NAME OF ABOUT DATA SET COLLECTION OF DISSEMINATION MAIN FINDINGS POLICY

DATA SET DATA OF RESULTS IMPLEMENTATION

1 Snap Survey of A) purpose Data collection started Data set is available Findings for 2011 The data forms part of
Ordinary The data collected from the SNAP Survey of in 1997 to 2013 online, and can be the national Education
Schools 1997- Ordinary Schools is collected from all schools accessed using the In 2011, there were a Management
2013 each year. The data forms part of the national DATA provided URL total of 12 270 622 Information Systems
Education Management Information Systems COLLECTIION http://support.data1st. learners in ordinary (EMIS) database used
(EMIS) database used to inform education The Snap Survey for org schools in the country to inform education
policymakers and managers in the Department of Ordinary Schools is as a whole. KwaZulu- policymakers and
Basic Education and the Provincial education completed by all Access conditions Natal had the highest managers in the
departments, as well as to provide valuable ordinary schools, both Licensed dataset, number of learners Department of Basic
information to external stakeholders. For public and accessible under with 2 824 791 Education and the
example, general school data from the survey is independent. School conditions. (approximately 23%) Provincial education
used to compile and maintain the Master List of principals are sent followed by the departments, as well
Schools in the country for education planning both digital (on a cd) Gauteng with 2 022 as to provide valuable
purposes. and hard copy 814 (approximately information to
versions of the survey 17%). Three external stakeholders.
Coverage questionnaire and the provinces (The Free For example, general
educator forms. These State, the Northern school data from the
The survey has national coverage are required to be Cape, and North survey is used to
The survey covers all Ordinary Schools in South completed on or as West) had less than a compile and maintain
Africa, both Public and Independent. This survey close to the survey million learners in the Master List of
does not cover Special Schools as the DBE date as possible. The their ordinary schools Schools in the country
conducts a separate survey of Special Schools principal returns the with 653 542 (5%), for education planning
annually. completed survey 274 416 (2%) and 759 purposes.
http://support.data1st.org tools to the respective 728 (6%) respectively.
District or Regional Of the 12 270 622
Instigator DBE Office. learners in the
Department Of Basic Education. Education Data is collected with country, close to 500
Management Information Systems (EMIS) a survey questionnaire 000 were enrolled in
Directorate and educator forms. independent schools,
The principle comprising of
Funding completes the survey approximately 4% of
Government of South Africa questionnaire and learners in ordinary
each educator (both schools. In terms of
state paid and other) numbers, Gauteng had
in each school the highest number of
completes an educator learners (212 797) in
form. Schools record ordinary independent
the EMIS number schools followed by
provided by the DBE the Eastern Cape with
on the questionnaires 54 924 in 2011.
and forms for
identification.
2 Teacher Purpose Data collection started The data files have The report gives Get the right teachers
Development The quantitative baseline survey for the phase 1 in 2014–2015 been anonymised and strong evidence to into the classroom:
Programme In- Impact Evaluation (IE) of the Teacher are available as a show that States need to assess
Service Development Programme (TDP) In-Service Data collectors were Public Use Dataset. competency-based their teachers and
Training Training component is the first of two rounds, for staff seconded from They are accessible to recruitment can be those that lack
Component which data collection took place in October 2014 the SUBEBs of the all for statistical and done in Nigeria and minimum standards of
Impact - January 2015. At the time of writing, the endline three TDP phase-1 research purposes the result is a higher professional
Evaluation follow-up survey is planned to begin in June states for five weeks only. standard of subject knowledge in the core
2014, Baseline 2018. of data collection, knowledge and uptake subjects and are
Survey selected on the basis of training. The considered
The Nigeria Teacher Development Programme of a written quiz to Programme invested “untrainable” should
(TDP) In-Service Training Component Impact test survey skills and significant time and be moved from the
Evaluation 2014 is a DFID-funded programme, experience, and IT resources into classroom. States
managed by a consortium led by Mott Macdonald. skills. Data collectors supporting this should introduce
Its aim is to increase the effectiveness of teachers were especially process to ensure it competency-based
and thus raise primary and junior secondary trained to collect high was successful. . recruitment
school (JSS) pupil learning levels, through quality data while procedures to ensure
support to the Federal and State institutions protecting the these standards are
responsible for pre- and in-service training and identities and interests met for all teachers. 2.
development of basic education teachers. The of vulnerable groups Provide regular and
programme has the following three components: (e.g. disabled needs-based training
children). SUBEBs need to
- In-service teacher training in the three core Quizzes/tests motivate teachers at
curriculum subjects of English, maths, and conducted during the basic education level
science & technology (S&T) for primary and JSS training. The to participate in
teachers; contingency data continuous
- Pre-service teacher training; and collectors were not professional
- Results & evidence-based research. required in the end. development
activities.
visit: www.tdpnigeria.org
COVERAGE
The survey was carried out in the TDP phase 1
states (Jigawa, Katsina and Zamfara) but the
results are NOT representative at the state-level
Instigator
Oxford Policy Management
Funding
Department for International Development
3 National The National Education Longitudinal Study of Nationally Electronic links to Trend data about The project collects
education 1988 (NELS:88) was launched in the spring of the representative, some reports can be critical transitions policy-relevant data
longitudinal 1987-88 school year with an initial sample of longitudinal study of found on the NCES experienced by about educational
study of 1988 24,599 participating eighth graders, one parent of 8th graders in 1988. web site students as they leave processes and
(NELS:88) each student participant, two of their teachers, and Sample of students (http://nces.ed.gov/sur middle or junior high outcomes, early and
their school principal. Students were tested in followed throughout vevs/nels88/) or school, and progress late predictors of
reading, mathematics, science, and social studies. secondary and through the U.S. through high school dropping out, and
Two years later, in the spring of 1990, a postsecondary years. Government Printing and into school effects on
subsample of base year participants and Surveys of students Office postsecondary students’ access to
nonparticipants was followed and resurveyed, reporting on school, (http://www.mo.gov/) institutions or the programs and equal
when most cohort members were sophomores but work, home work force. opportunity to learn.
others were dropouts or were in other grades. The experiences, First follow-up dataset These data
sample was freshened to represent tenth graders in educational resources captures the complement and
the United States in the spring of 1990, and and support, the role population of early strengthen state and
students, teachers and school principals were in education of dropouts (those who local efforts by
surveyed as well. In 1992 the second follow-up parents and peers, leave school prior to furnishing new
repeated the student and dropout surveys, carried neighborhood the end of tenth information on how
out freshening to ensure a representative senior characteristics, grade), while school policies,
cohort, repeated the parent and teacher surveys, educational and monitoring the teacher practices, and
and also followed a subsample of students who occupational transition of the family involvement
had been excluded from the base year (students aspirations, and other student population affect student
who were deemed unable, owing to disabilities or student perceptions. into secondary educational outcomes
language barriers, to complete the study schooling. (e.g., academic
instruments) to determine how they, and their Second follow-up achievement,
outcomes, differed from students who had been provides a persistence in school,
included. culminating and participation in
National Education Longitudinal Study of 1988 measurement of postsecondary
(NELS:88) - Overview learning while in education)
secondary school and
collected information
that facilitates
investigation of the
transition into the
labor force and
postsecondary
education after high
school.