Teacher Development Programme (TDP) Evaluation Framework and Plan


This document sets out the proposed framework and plan for the evaluation of the Teacher Development Programme (TDP). Funded by the UK Department for International Development (DFID) and implemented by Mott MacDonald, the TDP seeks to improve primary and junior secondary learning outcomes in six states of northern Nigeria by improving the quality of teachers through in-service and pre-service training in two phases. Working in Jigawa, Katsina, Zamfara (phase 1, 2013-2019) and Kaduna, Kano and Niger (phase 2, 2016-2019), the TDP overlaps with other DFID-funded education programmes that also seek to improve learning outcomes: the Girls Education Project (GEP3) that works in Katsina, Zamfara and Niger, and the Education Sector Support Programme in Nigeria (ESSPIN) that works in Jigawa, Kaduna and Kano. More information on the TDP is provided in section 1, which discusses the TDP’s theory of change in detail, and Annex B, which provides detail on specific interventions. The main objective of TDP is to improve the skills of teachers in the three core curriculum subjects of English, maths, and science & technology and produce better teachers through a combination of in-service and pre-service interventions. The specific objectives of TDP are therefore to: (a) improve in-service training of primary and junior secondary school teachers (this is the major component of the TDP); (b) develop more effective teacher educators of primary and junior secondary school student-teachers through system reform; and (c) strengthen evidence-based research to influence and inform decisions on teachers' effectiveness and efficiency. These are discussed below in detail in Section 1.2. This evaluation framework has been designed by Education Data, Research and Evaluation in Nigeria (EDOREN), a DFID-funded education research and evaluation project in Nigeria managed by Oxford Policy Management (OPM). The terms of reference (TOR) for the framework design are in Annex A, though the scope of the evaluation framework was later revised only to include an evaluation of the in-service component of the TDP. Given the gaps in research and policy understanding, and the TDP’s balance of spending, the key question the evaluation is expected to answer is whether and how TDP’s in-service teacher training model improves teacher quality and subsequently learning outcomes of pupils in primary education in northern Nigeria. This will fill key gaps in global understanding of what works to improve teacher quality in resource poor contexts. This is expected to be useful for DFID in Nigeria and globally, and for the state and national governments in Nigeria, and for those interested in improving teacher quality in other resource poor contexts. In addition, the evaluation should provide formative information to help TDP design and implement its second phase, which starts in 2016, and evidence on synergies between the in-service and pre-service components, without directly evaluating the pre-service component. Section 1.3 discusses the purpose of the evaluation, and its intended audience, timing, resources available and the evaluation’s fit with TDP’s own results and evidence output. The role of other stakeholders in the evaluation is explored in more detail in section 6. In order to do this, this evaluation framework takes a theory-based approach to answer questions about the relevance, efficiency, effectiveness, impact and sustainability of the TDP in-service output, following standard evaluation criteria and principles. These background principles are discussed in section C.1, and detailed questions derived from the key purposes set out above are provided in Annex G. These specific questions were developed in consultation with DFID and TDP, and from a reading of TDP’s theory of change and implementation strategy, and the wider evidence base. The evaluation plan proposed in this document focuses on phase 1 of the TDP in-service programme. The key questions are summarised in the table below.