they managed to score better than Kenyan teachers on comparing fractions, where they also doubled the score of Ugandan teachers. In peda- Tanzania Dar es Salaam Other Urban Rural gogy, Tanzanian teachers were on par with Kenyans All Teachers Head teachers and outperformed Ugandans. They doubled the score of the West African teachers. Teachers in Tanzania out- scored all others in “preparing a lesson plan,” but lost FIGURE 5. Share of female teachers in school by sex of ground on skills for “assessing children’s abilities”. head teacher Comparing Tanzania to itself Rural 58 37 Tanzania, along with Senegal, piloted the SDI in 2010. By and large, it was possible to look into the trends Other Urban 78 in service delivery between 2010 and 2014. In terms 66 of access to basic infrastructure there was no notice- Dar es Salaam 88 able improvement in the four years since the first SDI. 81 Only 2 percent of the schools had electricity, clean water, and improved sanitation in 2014, down from 70 Tanzania 3 percent in 2010. The number of pupils in a stan- 43 27 percent more women dard four classroom dropped significantly from 52 teachers in female- Female Male pupils to 43, a reduction of almost 20 percent. There headed school was impressive progress with school absence, which dropped from 23 percent in 2010 to 14 percent in 2014, a 40 percent reduction. However, it was disap- FIGURE 6. From official scheduled time to effective pointing that although classroom absence decreased teaching time from 53 percent to 47 percent, the decline was not 5hr 5hr 5hr statistically significant and, therefore, about half of 5hr 55min 50min 57min 41min the teachers were still not in the classroom. The re- duction in teacher absence rates benefitted pupils who, between 2010 and 2014, gained 43 minutes of teaching time per day. Over the school year (an av- 2hr 2hr 2hr 2hr 46min 42min 43min 47min erage of 194 days), this was a gain of 24 full teach- ing days. Most impressively, urban pupils doubled their teacher contact time from 47 days in 2010 to 94 days in 2014. However, one must keep in mind that Tanzanian primary pupils are still losing more Tanzania Dar es Salaam Other Urban Rural than half of their allotted teaching time. Teachers’ low Scheduled teaching time Effective teaching time level of subject knowledge showed no improvement between 2010 and 2014, with teachers’ English per- formance worsening in this time period. Pupils’ test score around 40 percent, pupils’ overall mathematics performance improved in some areas. Although their score significantly improved from 39 percent to 58 English performance remained poor with an average percent during this four year period. TANZANIA SERVICE DELIVERY INDICATORS ■ EDUCATION 5 What does this mean at school does not necessarily mean that they are in the classroom teaching. The SDI also shows that for Tanzania? Tanzanian primary schools need some upgrading in Recognizing the importance of education for eco- terms of infrastructure and teaching equipment. nomic development, Tanzania has increased its investment in the education sector over the past With only one out of five teachers mastering the decade. The country did earn a return on this invest- curriculum they teach, teachers’ capacity (or its lack ment as primary completion rate increased from 55 thereof ) to teach their subject matter is critical and percent in 2000 to over 80 percent in 2012. Gender needs to be addressed. Lack of pedagogical skills is an parity has also been achieved in primary education even more pressing issue with only 1 in 1000 teachers and girls are catching up fast in secondary. However, scoring above the 80 percent required score. There is the recent 2012 catastrophic form four exam results a wealth of evidence that teachers’ knowledge and were a wake-up call for the Government of Tanzania their capacity to transmit it (i.e., pedagogical skills) is a and all education stakeholders that beyond access major determinant of pupils’ learning outcomes. indicators, the quality of education is a critical dimen- It is now time to invest in the quality of education sion not to be overlooked. and the government has started this process with The 2014 Service Delivery Indicators (SDI) results the Education Big Results Now initiative that clearly show that Tanzania is doing relatively well in terms recognizes quality as the next frontier and a smart of teachers’ school absence rates. However, teachers way to improve value-for-money of education public need to be better managed because finding teachers spending. 