2016年-世界发展银行全球_Togo_Service_Delivery_Indicators___Education_2013_60页_1mb

Togo Service Delivery Indicators 2013 Summary

Core Content

This report presents the findings of the Service Delivery Indicators (SDI) survey conducted in Togo in 2013, focusing on the quality of education services. It evaluates three main dimensions of service delivery: teacher effort, teacher knowledge and ability, and availability of key inputs such as textbooks, teaching equipment, and infrastructure.

Main Findings

Teacher Effort

• School absence rate: 21.6% of teachers were absent from school during the survey.
• Classroom absence rate: 37.2% of teachers were absent from the classroom.
• Teaching time: Teachers spent 79.2% of their time in the classroom teaching, meaning nearly 21% of time was devoted to other activities.
• Total observed teaching time per day: 2 hours and 40 minutes.
• Scheduled teaching time per day: 5 hours and 28 minutes.
• Impact of strikes: Strikes significantly affected school attendance and teaching time, especially in rural areas.

Teacher Knowledge and Ability

• Minimum knowledge among teachers: Only 2.7% of teachers scored 80% or higher in French, 2.5% in mathematics, and 1.4% in pedagogy.
• Performance differences: Private and urban public school teachers generally outperformed their public and rural counterparts in terms of knowledge and teaching time.
• Competency: Private school teachers showed higher average competency compared to public school teachers.

Availability of Key Inputs

• Pupil-teacher ratio: On average, 29.1 students per teacher, slightly higher than the national norm of 40.
• Textbook availability: 68.5% of students had access to textbooks, with public schools showing higher availability (76.0%) than private ones (52.6%).
• Teaching equipment availability: 14.6% of classrooms had access to teaching equipment.
• Infrastructure availability: Only 22.8% of schools had minimum infrastructure, with latrines being a major concern (24.4% had functional latrines).
• Volunteer teachers: 44 out of 172 fourth-grade classrooms were taught by volunteer teachers, more common in rural and public schools.

Key Insights

Ownership and Performance

• Private schools outperformed public schools in most indicators, including infrastructure and teaching time.
• Urban public schools had better performance than rural public schools, especially in terms of classroom attendance and infrastructure.
• Volunteer teachers were more prevalent in rural and public schools, but their motivation is limited to the present discounted value of future earnings.

Geographic and Gender Differences

• Rural students performed worse than urban students, and girls scored lower than boys in tests.
• These differences are cumulative, with rural girls performing the worst.
• Despite similar non-verbal reasoning skills, the learning outcomes of rural students were significantly lower.

Comparison with Other Countries

• Togo's teacher absence rate is slightly higher than the average of other SDI countries.
• Togo has the highest textbook availability among SDI countries, which is positively correlated with student learning outcomes.
• Togo has the second-highest infrastructure gap and the worst availability of pedagogical materials.
• The scheduled teaching time in Togo is lower than in many other SDI countries, such as Kenya and Tanzania.

Methodology and Implementation

• The survey was conducted in 200 primary schools, involving 1,141 teachers and 1,938 grade four pupils.
• The methodology included extensive consultation with the government and stakeholders, pre-testing of survey instruments, and training of field staff.
• The SDI program measures the production function of service delivery, considering the interaction between inputs, effort, and provider knowledge to produce quality outcomes.

Acknowledgements

• The report was led by Christophe Rockmore with contributions from several experts.
• Technical support was provided by Seydou Garba Hamidou and Jud Shearer.
• Data collection and processing were managed by TIMS Services and involved collaboration with the National Opinion Research Council and University of Lomé.

Conclusion

• Teacher effort and knowledge are critical for improving educational outcomes.
• Despite efforts to increase textbook provision, there are still significant deficiencies in infrastructure and teaching equipment.
• Ownership and location play a significant role in the quality of education provided.
• The SDI program provides a comprehensive framework for evaluating service delivery, offering actionable insights for policy improvement.

Key Tables and Figures

• Table 1: Members of the National evaluation commission.
• Table 2: Service Delivery Indicators at-a-glance (All, Public, Private, Urban Public, Rural Public).
• Table 3: Comparison of SDI results across countries.
• Figure 1: Incidence of strikes in Togo.
• Figure 2: Relationships of accountability between citizens, service providers, and policymakers.

References

• The report references various data sources, including the DGSCN (2011) and SDI methodology.
• Additional information on the methodology is available at www.SDIndicators.org.
• Full indicator definitions are provided in Annex B.