Deon Filmer is a lead economist in the Research Group of the World Bank. He is a principal investigator on an evaluation of teacher and student incentives in secondary schools in Tanzania. He is a co-director of the 2018 World Development Report, which for the first time focuses on education. He has worked extensively on issues of accountability including co-authoring the book, Making Schools Work: New Evidence from Accountability Reforms, and he was a core team member of the World Bank's 2004 World Development Report 2004, Making Services Work for Poor People. In addition to his research, he has also been involved in the operations division of the Africa region.
Tanzania Country Research Team
The Tanzania Country Research Team is a multidisciplinary group composed of 11 researchers from six different institutions worldwide, with main operations in Washington, D.C., and Dar es Salaam. The team members offer expertise in diverse disciplines including development, economics, education, political science, psychology and public policy. They bring a wealth of experience in conducting research in a developing-country context, and they have established ties in Tanzania. Key institutions represented are Georgetown University, Twaweza, the University of Dar es Salaam, and the World Bank.
Tanzania Key Researchers
James Habyarimana is an associate professor at the McCourt School of Public Policy and co-Director of the Georgetown University Initiative on Innovation Development and Evaluation (Gui2de). He is currently conducting a number of regional evaluations in health and education. He is a co-principal investigator of the evaluation of a secondary school teacher and student incentive program in Tanzania. A citizen of Uganda, with working knowledge of Kiswahili, he has engaged extensively with Ministries of Education in East Africa.
Other key researchers
Jacobus Cilliers is an assistant teaching professor at Georgetown's McCourt School of Public Policy. He has worked for the Strategic Impact Evaluation Fund at the World Bank, and he was also a visiting post-doctoral fellow at the Blavatnik School of Government, Oxford. His research relates primarily to questions of public service provision of basic education in sub-Saharan Africa. He is currently principal investigator on field experiments of education programs and reform in South Africa and Nepal, and co-principal investigator on a third such experiment in Uganda. In past research, he evaluated a community reconciliation program in Sierra Leone and conducted a field experiment on foreigner presence and generosity in Sierra Leone.
Ben Dandi is a programme associate of the RISE Tanzania Country Research Team. He is based in Tanzania at Twaweza East Africa, an organization that works on education, open government and citizen agency in Tanzania, Kenya and Uganda. He is responsible for coordinating and implementing the CRT’s research and engagement activities in Tanzania. He has research experience in Tanzania at various stages including survey field work supervision, data collection and data analysis. He is interested in education and learning outcomes, and has a background in the field of economic growth and poverty reduction. He has a Ph.D. in Economics from ZEF (University of Bonn) and Leibniz University of Hannover in Germany.
Aneth Komba is a senior lecturer and director for social services at the University of Dar es Salaam, Tanzania. She holds a Bachelor of Science (Education) (Hons.) and a Master of Arts (Education) from the University of Dar es Salaam, and a PhD from the University of Bath, where she specialized in educational leadership, management and policy studies. She lectures in educational management and school administration; policy planning and administration; human resource management in educational organizations; and qualitative research methodology. She is an institutional coordinator of North-South-South Higher Education Institution Network Programme, and she has also participated in the Research Programme Consortium on Implementing Educational Quality in Low Income Countries (EdQual) as a Research Assistant. She also worked as a project manager of Pedagogy and Leadership Project (PAL) in Tanzania. Her research interests include: educational policies; education financing; families’ resources and children’s schooling; primary education as a poverty alleviation strategy; equity and equality in education; qualitative research methodologies; social capital and children’s schooling; and educational policy planning, management and administration.
Isaac Mbiti is an assistant professor of public policy and economics at the University of Virginia. He has published several papers on education issues in East Africa. He has co-authored a working paper that examines the potential for incentives and resources to improve learning outcomes in Tanzanian primary schools. A Kenyan citizen, fluent in Kiswahili, he has been engaged with policymakers and other stakeholders from the region.
Kitila Mkumbo is a senior lecturer and previous dean of the College of Education at the University of Dar es Salaam. He is currently on sabbatical leave heading up the What Works in Education program for Twaweza East Africa, an initiative that works on education and issues concerning government transparency and responsiveness in Tanzania, Kenya and Uganda. He has published numerous papers on education in Tanzania and has extensive relationships with officials at the Ministry of Education and the Presidential Delivery Unit.
Ken Opalo is an assistant professor at the Edmund A. Walsh School of Foreign Service at Georgetown University. His research interests include the political economy of public policy and development; legislative development; and electoral politics in emerging democracies. Ken’s current book project examines the evolution of legislatures in emerging democracies, with a focus on explaining the observed variation in the institutionalization and strength of African legislatures.
Shardul Oza is a Washington DC-based Senior Programme Manager for the RISE Tanzania Country Research Team. Based at Georgetown's Initiative on Innovation, Development and Evaluation (gui2de), he is responsible for overall project management and implementation support for the RISE Tanzania research project. Shardul has a background in impact evaluation research, having worked for several organisations at the forefront of the evidence-based policy movement across South Asia, East Africa, and the United States.
Shwetlena Sabarwal has been the co-Task Team Leader for the World Bank’s engagement with the Education Sector in Tanzania. She was involved in the design lab that generated Tanzania’s nationwide reform effort, Big Results Now in Education. She is a co-principal investigator on the evaluation of teacher and student incentives in secondary schools. She has been working closely with the Ministry of Education and other donor partners in Tanzania for the past five years and in the region for nearly seven years.
Youdi Schipper is research advisor at Twaweza East Africa, an initiative that works on education and issues concerning government transparency and responsiveness in Tanzania, Kenya and Uganda. He is also a senior researcher at the Amsterdam Institute for International Development. His work focuses on education reform, impact evaluation and mobile data collection. He is managing KiuFunza, a nationally representative randomized trial studying the impact of teacher performance pay and school grants in public primary schools in Tanzania. Also in Tanzania, he designed and implemented Sauti za Wananchi, the first nationwide mobile phone panel survey in Africa.
Richard Shukia is a Lecturer in Child Psychology, Early Childhood Education, and Early Literacy and Numeracy Development. He works with the Department of Educational Psychology and Curriculum Studies at the University of Dar es Salaam, Tanzania. Previously, he worked as a primary school teacher, teaching languages in both lower and higher grades. His research interests revolve around early childhood education and early literacy and numeracy development and assessment. He has a background in both quantitative and qualitative research approaches, though he specializes in qualitative research designs. He has engaged in several project in the areas of 3Rs, development of teachers’ guide for inclusive education, review of early childhood education programmes, development of early childhood education programme curricula materials, and undertaken evaluative research in a variety of capacities.