6 TANZANIA SERVICE DELIVERY INDICATORS ■ EDUCATION At-A-Glance TABLE 1: Comparing SDI results by Geographic Area Dar es Indicators TANZANIA Salaam Other urban Rural EQUIP-T All Rural All Urban What providers do (effort) School absence rate 14.4 17.8 13.7 14.3 8.3 14.3 14.6 (% of teachers) Classroom absence rate (% 46.7 42.9 46.7 47.0 43.5 47.0 45.8 of teachers) Classroom teaching time 2h 46min 2h 42min 2h 43min 2h 47min 2h 32min 2h 47min 2h 42 min (ToT) Scheduled teaching time 5h 56 min 5h 41min 5h 50min 5h 57min 5h 58min 5h 57min 5h 48min What providers know (ability) Teachers’ minimum 21.5 26.2 22.3 21.0 19.5 21.0 23.2 knowledge What providers have to work with (availability of inputs) Observed pupil-teacher 43.5 69.8 58.9 40.7 46.1 40.8 60.4 ratio Share of pupils with 25.3 31.0 14.1 26.7 22.2 26.7 16.7 textbooks (%) Minimum equipment 61.4 83.2 80.1 58.3 58.9 58.3 80.4 availability (%) Minimum infrastructure 40.4 67.0 61.4 36.8 34.3 36.9 62.3 availability (%) Infrastructure Availability 2.3 15.7 9.6 0.8 0.0 0.9 10.2 Notes: (a) Comparable to SDI 2010 (i.e., school has electricity, toilet, and clean water). Source: Tanzania SDI 2014 and author’s calculations. TANZANIA SERVICE DELIVERY INDICATORS ■ EDUCATION 7 TABLE 2: Comparison of SDI results across countries (public schools only) Tanzania* Average Kenya Tanzania+ 2014 SDI 2012 Mozambique+ Nigeria** Senegal 2010 Togo Uganda What providers know (teacher ability) Minimum knowledge (at Not Not least 80% in language and 22 15 40 0 4 2 12 Comparable Comparable mathematics) Test score (language, Not Not 48 43 57 27 33 36 43 mathematics, and pedagogy Comparable Comparable What providers do (teacher effort) School absence rate 14 19 14 45 14 18 23 21 26 Classroom absence rate 47 40 42 56 19 29 53 36 52.8 Scheduled teaching time 5h 55min 5h 34min 5h 37min 4h 17min 4h 53min 4h 36min 5h 12min 5h 29min 7h 18min Time spent teaching per 2h 47min 3h 02min 2h 49min 1h 41min 3h 26min 3h 15min 2h 04min 3h 29min 3h 18min day What providers have (availability of inputs) Observed pupil-teacher 44 40 35 21 22 27 52 29.7 48 ratio Share of pupils with textbooks 25 37 48 68 38 18 20 69 5 Minimum equipment availability Not Not 61 61 79 77 55 27 81 (90% with pencils and Comparable Comparable notebooks) Minimum infrastructure Not Not 40 38 60 29 19 22 54 availability Comparable Comparable Pupil Learning Test Score (out of 100) Not Not 40+* 50 72 21 32 46 49 (language, mathematics) Comparable Comparable Not Not Language test score 37+* 50 76 19 31 46 47 Comparable Comparable Not Not Mathematics test score 58 47 59 25 32 45 43 Comparable Comparable Note: (*) Because of the very low number of private schools, only public schools are included in this second round as well. (**) Values for Nigeria are the weighted average of the four states surveyed, namely Anambra, Bauchi, Ekiti, and Niger. (+) In Mozambique, Senegal, and Tanzania 2011 (round 1) only public schools were surveyed. (+*) These test scores are for pupils who were assessed in English; for those assessed in Kiswahili they scored 76.2 on the combined test and 80.9 on Kiswahili. 8 TANZANIA SERVICE DELIVERY INDICATORS ■ EDUCATION TABLE 3: Teacher competence across SDI countries TANZANIA Tanzania Kenya 2014 2010 2012 Mozambique Nigeria* Togo Uganda Overall Score (language, 48 Not Comparable 58 29 38 35 44 mathematics, and pedagogy) Language Language Average Score 42 57 63 34 49 50 54 Grammar task 73 73 92 83 64 74 89 Cloze task 53 Not Comparable 66 35 38 30 59 Composition task 22 Not Comparable 49 10 24 26 37 Mathematics Mathematics Average Score 65 63 77 33 42 33 58 Adding decimals 64 Not Comparable 75 35 34 36 54 Comparing fractions 50 Not Comparable 40 17 16 13 21 Interpreting Data on a Graph 27 Not Comparable 60 13 20 14 27 Subtraction of decimal 67 Not Comparable 83 39 45 18 57 numbers Pedagogy Pedagogy Average Score 36 Not Comparable 35 15 18 19 25 Preparing a lesson plan 58 Not Comparable 39 19 20 27 31 Assessing children’s abilities 18 Not Comparable 33 14 23 33 25 Evaluating students’ progress 22 Not Comparable 29 7 6 6 11 Number of Observations 2150 Not Comparable 494 673 1490 631 1466 Note: *Surveyed state in Nigeria were Anambra, Bauchi, Ekiti, and Niger. TANZANIA SERVICE DELIVERY INDICATORS ■ EDUCATION 9 Annex. Definition of the Education Service Delivery Indicators School absence rate Share of a maximum of ten randomly selected teachers absent from school during an unannounced visit Classroom absence rate Share of teachers who are present in the classroom during scheduled teaching hours as observed during an unannounced visit. Teachers may be found teaching outside, and these are marked as present for the purposes of the indicator. Time spent teaching per day (also known as Time on Task) Amount of time a teacher spends teaching during a school day. This indicator combines data from the Staff Roster Module (used to measure absence rate), the Classroom Observation Module, and reported teaching hours. While inside the classroom distinction is made between teaching and non- teaching activities. Teaching is defined very broadly, including actively interacting with pupils, correcting or grading pupil’s