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The Indonesian SDI survey was conducted from February to March 2019. The objective of the survey was to support system improvements at the Government of Indonesia¡¯s (GoI) request for both Ministry of Religious Affairs (MoRA) and Ministry of Education and Culture (MoEC) schools, with a focus on MoRA¡¯s system. This survey expands on the World Bank¡¯s SDI survey by including additional modules such as the Development World Management Survey and a Parent Motivation Survey. Information was collected from 350 public and private primary schools in Indonesia, as well as from a sample of 3,169 teachers, to measure absence rates, 1,838 teachers to assess their knowledge, 3,368 Grade 4 students to assess their learning results, and 2,107 households to assess parental school choice decisions. The focus of the survey was on religious schools managed by MoRA, which tend to be Islamic schools commonly called madrasahs, but include other religions as well, together with schools under MoEC in both urban and rural areas. Results presented in this report are representative of MoRA Islamic schools at the national level but are not representative of MoEC and MoRA non-Islamic schools. While the sample size was too small in these two categories to be nationally representative, they are included here for indicative comparison purposes. The results present a portrait of the quality of services and the physical environment in which primary education services are provided.

Data - Not available

The results of Kenya¡¯s first Service Delivery Indicators survey, both for Education and Health, were released in Nairobi on 12 July 2013. Survey implementation was preceded by extensive consultation with Government and key stakeholders on survey design, sampling, and adaptation of survey instruments. Survey training and fieldwork for the Education SDI took place between May and July 2012. The survey was implemented by Kimetrica, with support and supervision by the World Bank. The Indicators draw information from a stratified random sample of 239 public and 67 private schools and provide a representative snapshot of the learning environment in three levels: (i) public and private schools, (ii) urban and rural schools, and (iii) case studies at the county level.

This report presents the findings from the implementation of the SDI in the education sector in Madagascar in 2016. Survey implementation was preceded by extensive consultation with the Government and key stakeholders on survey design and adaptation of survey instruments. The sampling strategy was done by INSTAT, the national institute for statistics. The survey was then implemented by CAETIC Development, a strong local think-tank and survey firm. The implementation period was from April 2016 (for enumerator training and pre-testing of the instruments) to May and June 2016 (for fieldwork and data collection). Information was collected from 473 primary schools, 2,130 teachers (for skills assessment), 2,475 teachers (for absence rate), and 3,960 pupils across Madagascar. The survey also collected basic information on all the 3,049 teachers or staff that teach in the 473 primary schools visited or are non-teaching directors. The results provide a snapshot of the quality of service delivery and the physical environment within which services are delivered in public primary schools.

The SDI survey conducted in Mauritania was implemented by the National Evaluation Unit (CNE), in close coordination with staff from the World Bank. Data collection activities were conducted from November 6 to December 22, 2017. Information was collected in 300 public and private primary schools, and 1,929 teachers were sampled to measure absence rates,  as well as 1,250 teachers and 2,983 grade 4 students to assess their knowledge.

At the moment, country report and datasets for these surveys have not yet made available to the public. 

The SDI survey conducted in Morocco in 2016, coordinated in partnership by the National Human Development Observatory (ONDH) and the World Bank, was the first SDI survey implemented in North Africa. Data collection was conducted from March 28 to May 25, 2016. The information was collected from 299 public and private primary schools, a sample of 1,582 teachers to measure absence rates, and 1,537 teachers and 2,917 4th grade students to assess their knowledge.

2018: Data collection was conducted between July and October 2018. The sample included 337 public schools (166 of which were also included in 2014) and was designed to ensure national representativeness and comparability with SDI 2014. As in 2014, the sample was stratified, with strata constructed according to school location (urban/rural) and size (small/large). Private schools represent less than 5% of total schools in primary education and were excluded from the sample design (the same approach was used in 2014). Instruments remained unchanged when compared to the SDI in 2014, except for a few additions like a new classroom observation tool, measurements of students¡¯ socioemotional skills, and a new module to interview parents and caregivers. At the moment, country report and datasets for these surveys have not yet made available to the public.

2014: The education results of Mozambique¡¯s first Service Delivery Indicators survey were released in Maputo in April 2015. 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, enumerator training, and fieldwork took place in 2014. The surveys were implemented by COWI with support from the World Bank and the USAID©\funded Health Policy Project. Information was collected from 200 primary public schools, 1,006 teachers, and 1,731 pupils. The results provide a snapshot of the quality of service delivery and the physical environment within which services are delivered in public primary schools.

This report presents the results of the Service Delivery Indicators in the education sector in Niger in 2015. 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 took place in 2013, while training of field staff and fieldwork took place in 2015, and data entry, cleaning, and analysis took place in 2016 and 2017. Information was collected from 256 primary schools, 1,748 teachers, and 3,661 grade four and five pupils in Niger. The results provide a representative snapshot of primary education service delivery in Niger.

