Baseline survey for the evaluation of the Teacher Development Programme (TDP) in-service teacher training component
The Teacher Development Programme (TDP) is a 6 year (2013-19) Department for International Development (DFID)-funded education programme seeking to improve the quality of teaching in primary and junior secondary schools (JSS) and in Colleges of Education (CoE) in six states in northern Nigeria. Being implemented by Mott MacDonald, TDP is operating in Jigawa, Zamfara and Katsina in the programme’s first phase, with plans to extend it to Kano, Kaduna and Niger states in late 2016.
We were contracted to conduct the mixed-methods baseline survey using quantitative and qualitative research methods, to evaluate TDP’s in-service teacher training component. Given the focus on understanding the impact of TDP’s in-service teacher training component, and the need to distinguish it from other education programmes, the centrepiece of this impact evaluation is an experimental design based on random assignment of schools to treatment or control status. This forms part of the wider theory-based mixed methods evaluation of the entire programme.
The programme arises from the recognition that “children in Nigerian schools are not learning” and that the quality of teaching, which is of central importance to learning achievement, is a “serious concern”. Despite large investments in education in recent years, the quality of teachers, teaching, and teacher training continues to be of grave concern.
Education for outcomes is at the centre of DFID’s approach to aid programming in education, which is based on a learning framework for improving pupil learning outcomes principally through “strong and accountable education systems” and “good teachers and great classroom practices”. The TDP’s in-service teacher training output aims to establish a school-based in-service training programme to enhance teachers’ subject knowledge and pedagogical skills.
We conducted the mixed-methods baseline survey using quantitative and qualitative research methods, to evaluate TDP’s in-service teacher training component. The overall objectives of the mixed method baseline analysis are to:
- Establish baseline levels of teacher effectiveness and pupil learning before the start of TDP’s in-service teacher training activities, especially comparability between the programme’s treatment and control groups using a randomized controlled trial (RCT), which will be used to evaluate programme impact at the follow-up rounds of data collection
- 2. Provide baseline results to help inform whether the core assumptions underlying the theory of change (TOC) of TDP’s in-service output are satisfied in reality, thus offering evidence for potential adjustments to TDP’s design and implementation as deemed appropriate by the programme and DFID Nigeria; and
- 3. Provide an assessment of the status of pupil learning levels and teacher effectiveness in public primary schools in some of the most educationally disadvantaged regions in Nigeria to the government and other stakeholders.
Our baseline survey will feed into the wider impact evaluation of the TDP, showing what has been achieved and where improvements are still needed.