Supplementing measures of social accountability and enhancing understanding of accountability and students' achievement during the COVID-19 pandemic

在 COVID-19 大流行期间补充社会责任措施并增强对责任和学生成绩的理解

• 批准号: ES/X014037/1
• 负责人: Dirgha Ghimire
• 金额: $ 14.13万
• 依托单位: University of Michigan–Ann Arbor
• 依托单位国家: 英国
• 项目类别: Research Grant
• 财政年份: 2023
• 资助国家: 英国
• 起止时间: 2023 至 无数据
• 项目状态: 已结题
• 来源: https://gtr.ukri.org/projects?ref=ES%2FX014037%2F1
• 关键词: Supplementing; measures; social; accountability; enhancing

This augmentation project will enrich the parent project data funded by DFID-ESRC by adding measures of public expenditure and conducting a follow-up survey of schools, school management committees, and a sub set of students and parents from the parent project. The parent project has already made significant contribution to Nepali school education by developing and testing a set of tools to gather information about school performance and student educational outcomes.Analysis of these data revealed strong associations between student learning and accountability measures such as parents' knowledge, engagement, and empowerment. However, because of the ongoing transition in Nepal's governance structure from a centralized to a local governance system, including in the education sector, it was not feasible to collect information about public expenditure and service delivery during the parent project. The lack of these important accountability measures has limited our findings. Additionally, since the parent project was completed, COVID-19 related school closures have dramatically changed the learning environment for schools, parents, and students. This change has been disruptive, negatively affecting some schools and students more than others. To enhance our social accountability measures and inform our understanding of how COVID-19 intersects with social accountability and student learning we propose the following four aims:Aim One. Conduct a public expenditure tracking and service delivery survey and in-depth interview with representatives of local government bodies to add expenditure data to our measures of social accountability.Aim Two. Conduct follow-up phone surveys with students, parents, school principals, and School Management Committees/School Boards (SMC/SB) that participated in the parent study to understand how COVID-19 related school disruptions have affected them and how disruptions have impacted student learning.Aim Three. Collect School Education Examination (SEE) scores from Bharatpur Metropolitan City (BMC). This national exam taken at the end of grade 10 will be administered to students in our sample in March 2021.Aim Four. Link the newly collected data with existing student, parent, and school-level data to estimate the effect of school disruptions and accountability during COVID-19 on student education outcomes. In particular, we will explore how dropout rates, attendance rates, and student achievement (SEE scores) have changed after COVID-19 compared to before the pandemic. We will consider factors like learning environment and support structures at home and school. We will also explore different school coping strategies and whether these strategies are correlated with accountability measures.We will investigate how school disruptions have a greater negative impact on some students more than others by conducting our analyses among sub-groups of students. For example, we will compare males and females, advantagedand disadvantaged ethnic groups, students with highly educated and less educated parents, students with and without parents who are international migrants, and students who performed well in earlier assessments compared to those who did not perform well. This study will generate important scientific resources including: (1) measures of public expenditure tracking in a low income context; (2) follow-up measures of accountability from schools, school management committees, parents, andstudents; and (3) scientific advancement in our understanding of the relationship between accountability and students' achievement during COVID-19. We will make these findings widely available to scientists and policy makers through local dissemination workshops to share findings of the study, making the data publicly available through ICPSR and the UK Data Service, and through presentations at national and international conferences and publications in scientific articles and policy brief.

这一扩充项目将通过增加公共支出措施和对学校、学校管理委员会以及来自家长项目的一部分学生和家长进行后续调查，丰富由英国国际发展部- esrc资助的家长项目数据。通过开发和测试一套工具来收集有关学校表现和学生教育成果的信息，家长项目已经为尼泊尔的学校教育做出了重大贡献。对这些数据的分析揭示了学生学习与问责措施（如家长的知识、参与和授权）之间的密切联系。然而，由于尼泊尔的治理结构正在从中央治理系统向地方治理系统过渡，包括在教育部门，因此在母项目期间收集有关公共支出和服务提供的信息是不可行的。缺乏这些重要的问责措施限制了我们的发现。此外，自家长项目完成以来，与COVID-19相关的学校关闭极大地改变了学校、家长和学生的学习环境。这种变化是破坏性的，对一些学校和学生的负面影响比其他学校和学生更大。为了加强我们的社会问责措施，并使我们了解COVID-19如何与社会问责和学生学习相关联，我们提出以下四个目标：进行公共支出跟踪和服务提供调查，并与地方政府机构代表进行深度访谈，将支出数据纳入我们的社会责任措施。两个目标。对参与家长研究的学生、家长、校长和学校管理委员会/校董事会（SMC/SB）进行后续电话调查，以了解与COVID-19相关的学校中断如何影响他们，以及中断如何影响学生的学习。三个目标。从巴拉特普尔市（BMC）收集学校教育考试（SEE）成绩。本次全国统考将于2021年3月在我们的样本学生中进行。四个目标。将新收集的数据与现有的学生、家长和学校层面的数据联系起来，以估计COVID-19期间学校中断和问责制对学生教育成果的影响。特别是，我们将探讨与大流行前相比，2019冠状病毒病后的辍学率、出勤率和学生成绩（SEE分数）是如何变化的。我们将考虑家庭和学校的学习环境和支持结构等因素。我们还将探讨不同的学校应对策略以及这些策略是否与问责措施相关。我们将通过在学生分组中进行分析，调查学校中断对一些学生的负面影响如何比其他学生更大。例如，我们将比较男性和女性、优势民族和弱势民族、父母受教育程度高和受教育程度低的学生、父母是否为国际移民的学生、以及在早期评估中表现良好的学生和表现不佳的学生。这项研究将产生重要的科学资源，包括：(1)低收入背景下的公共支出跟踪措施；(2)学校、学校管理委员会、家长和学生的后续问责措施；(3)对新冠肺炎期间问责制与学生成绩之间关系的理解取得了科学进展。我们将通过当地的传播研讨会来分享研究结果，通过ICPSR和英国数据服务公开提供数据，并通过在国家和国际会议上的演讲和科学文章和政策简报的出版物，向科学家和决策者广泛提供这些发现。