Togo Service Delivery Indicators : Education 2013
This report presents the findings of the Service Delivery Indicators in the education sector in Togo in 2013. Survey implementation was preceded by extensive consultation with Government and key stakeholders on survey design, sampling, and adaptati...
| Main Author: | |
|---|---|
| Format: | Report |
| Language: | English en_US |
| Published: |
World Bank, Washington, DC
2016
|
| Subjects: | |
| Online Access: | http://documents.worldbank.org/curated/en/565181481265884013/Technical-report http://hdl.handle.net/10986/25769 |
| id |
okr-10986-25769 |
|---|---|
| recordtype |
oai_dc |
| spelling |
okr-10986-257692021-05-25T08:56:04Z Togo Service Delivery Indicators : Education 2013 World Bank teacher effort teacher absence teacher knowledge infrastructure teaching resources textbooks This report presents the findings of the Service Delivery Indicators in the education sector in Togo in 2013. 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. Information was collected from 200 primary schools, 1,141 teachers, and 1,938 grade four pupils in Togo. The results provide a representative snapshot of the quality of service delivery and the physical environment within which services are delivered in public primary schools. The survey provides information on three levels of service delivery: measures of: (i) teacher effort; (ii) teacher knowledge and ability; and (iii) the availability of key inputs, such as textbooks, basic teaching equipment, and infrastructure (such as sanitation, quality of lighting etc.). The results indicate an adequate number of teachers to serve the population’s needs, but they lack the necessary skills and inputs. Absence rate is a factor, although relatively lower than in other countries, except during teacher strikes. The reliance on volunteer teachers also creates challenges as only the present discounted value of future earnings can be considered a source of motivation for them.1 Efforts are needed in all major dimensions surveyed (competence, absence rate, inputs), although recent textbook provision efforts appear to have already made an impact. 2016-12-16T19:59:32Z 2016-12-16T19:59:32Z 2016-06-29 Report http://documents.worldbank.org/curated/en/565181481265884013/Technical-report http://hdl.handle.net/10986/25769 English en_US CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Economic & Sector Work :: Other Education Study Economic & Sector Work Africa Togo |
| repository_type |
Digital Repository |
| institution_category |
Foreign Institution |
| institution |
Digital Repositories |
| building |
World Bank Open Knowledge Repository |
| collection |
World Bank |
| language |
English en_US |
| topic |
teacher effort teacher absence teacher knowledge infrastructure teaching resources textbooks |
| spellingShingle |
teacher effort teacher absence teacher knowledge infrastructure teaching resources textbooks World Bank Togo Service Delivery Indicators : Education 2013 |
| geographic_facet |
Africa Togo |
| description |
This report presents the findings of the
Service Delivery Indicators in the education sector in Togo
in 2013. 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. Information was
collected from 200 primary schools, 1,141 teachers, and
1,938 grade four pupils in Togo. The results provide a
representative snapshot of the quality of service delivery
and the physical environment within which services are
delivered in public primary schools. The survey provides
information on three levels of service delivery: measures
of: (i) teacher effort; (ii) teacher knowledge and ability;
and (iii) the availability of key inputs, such as textbooks,
basic teaching equipment, and infrastructure (such as
sanitation, quality of lighting etc.). The results indicate
an adequate number of teachers to serve the population’s
needs, but they lack the necessary skills and inputs.
Absence rate is a factor, although relatively lower than in
other countries, except during teacher strikes. The reliance
on volunteer teachers also creates challenges as only the
present discounted value of future earnings can be
considered a source of motivation for them.1 Efforts are
needed in all major dimensions surveyed (competence, absence
rate, inputs), although recent textbook provision efforts
appear to have already made an impact. |
| format |
Report |
| author |
World Bank |
| author_facet |
World Bank |
| author_sort |
World Bank |
| title |
Togo Service Delivery Indicators : Education 2013 |
| title_short |
Togo Service Delivery Indicators : Education 2013 |
| title_full |
Togo Service Delivery Indicators : Education 2013 |
| title_fullStr |
Togo Service Delivery Indicators : Education 2013 |
| title_full_unstemmed |
Togo Service Delivery Indicators : Education 2013 |
| title_sort |
togo service delivery indicators : education 2013 |
| publisher |
World Bank, Washington, DC |
| publishDate |
2016 |
| url |
http://documents.worldbank.org/curated/en/565181481265884013/Technical-report http://hdl.handle.net/10986/25769 |
| _version_ |
1764460097445036032 |