Abstract

The Service Delivery Indicators (SDI) are a set of health and education indicators that examine the effort and ability of staff and the availability of key inputs and resources that contribute to a functioning school or health facility. The indicators are standardized allowing comparison between nations and across subnational boundaries over time.

The Education SDIs include teacher effort, teacher knowledge and ability, and the availability of key inputs (for example, textbooks, basic teaching equipment, infrastructure). The indicators provide a snapshot of the learning environment and key resources, which need to be in place for students to learn.

Togo Service Delivery Indicators Education Survey was implemented in May-June 2013 by Togo's Ministry of Education’s National Evaluation Commission (Commission nationale d’évaluation; CNE) in close coordination with the World Bank SDI team. Data collection and processing was carried out by a team of consultants managed by TIMS Services. Information was collected from 200 primary schools, 1,141 teachers, and 1,938 grade four students.

Geographic coverage

National

Analysis unit

Schools, teachers and students

Universe

All primary schools

Kind of data

Sample survey data [ssd]

Sampling procedure

The SDI indicators draw information from a stratified random sample of 200 schools, comprised of 148 public, 28 faith‐based, and 24 private non‐denominational schools. This sample provides a representative snapshot of the learning environment in both public and private schools. The details on the sampling procedure are in Annex 1 of the SDI Report under the Resources tab. The education work was implemented as part of the ongoing work with the Government of Togo on improving educational quality and development of the Ministry of Education’s capacity to produce, analyze, and use statistical information for policy formulation and evaluation. The standard SDI survey instruments were adapted to the Togolese context through a participatory process involving technical discussions, training, and piloting with the Ministry of Education’s National (Education) Evaluation Commission (Commission nationale d’évaluation; CNE).

The education survey was also coordinated with the Global Partnership for Education (GPE) project’s PASEC‐inspired survey. A single team that undertook both surveys went to each school and the supervisors were from the CNE. The survey was implemented by the CNE with support and supervision from the World Bank’s Service Delivery Indicators (SDI) team.

The sample of schools used in the SDI survey was the same as the PASEC‐inspired survey. The sample chosen closely reflects the distribution of school usage across facility types and poverty status. In total, 200 primary schools, of which 74 percent were public schools and the remaining 26 percent either private for‐profit or private not‐for‐profit schools. The survey assessed the knowledge of 831 primary school teachers, surveyed 1,141 teachers as part of the study of the absence rate, and observed 192 grade four lessons. In addition, learning outcomes were measured for 1,938 grade four pupils. Survey implementation was preceded by extensive consultation with Government and key stakeholders on survey design, sampling, and adaptation of survey instruments. Pre‐testing of the survey instruments, training of field staff, and field‐work took place in 2013.

Mode of data collection

Face-to-face [f2f]

Research instrument

The SDI Education Survey Questionnaire consists of six modules:

Module 1: School Information - Administered to the head of the school to collect information about school type, facilities, school governance, pupil numbers, and school hours. Includes direct observations of school infrastructure by enumerators.

Module 2a: Teacher Absence and Information - Administered to head teacher and individual teachers to obtain a list of all school teachers, to measure teacher absence and to collect information about teacher characteristics.

Module 2b: Teacher Absence and Information - Unannounced visit to the school to assess absence rate.

Module 3: School Finances - Administered to the headteacher (or Director, in the case of Togo) to collect information on school finances (this data is not included with the dissemination package).

Module 4: Classroom Observation - An observation module to assess teaching activities and classroom conditions.

Module 5: Pupil Assessment - A test of pupils to have a measure of pupil learning outcomes in mathematics and language in grade four.

Module 6: Teacher Assessment - A test of teachers covering mathematics and language subject knowledge and teaching skills.

Cleaning operations

Done using CSPro

Response rate

Not calculated.

Abstract

The Service Delivery Indicators (SDI) are a set of health and education indicators that examine the effort and ability of staff and the availability of key inputs and resources that contribute to a functioning school or health facility. The indicators are standardized, allowing comparison between and within countries over time.

The Health SDIs include healthcare provider effort, knowledge and ability, and the availability of key inputs (for example, basic equipment, medicines and infrastructure, such as toilets and electricity). The indicators provide a snapshot of the health facility and assess the availability of key resources for providing high quality care.

The Togo SDI Health survey team visited a sample of 180 health facilities across Togo between September and November 2013. The survey team collected rosters covering 1,364 workers for absenteeism and assessed 527 health workers for competence using patient case simulations.

Geographic coverage

National

Analysis unit

Health facilities and healthcare providers

Universe

All health facilities providing primary-level care.

Kind of data

Sample survey data [ssd]

Sampling procedure

The sampling strategy for SDI surveys is designed towards attaining indicators that are accurate and representative at the national level, as this allows for proper cross-country (i.e. international benchmarking) and across time comparisons, when applicable. In addition, other levels of representativeness are sought to allow for further disaggregation (rural/urban areas, public/private facilities, subregions, etc.) during the analysis stage.

The sampling strategy for SDI surveys follows a multistage sampling approach. The main units of analysis are facilities (schools and health centers) and providers (health and education workers: teachers, doctors, nurses, facility managers, etc.). The multi-stage sampling approach makes sampling procedures more practical by dividing the selection of large populations of sampling units in a step-by-step fashion. After defining the sampling frame and categorizing it by stratum, a first stage selection of sampling units is carried out independently within each stratum. Often, the primary sampling units (PSU) for this stage are cluster locations (e.g. districts, communities, counties, neighborhoods, etc.) which are randomly drawn within each stratum with a probability proportional to the size (PPS) of the cluster (measured by the location’s number of facilities, providers or pupils). Once locations are selected, a second stage takes place by randomly selecting facilities within location (either with equal probability or with PPS) as secondary sampling units. At a third stage, a fixed number of health and education workers and pupils are randomly selected within facilities to provide information for the different questionnaire modules.

Detailed information about the specific sampling process is available in the associated SDI Country Report included as part of the documentation that accompany these datasets.

Mode of data collection

Face-to-face [f2f]

Research instrument

The SDI Health Survey Questionnaire consists of four modules and weights:

Module 1: General Information - Administered to the health facility manager to collect information on equipment, medicines, infrastructure and other facets of the health facility.

Module 2: Provider Absence - A roster of healthcare providers is collected and absence measured.

Module 3: Clinical Vignettes – A selection of providers are given clinical vignettes to measure knowledge of common medical conditions.

Module 4: Facility finances – Information on facility revenue and expenditures is collected from the health facility manager.

Weights: Weights for facilities, absentee-related analyses and clinical vignette analyses.

Cleaning operations

Quality control was performed in Stata.