Data - Not available

The SDI methodology was used in Nigeria to provide insights on challenges facing frontline service provision in the country. Nigeria was the fifth country in Africa (after Kenya in 2012 and Uganda in 2013; as well as pilots in Tanzania and Senegal in 2010) to use this methodology to assess the quality of service delivery. The survey implementation was preceded by consultations with stakeholders in Nigeria to adapt instruments to the country context while maintaining comparability across countries. The implementation was done with close collaboration with the Universal Basic Education Commission, and in close coordination with the relevant state authorities (i.e. State Ministries of Education, and the State Universal Education Boards where they existed). The SDI surveys collected data from primary schools in four states (Anambra, Bauchi, Ekiti, and Niger) using personal interviews and provider assessments. A total of 760 randomly selected public and private schools (190 per state) were surveyed, with 2,435 and 5,754 teachers assessed for knowledge and effort respectively. The sample was selected to make the survey representative at the State level, allowing for disaggregation by provider type (private/public) and location (rural/urban).

The first Service Delivery Indicators Report for Senegal was released in April 2012. Senegal along with Tanzania was one of the two countries SDI was pilot-tested. The Service Delivery Indicators were piloted in Senegal in the spring and summer of 2010. The main objective of the pilot was to test the survey instruments in the field and to verify that robust indicators of service delivery quality could be collected with a single facility-level instrument in different settings. It was decided that the pilot should include a Francophone country with a structure different from Tanzania¡¯s, the other pilot country. Fieldwork in education began in late April 2010 and was completed in about six weeks. Senior staff members from Centre de Recherche Economique et Sociale (CRES) and the Institut National D¡¯?tudes de Sant¨¦ et D¨¦veloppement (INEADE) coordinated and supervised the fieldwork. Data was collected from 151 schools, both rural and urban.

Data - Not available

2016: The third SDI survey in Tanzania's education sector was implemented from August to December 2016 (previous surveys were conducted in 2010 and 2014). As with the previous SDI surveys implemented in this country, data collection activities were preceded by extensive consultation with the Government and key stakeholders on survey design, sampling, and adaptation of survey instruments. Information was collected from 400 primary public schools, 2,145 teachers (for skills assessment), 3,659 teachers (for absence rate), and 4,797 pupils across Tanzania.

2013: This report presents the findings from the implementation of the SDI in the education sector in Tanzania in 2014. Survey implementation was preceded by an extensive consultation with the Government and key stakeholders on survey design, sampling, and adaptation of survey instruments. Pre-testing of the survey instruments, enumerator training, and fieldwork took place in 2014. Information was collected from 400 primary schools, 2,196 teachers (for skills assessment), 3,692 teachers (for absence rate), and 4,041 pupils across Tanzania. The results provide a snapshot of the quality of service delivery and the physical environment within which services are delivered in public primary schools.

2010: The Service Delivery Indicators were piloted in Tanzania and Senegal in the spring/summer of 2010. The main objective of the pilots was to test the survey instruments in the field and to verify that robust indicators of service delivery quality could be collected with a single facility©\level instrument in different settings. To this end, it was decided that the pilots should include an Anglophone and Francophone country with different budget systems. The selection of Senegal and Tanzania was also influenced by the presence of strong local research institutes from the AERC network: Centre de Recherche Economique et Sociale (CRES) in Senegal and the Research on Poverty Alleviation (REPOA) in Tanzania. Both research institutes have extensive facility survey experience and are also grantees of the Hewlett©\supported Think Tank Initiative. In both Senegal and Tanzania, the sample was designed to provide estimates for each of the key Indicators, broken down by urban and rural location. To achieve this purpose in a cost-effective manner, a stratified multi©\stage random sampling design was employed. Given the overall resource envelope, it was decided that roughly 150 facilities would be surveyed in each sector in Senegal, while approximately 180 units would be surveyed in both sectors in Tanzania (as Tanzania is a much larger country than Senegal in terms of area and population). The sample frames employed consisted of the most recent list of all public primary schools and public primary health facilities, including information on the size of the population they serve.

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 Uganda SDI surveys were implemented by the Economic Policy and Research Center (EPRC), a leading African think tank. Before implementation, there was an extensive consultation process involving key stakeholders in education and health (technical officers in ministries, non-governmental organizations, and private sector) in Uganda to contextualize the SDI instruments and discuss the survey design. Data collection in the field took place between June and August 2013, with simultaneous data entry. The SDI is representative of Uganda¡¯s four regions and Kampala, covering 400 primary schools across the country. Both public and private (for-profit and not-for-profit) providers were included. The enumerators noted the presence/absence of 3,783 teachers in the school (and also in the classroom) on an unannounced visit; and 2,214 teachers were assessed for knowledge in English, mathematics, and pedagogy.