Global Education Policy Dashboard 2020 - Rwanda|教育政策数据集|数据收集数据集

Abstract
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The dashboard project collects new data in each country using three new instruments: a School Survey, a Policy Survey, and a Survey of Public Officials. Data collection involves school visits, classroom observations, legislative reviews, teacher and student assessments, and interviews with teachers, principals, and public officials. In addition, the project draws on some existing data sources to complement the new data it collects. A major objective of the GEPD project was to develop focused, cost-effective instruments and data-collection procedures, so that the dashboard can be inexpensive enough to be applied (and re-applied) in many countries. The team achieved this by streamlining and simplifying existing instruments, and thereby reducing the time required for data collection and training of enumerators.

Geographic coverage
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National

Analysis unit
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Schools, teachers, students, public officials

Kind of data
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Sample survey data [ssd]

Sampling procedure
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The aim of the Global Education Policy Dashboard school survey is to produce nationally representative estimates, which will be able to detect changes in the indicators over time at a minimum power of 80% and with a 0.05 significance level. We also wish to detect differences by urban/rural location. For our school survey, we will employ a two-stage random sample design, where in the first stage a sample of typically around 200 schools, based on local conditions, is drawn, chosen in advance by the Bank staff. In the second stage, a sample of teachers and students will be drawn to answer questions from our survey modules, chosen in the field. A total of 10 teachers will be sampled for absenteeism. Five teachers will be interviewed and given a content knowledge exam. Three 1st grade students will be assessed at random, and a classroom of 4th grade students will be assessed at random. Stratification will be based on the school’s urban/rural classification and based on region. When stratifying by region, we will work with our partners within the country to make sure we include all relevant geographical divisions. For our Survey of Public Officials, we will sample a total of 200 public officials. Roughly 60 officials are typically surveyed at the federal level, while 140 officials will be surveyed at the regional/district level. For selection of officials at the regional and district level, we will employ a cluster sampling strategy, where roughly 10 regional offices (or whatever the secondary administrative unit is called) are chosen at random from among the regions in which schools were sampled. Then among these 10 regions, we also typically select around 10 districts (tertiary administrative level units) from among the districts in which schools were sampled. The result of this sampling approach is that for 10 clusters we will have links from the school to the district office to the regional office to the central office. Within the regions/districts, five or six officials will be sampled, including the head of organization, HR director, two division directors from finance and planning, and one or two randomly selected professional employees among the finance, planning, and one other service related department chosen at random. At the federal level, we will interview the HR director, finance director, planning director, and three randomly selected service focused departments. In addition to the directors of each of these departments, a sample of 9 professional employees will be chosen in each department at random on the day of the interview.

Sampling deviation
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In order to visit two schools per day, we clustered at the sector level choosing two schools per cluster. With a sample of 200 schools, this means that we had to allocate 100 PSUs. We combined this clustering with stratification by district and by the urban rural status of the schools. The number of PSUs allocated to each stratum is proportionate to the number of schools in each stratum (i.e. the district X urban/rural status combination).

Mode of data collection
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Computer Assisted Personal Interview [capi]

Research instrument
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The dashboard project collects new data in each country using three new instruments: a School Survey, a Policy Survey, and a Survey of Public Officials. Data collection involves school visits, classroom observations, legislative reviews, teacher and student assessments, and interviews with teachers, principals, and public officials. In addition, the project draws on some existing data sources to complement the new data it collects. A major objective of the GEPD project was to develop focused, cost-effective instruments and data-collection procedures, so that the dashboard can be inexpensive enough to be applied (and re-applied) in many countries. The team achieved this by streamlining and simplifying existing instruments, and thereby reducing the time required for data collection and training of enumerators.

