Global Education Policy Dashboard 2019 - Jordan

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 werer 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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For our school survey, we select only schools that are supervised by the Minsitry or Education or are Private schools. No schools supervised by the Ministry of Defense, Ministry of Endowments, Ministry of Higher Education , or Ministry of Social Development are included. This left us with a sampling frame containing 3,330 schools, with 1297 private schools and 2003 schools managed by the Minsitry of Education. The schools must also have at least 3 grade 1 students, 3 grade 4 students, and 3 teachers.
We oversampled Southern schools to reach a total of 50 Southern schools for regional comparisons. Additionally, we oversampled Evening schools, for a total of 40 evening schools.

A total of 250 schools were surveyed.

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.

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.

摘要
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本仪表板项目通过三种新型工具在各国收集新数据：学校调查、政策调查和公务员调查。数据收集涉及学校访问、课堂观察、立法审查、教师和学生评估，以及与教师、校长和公务员的访谈。此外，该项目还利用一些现有数据源来补充收集的新数据。GEPD项目的重大目标在于开发专注、成本效益高的工具和数据收集程序，以便仪表板能够以低廉的成本应用于（并再次应用于）许多国家。团队通过简化现有工具，从而减少了数据收集和培训调查员所需的时间。
地理覆盖范围
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全国
分析单元
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学校、教师、学生、公务员
数据类型
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样本调查数据 [ssd]
抽样程序
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全球教育政策仪表板学校调查的目标是产生具有全国代表性的估计值，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。我们希望检测到城市/农村位置的差异。
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，抽取大约200所学校作为样本，由银行工作人员预先选定。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，并在现场选定。总共将抽取10名教师以调查缺席率。将采访5名教师并进行内容知识考试。将随机评估3名一年级学生和随机评估一个四年级学生的课堂。分层将基于学校的城市/农村分类和基于地区。在地区分层时，我们将与国内合作伙伴合作，以确保包括所有相关的地理分区。
对于我们的公务员调查，我们将总共抽取200名公务员。通常在联邦层面调查大约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，从学校抽样所在的地区中随机选择大约10个地区办公室（或称为二级行政单位）。然后在这些10个地区中，通常从学校抽样所在的区中随机选择大约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/区内，将抽取五到六名官员，包括组织负责人、人力资源总监、财务和计划部门的两位部门总监，以及从财务、计划和随机选择的另一个与服务业相关的部门中随机选出的一个或两个专业员工。在联邦层面，我们将采访人力资源总监、财务总监、计划总监和三个随机选择的服务导向部门。除了这些部门的负责人外，在面试当天，每个部门将随机选择9名专业员工。
抽样偏差
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对于我们的学校调查，我们只选择由教育部或私立学校管理的学校。不包括由国防部、捐赠部、高等教育部或社会发展部管理的学校。这使我们拥有一个包含3,330所学校的抽样框架，其中1,297所是私立学校，2,003所学校由教育部管理。学校还必须至少有3名一年级学生、3名四年级学生和3名教师。
我们过度抽样了南方学校，以达到50所南方学校的总数，以便进行地区比较。此外，我们还过度抽样了夜校，总数达到40所夜校。
总共调查了250所学校。
数据收集方式
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计算机辅助个人访谈 [capi]
研究工具
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仪表板项目使用三种新型工具在各国收集新数据：学校调查、政策调查和公务员调查。数据收集涉及学校访问、课堂观察、立法审查、教师和学生评估，以及与教师、校长和公务员的访谈。此外，该项目还利用一些现有数据源来补充收集的新数据。GEPD项目的重大目标在于开发专注、成本效益高的工具和数据收集程序，以便仪表板能够以低廉的成本应用于（并再次应用于）许多国家。团队通过简化现有工具，从而减少了数据收集和培训调查员所需的时间。
有关每个工具的更多信息，请参阅以下内容：
- 学校调查：学校调查主要收集关于实践（学校服务质量）的数据，但也收集一些事实上的政策指标。它包括现有工具的精简版本——包括教师和投入/基础设施的服务交付调查、教学实践调查、全球幼儿早期发展数据库（GECDD）关于幼儿学校准备情况，以及关于管理质量的开发世界管理调查（DWMS）——以及一些新问题，以填补这些工具中的空白。尽管模块数量与完整版的服务交付指标（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。对于两名调查员的小组，平均大约需要4小时来收集给定学校中的所有信息。有关更多信息，请参阅常见问题解答。
- 政策调查：政策调查收集信息以输入政策法定的指标。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方法来收集政策数据）。调查包括有关教师、学校管理、投入和基础设施以及学习者的政策问题。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将花费2-3天收集和分析相关信息，以回答调查问题。
- 公务员调查：公务员调查收集有关官僚机构的能力和倾向，以及影响教育成果的政治因素。这是一份简化和以教育为重点的公务员调查，是世界银行治理全球实践和世界银行发展影响评估部门（Bureaucracy Lab，由治理全球实践和发展影响评估部门共同发起）在几个国家实施的项目。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。调查每位公务员需要30-45分钟，并用于采访每个国家在中央、地区和区级工作的教育部官员。
抽样误差估计
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全球教育政策仪表板学校调查的目标是产生具有全国代表性的估计值，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。