Teacher Incentives in Public Schools: Do they improve learning in Tanzania?
In 2015-2017 Twaweza East Africa implemented KiuFunza II, a randomized performance pay trial in the early grades of public primary schools in Tanzania. This trial is part of an experimental program to improve learning introduced by Twaweza in collaboration with J-PAL/IPA.
KiuFunza implemented two different teacher performance pay systems. The first system is called Stadi (levels) and rewards teachers based on the number of students that reach specific proficiency levels. The second is called Mashindano (gains) and rewards teachers based on their students’ test score ranking relative to children with the same starting level.
The performance pay learning impact was studied in a nationally representative sample of 180 schools (60 schools randomly selected into each of the two incentive pay programs, and 60 control schools). The evaluation finds that both teacher performance pay systems improved student test scores. The simpler “levels” system was at least as effective in raising student learning as the more complex “gains” system.
Furthermore, the levels scheme had a more equitable distribution of benefits, improving learning across all initial ability levels.
Read more: KiuFunza teacher incentives Twaweza
Organizations: Twaweza East Africa
Pages: 16
Type: Policy brief
Year: 2018
Download
3.8 MB You might also like...
- Preparing the next generation: Ugandans’ experiences and opinions on education (7 Nov 2018)
- The haves and the have nots: Ugandans’ views and opinions on poverty, fairness and inequality (25 Sep 2018)
- A fair slice? Kenyans’ views and opinions on poverty, fairness and inequality (25 Sep 2018)
- Citizens’ views on politics, demonstration and participation in Tanzania (5 Jul 2018)
- Clean and Safe? Ugandans’ experiences and opinions on affordable access to clean and safe water. (26 Jun 2018)
- On tap? Kenyans’ opinions and experiences of water, sanitation and hygiene (29 May 2018)
- Not to that extent? Tanzanians’ views on information and public debate (28 Mar 2018)