More information pertaining to each of the three instruments can be found below:
- School Survey: The School Survey collects data primarily on practices (the quality of service delivery in schools), but also on some de facto policy indicators. It consists of streamlined versions of existing instruments—including Service Delivery Surveys on teachers and inputs/infrastructure, Teach on pedagogical practice, Global Early Child Development Database (GECDD) on school readiness of young children, and the Development World Management Survey (DWMS) on management quality—together with new questions to fill gaps in those instruments. Though the number of modules is similar to the full version of the Service Delivery Indicators (SDI) Survey, the number of items and the complexity of the questions within each module is significantly lower. The School Survey includes 8 short modules: School Information, Teacher Presence, Teacher Survey, Classroom Observation, Teacher Assessment, Early Learner Direct Assessment, School Management Survey, and 4th-grade Student Assessment. For a team of two enumerators, it takes on average about 4 hours to collect all information in a given school. For more information, refer to the Frequently Asked Questions.

- Policy Survey: The Policy Survey collects information to feed into the policy de jure indicators. This survey is filled out by key informants in each country, drawing on their knowledge to identify key elements of the policy framework (as in the SABER approach to policy-data collection that the Bank has used over the past 7 years). The survey includes questions on policies related to teachers, school management, inputs and infrastructure, and learners. In total, there are 52 questions in the survey as of June 2020. The key informant is expected to spend 2-3 days gathering and analyzing the relavant information to answer the survey questions.

- Survey of Public Officials: The Survey of Public Officials collects information about the capacity and orientation of the bureaucracy, as well as political factors affecting education outcomes. This survey is a streamlined and education-focused version of the civil-servant surveys that the Bureaucracy Lab (a joint initiative of the Governance Global Practice and the Development Impact Evaluation unit of the World Bank) has implemented in several countries. The survey includes questions about technical and leadership skills, work environment, stakeholder engagement, impartial decision-making, and attitudes and behaviors. The survey takes 30-45 minutes per public official and is used to interview Ministry of Education officials working at the central, regional, and district levels in each country.

Cleaning operations
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Data quality control was performed in R and Stata Code to calculate all indicators can be found on github here:
https://github.com/worldbank/GEPD/blob/master/Countries/Rwanda/2019/School/01_data/03_school_data_cleaner.R

Sampling error estimates
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The aim of the Global Education Policy Dashboard school survey is to produce nationally representative estimates, which will be able to detect changes in the indicators over time at a minimum power of 80% and with a 0.05 significance level.

{'Abstract': '本仪表盘项目通过三项新型工具——学校调查、政策调查和公职人员调查，在每个国家收集新的数据。数据收集过程包括学校访问、课堂观察、立法审查、教师和学生评估，以及与教师、校长和公职人员的访谈。此外，该项目还利用一些现有的数据源来补充收集的新数据。全球教育政策仪表盘项目的主要目标在于开发专注于且成本效益高的工具和数据收集程序，以便仪表盘能够以低廉的成本应用于（并重复应用于）多个国家。项目团队通过精简和简化现有工具，从而减少了数据收集和培训调查员所需的时间。', 'Geographic coverage': '国家层面', 'Analysis unit': '学校、教师、学生、公职人员', 'Kind of data': '样本调查数据 [ssd]', 'Sampling procedure': '全球教育政策仪表盘学校调查的目的是产生全国代表性估计值，能够在至少80%的功效和0.05的显著性水平下检测到指标随时间的变化。我们还希望检测城市/农村位置之间的差异。对于我们的学校调查，我们将采用两阶段随机抽样设计，在第一阶段，根据当地条件抽取约200所学校作为样本，由银行工作人员提前选定。在第二阶段，将抽取教师和学生样本以回答我们的调查模块中的问题，这些样本在实地选择。共抽取10名教师以评估缺勤情况。五名教师将接受访谈并参加内容知识考试。三名一年级学生将随机评估，四年级学生课堂将随机评估。分层将基于学校的城市/农村分类和地区。在地区分层时，我们将与国内合作伙伴合作，确保包括所有相关的地理分区。对于我们的公职人员调查，我们将抽取总共200名公职人员。通常在联邦层面调查约60名官员，而在地区/区级层面调查140名官员。在地区和区级官员的选择中，我们将采用聚类抽样策略，从学校抽样区域中的随机选择约10个地区办公室（或称为二级行政单位）。然后，在这10个地区中，我们通常从学校抽样区域中的区中随机选择约10个区（三级行政单位）。这种抽样方法的结果是，对于10个集群，我们将从学校到区办公室、到地区办公室、到中央办公室建立联系。在地区/区中，将随机抽取五到六名官员，包括组织负责人、人力资源总监、两个来自财务和计划的部门总监，以及从财务、计划和随机选择的另一个服务相关部门中随机选择的一名或两名专业员工。在联邦层面，我们将访谈人力资源总监、财务总监、计划总监和三个随机选择的服务部门。除了这些部门的负责人外，在采访当天，每个部门将随机选择9名专业员工。', 'Sampling deviation': '为了每天访问两所学校，我们在部门层面进行了聚类，每个集群选择两所学校。对于200所学校的样本，这意味着我们必须分配100个抽样单元。我们将此聚类与按区和学校城乡状况进行分层相结合。分配给每个层的抽样单元数量与每个层中学校的数量成比例（即区X城乡状况组合）。', 'Mode of data collection': '计算机辅助个人访谈 [capi]', 'Research instrument': '仪表盘项目在每个国家使用三项新型工具收集新的数据：学校调查、政策调查和公职人员调查。数据收集包括学校访问、课堂观察、立法审查、教师和学生评估，以及与教师、校长和公职人员的访谈。此外，项目还利用一些现有的数据源来补充收集的新数据。全球教育政策仪表盘项目的主要目标在于开发专注于且成本效益高的工具和数据收集程序，以便仪表盘能够以低廉的成本应用于（并重复应用于）多个国家。项目团队通过精简和简化现有工具，从而减少了数据收集和培训调查员所需的时间。以下是对三个工具的更多信息的说明：

