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.
Schools eligible for TDP intervention are state (public) schools, excluding Integrated Quranic, Tsangaya Education (IQTE) schools, and special schools for children with disabilities.
The programme is being implemented in two phases (phase 1 covering Jigawa, Katsina and Zamfara (2013-2019) and phase 2 covering Kaduna and Kano (2016-2019)).
For more information on the programme, please visit: www.tdpnigeria.org
The quantitative survey described in this documentation forms part of a DFID-funded phase 1 Impact Evaluation (IE) of the TDP in-service training component, which is the largest component of the programme (approximately 80% of total programme resources). The IE is being conducted by the Education Data, Research and Evaluation in Nigeria programme (EDOREN) which is a DFID-funded education research programme managed by Oxford Policy Management Ltd (OPM), and will focus on TDP activities in primary schools (since JSS activities do not start until the school year 2016/17).
The IE uses a theory-based, mixed-methods approach, and the results will be used to inform the implementation of the TDP for the remainder of phase 1 and the design and implementation in phase 2, as well as to assess whether the in-service training has contributed to improving teacher effectiveness and what could work otherwise and/or elsewhere in improving teacher effectiveness.
The three key objectives of the phase 1 IE quantitative baseline survey were to:
- Establish baseline levels of teacher effectiveness and pupil learning before the start of TDP's in-service training, and to check that the IE's randomisation design yielded a valid counterfactual.
- Inform and allow for potential adjustments to TDP design and implementation as deemed appropriate by the programme and DFID-Nigeria; and
- Guide and interact with the qualitative baseline research by providing information on the situation prior to the start of the TDP as well as to allow for more in-depth examination of unanticipated quantitative findings.