work, asking questions, testing, using the blackboard or having pupils working on a specific task, drilling or memorization. Minimum knowledge among teachers This indicator measures teacher’s knowledge and is based on mathematics and language tests covering the primary curriculum administered to all mathematics or language teachers that taught grade three in the previous year or grade four in the year the survey was conducted. It is calculated as the percentage of teachers who score more than 80 percent on the language and mathematics portion of the test. Test score: This indicator measures teacher’s knowledge and it is calculated as the overall score of a mathematics, language, and pedagogy tests covering the primary curriculum administered at the school level to all mathematics and language teachers that taught grade three in the previous year or grade four in the year the survey was conducted. Infrastructure Availability Unweighted average of the proportion of schools with the following available: functioning electricity and sanitation. Specifically: (i) functioning toilets operationalized as being clean, private, and accessible; and (ii) sufficient light to read the blackboard from the back of the classroom. Teaching Equipment Availability Unweighted average of the proportion of schools with the following available: functioning blackboard with chalk, pencils, and notebooks. Specifically: (i) functioning blackboard and chalk, (ii) the share of pupils with pens is equal to or above 90 percent, and (iii) the share of pupils with notebooks in that classroom is equal to or above 90 percent. Share of pupils with textbooks Number of mathematics and language books used in a randomly selected grade four classroom divided by the number of pupils present in the classroom Pupil-teacher Ratio Average number of grade four pupils per grade four teacher. The indicator of teachers’ availability is measured as the number of pupils per teacher in one randomly selected grade four class at the school based on the classroom observation module. 10 TANZANIA SERVICE DELIVERY INDICATORS ■ EDUCATION TANZANIA SERVICE DELIVERY INDICATORS ■ EDUCATION 11 About the SDI surveys The SDI survey was conducted between May and September 2014. The fieldwork involved collecting information from 400 primary schools, 3,692 teachers regarding absence, 2,196 teachers for knowledge assessment, and 4,041 pupils who sat a test. The results provide a representative snapshot of the quality of service delivery and the physical environment within which education services are delivered in Tanzania’s primary schools. The survey provides information on three dimensions of service delivery: measures of (i) provider’s effort; (ii) provider’s knowledge and ability; and (iii) the availability of key inputs, such as chalk, pencils, notebooks, or a blackboard, basic equipment and infrastructure (such as availability of toilet, clean water, etc.). Tanzania was a pioneer SDI country in 2010 and the first country to implement a follow up SDI allowing trend analysis in service delivery. SDI surveys are rapidly expanding and have been implemented in eight countries: Kenya, Mozambique, Niger, Nigeria, Senegal, Tanzania, Togo, and Uganda. This allows for comparison across countries and benchmarking of country performance. The Service Delivery Indicators (SDI) Program The SDI initiative is a partnership of the World Bank, the African Economic Research Consortium (AERC), and the African Development Bank to develop and institutionalize the collection of a set of indicators that would gauge the quality of service delivery within and across countries and over time. The ultimate goal is to sharply increase accountability for service delivery across Africa, by offering important advocacy tools for citizens, governments, and donors alike; to work toward the end goal of achieving rapid improvements in the responsiveness and effectiveness of service delivery. More information on the SDI survey instruments and data, and more generally on the SDI initiative can be found at: www.SDIndicators.org and www.worldbank.org/SDI, or by contacting SDI@worldbank.org. © 2016 International Bank for Reconstruction and Development / The World Bank Group 1818 H Street NW Washington DC 20433 Telephone: +1 202-473-1000 Internet: www.worldbankgroup.org This work is a product of the Service Delivery Indicators initiative (www.SDIndicators.org, www.worldbank.org/SDI) and the staff of the International Bank for Reconstruction and Development/The World Bank. The findings, interpretations, and conclusions expressed in this work do not necessarily reflect the views of The World Bank, its Board of Executive Directors, or the governments they represent. The World Bank does not guarantee the accuracy of the data included in this work. 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