- 学校调查：学校调查主要收集关于实践（学校服务提供质量）的数据，但也收集一些事实上的政策指标。它包括现有工具的简化版本——包括教师和投入/基础设施的服务提供调查、教学法实践的Teach调查、全球早期儿童发展数据库（GECDD）关于幼儿入学准备情况和世界发展管理调查（DWMS）关于管理质量——以及一些新问题，以填补这些工具中的空白。尽管模块的数量与完整版的《服务提供指标》（SDI）调查相似，但每个模块的项目数量和问题的复杂性显著降低。学校调查包括8个简短的模块：学校信息、教师出勤、教师调查、课堂观察、教师评估、早期学习者直接评估、学校管理调查和四年级学生评估。对于两名调查员团队，平均大约需要4个小时来收集给定学校中的所有信息。更多信息，请参阅常见问题解答。

- 政策调查：政策调查收集信息，以供政策法定指标使用。该调查由每个国家的关键信息提供者填写，利用他们的知识来识别政策框架的关键要素（如世界银行过去7年使用的SABER方法进行政策数据收集）。调查包括与教师、学校管理、投入和基础设施以及学习者相关的政策问题。截至2020年6月，调查中总共有52个问题。关键信息提供者预计需要2-3天的时间来收集和分析相关信息，以回答调查问题。

- 公职人员调查：公职人员调查收集关于官僚机构的能力和导向，以及影响教育成果的政治因素。这是官僚实验室（治理全球实践和世界银行发展影响评估单位的一个联合倡议）在几个国家实施的国家公务员调查的简化版和教育聚焦版本。调查包括关于技术和领导技能、工作环境、利益相关者参与、公正决策以及态度和行为的问题。调查需要每位公职人员30-45分钟，用于访谈每个国家在中央、地区和区级工作的教育部官员。', 'Cleaning operations': '在R和Stata代码中执行了数据质量控制，以计算所有指标，可以在以下GitHub链接中找到：
https://github.com/worldbank/GEPD/blob/master/Countries/Rwanda/2019/School/01_data/03_school_data_cleaner.R', 'Sampling error estimates': '全球教育政策仪表盘学校调查的目的是产生全国代表性估计值，能够在至少80%的功效和0.05的显著性水平下检测到指标随时间的变化。'}