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Teacher incentive program helps over 48,000 students to improve in Kiswahili and Mathematics

Archive 10 May 2017 hot | KiuFunza

After a two year trial, Twaweza, in collaboration with COSTECH and Innovations for Poverty Action (IPA), have shown that teacher cash on delivery (or performance pay) can improve learning outcomes.

The results of the pilot project known as KiuFunza, the largest of its kind in East Africa, were presented at an event to award some of the teachers their bonus payments in Dodoma on 10 May. MPs and officials from the ministries of education and local government were present including Honourable George Simbachawene, Minister – President’s Office: Regional Administration and Local Government.

 Over the two years, Twaweza and IPA tested the following initiatives in close to 200 schools across 21 districts in Tanzania:

  • Rewarding levels of learning in a one group of schools (Stadi)
  • Rewarding value-added learning in a second group of schools (Mashindano)

Preliminary results show positive effects on student learning. Both models were trialed to compare results achieved against a group of control schools. While Mashindano is more complex to understand than Stadi, it is also more equitable for the teachers, since students compete with peers at their own level.

Other key implementation results are:

  • Twaweza is rewarding 788 Standard I, II, and III subject teachers and 135 head teachers for the 2016 test performance
  • The value of the total bonus fund is TZS 251,827,040. 17% of this is paid to head teachers, 83% or TZS 209,855,867 is paid to subject teachers.
  • The average bonus earned by subject teachers is TZS 266,315 or about 42% of the average net monthly wage in 2016.
  •  Nine out of ten teachers in trial schools support the idea of performance-based pay 

Twaweza chose to focus on teacher incentives for the first and second phases of KiuFunza because evidence from around the world shows that teacher effort can have a significant impact on learning outcomes. In addition, KiuFunza (and other studies) clearly show that teacher motivation and accountability are lacking. During surprise visits to schools in 2016:

  • 54% of teachers were in class teaching
  • 27% were not at school
  • 19% were in school but out of class

 

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