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4 December 2020
| Dataset date: December 31, 2013-December 31, 2013
This data is by request only
The data files described in this documentation correspond to a household sample survey carried out in three rounds (baseline in 2012, follow up 1 in 2013 and follow up 2 in 2014) with the objective of evaluating the impact of the Uganda Social Assistance Grants for Empowerment (SAGE) programme in 14 pilot districts across the Eastern, Central, Western and Northen districts in Uganda.
8 January 2019
| Dataset date: January 01, 2015-January 01, 2015
This dataset updates: As needed
The Nigeria Teacher Development Programme (TDP) In-Service Training Component Impact Evaluation 2014 is a DFID-funded programme, managed by a consortium led by Mott Macdonald. Its aim is to increase the effectiveness of teachers and thus raise primary and junior secondary school (JSS) pupil learning levels, through support to the Federal and State institutions responsible for pre- and in-service training and development of basic education teachers. The programme has the following three components:
In-service teacher training in the three core curriculum subjects of English, maths, and science & technology (S&T) for primary and JSS teachers; Pre-service teacher training; and Results & evidence-based research.
8 March 2019
| Dataset date: August 12, 2018-August 12, 2018
This dataset updates: As needed
The Teacher Development Programme (TDP) is a six-year (2013-2019) programme funded by the UK Department for International Development. It seeks to improve the quality of teaching in primary schools, junior secondary schools, and colleges of education at the state level in northern Nigeria. It works through in-service training for primary teachers, reform of pre-service teacher education, and strengthening evidence-based research on teaching.
Oxford Policy Management has conducted an independent impact evaluation of TDP. This evaluation focuses on the first of these three outputs: in-service training and support for primary teachers in the three core curriculum subjects of English, mathematics, and science. The programme initially operated in three states, Jigawa, Katsina, and Zamfara, and was later extended to Kaduna and Kano. This survey covers a group of schools that were randomly assigned to receive the TDP intervention in Jigawa, Katsina, and Zamfara, and a control group of schools in the same states that did not receive the TDP intervention.
The impact evaluation is a theory-based, mixed-methods design. At the core is a constrained randomised design, with half of the sample schools assigned to receive the TDP intervention, while the other half was assigned to the control group. The main source of quantitative data is the sample panel survey of 330 schools in Jigawa, Katsina, and Zamfara conducted in 2014 and 2017. At each sample school, the head teacher and a sample of teachers and pupils were interviewed and tested on their subject knowledge in English, mathematics, and science; lesson observations were conducted; a teacher roster was compiled; and classroom attendance by teachers and pupils was measured.
The data from the endline survey are from the TDP IE quantitative endline survey conducted in 2017. For the qualitative research findings and methods see the final endline report provided below.