The overall outcome of the Support to Basic Education Project (PRAEBASE) for the Republic of Congo was moderately satisfactory. The risk to development outcome was substantial; the Bank's performance was moderately satisfactory; and the borrower's performance was moderately satisfactory.
... انظر المزيد + The reason for the restructuring allows for the extension of the closing date for one year to allow for completion of activities under Component 2, concerning rehabilitation of the school infrastructure, of the project development objective and revision of the results framework. Lessons learned from this project include, 1) capacity development and institutional strengthening take time to materialize especially in a post-conflict context and need to factor greatly into all aspects of project design; 2) working effectively with other organizations in project implementation necessitates a thorough understanding of each organization's procedures, guidelines and field-level practice in the design phase; 3) persistency in investments in equity pays off; and 4) project documentation and reporting should be consistent and organized especially in terms of the M&E framework established to monitor progress under the Project.
رؤية أقل ـ
تقرير إنجاز تنفيذ ونتائج المشروع ICR2938 MAR 31, 2014
The objective of the Guyana Secondary Education Improvement Project is to increase the 11th grade survival rate and the number of students that complete secondary education in Guyana's regions 3 and 4 (including Georgetown), by constructing and equipping schools, training teachers, and distributing learning materials.
... انظر المزيد + Negative impacts include: not every child may be computer literate to handle this new teaching; there is a possibility that other subjects could be neglected and cause a decline in performance in these subject areas; administrative staff may not be able to supervise teachers during and after training in this area; dates and time may be inconvenient to teachers due to school activities; consideration is given to Amerindian people but in mixed race communities, this may bring conflict; why is the focus only on secondary schools? Why not start from nursery to primary, then secondary. A foundation for mathematics is needed; and lack of access to electronic facilities such as the other regions when there is no electricity in some of the secondary and primary schools in region nine. Mitigation measures include: training of the teachers must be done in the sub region. (On weekends or holidays); incentive package (monetary or scholarships to do MEd.) for Mathematics teachers who have performed well. The upgrading of teachers should be continuous and closely monitored; this project will focus on schools on the coastal areas but future projects should consider expansion and improvement of secondary school facilities in the hinterland; and secondary education should be more practical, to prepare students to survive in their communities, e.g., in manufacturing, (feed production, food preservation, carpentry, joinery etc).
رؤية أقل ـ
The objective of the Guyana Secondary Education Improvement Project is to increase the 11th grade survival rate and the number of students that complete secondary education in Guyana's regions 3 and 4 (including Georgetown), by constructing and equipping schools, training teachers, and distributing learning materials.
... انظر المزيد + Negative impacts include: not every child may be computer literate to handle this new teaching; there is a possibility that other subjects could be neglected and cause a decline in performance in these subject areas; administrative staff may not be able to supervise teachers during and after training in this area; dates and time may be inconvenient to teachers due to school activities; consideration is given to Amerindian people but in mixed race communities, this may bring conflict; why is the focus only on secondary schools? Why not start from nursery to primary, then secondary. A foundation for mathematics is needed; and lack of access to electronic facilities such as the other regions when there is no electricity in some of the secondary and primary schools in region nine. Mitigation measures include: training of the teachers must be done in the sub region. (On weekends or holidays); incentive package (monetary or scholarships to do MEd.) for Mathematics teachers who have performed well. The upgrading of teachers should be continuous and closely monitored; this project will focus on schools on the coastal areas but future projects should consider expansion and improvement of secondary school facilities in the hinterland; and secondary education should be more practical, to prepare students to survive in their communities, e.g., in manufacturing, (feed production, food preservation, carpentry, joinery etc).
رؤية أقل ـ
Ratings for the Third Fast Track Initiative Catalytic Fund Grant Project for Tajikistan were as follows: outcomes were satisfactory, the risk to development outcome was moderate, the Bank performance was satisfactory, and the Borrower performance was also satisfactory.
... انظر المزيد + Some lessons learned included: project's results framework was feasible, centered on basic output indicators that could have been measured realistically, and that the project could impact, with some stretch, during its short implementation period. For an investment operation, the design of a project's results framework should be based on readily available and easy to measure data; the ability of the implementing agency to monitor; and on indicators that measure impacts that can be (directly) attributed to the project. While for a project of medium- to longer-term implementation it is desirable to measure intermediate or final outcomes, a project of shorter duration cannot be expected to influence these. Similarly, while it may be desirable to have more complex indicators, improperly established monitoring systems could result in challenges when measuring progress. Therefore, it will be preferable to create indicators that are simple, and easy to quantify and measure. Similarly, programmatic-type operations provide an appropriate instrument for implementing, learning, adjusting, and improving. But, for these benefits, follow-on operations need to evaluate, learn, and revise adjusting activities to account for capacities and realities. Significant attention is directed toward incorporating 'lessons learned,' but projects often summarize lessons of similar or other operations without sufficiently adjusting them to incorporate past lessons. This project's design and implementation are examples of best practices in terms of reflecting learning, and adjusting adequately to improve results.
رؤية أقل ـ
تقرير إنجاز تنفيذ ونتائج المشروع ICR3009 MAR 26, 2014
The development objective of the Reading Education Project for Papua New Guinea is to improve the reading skills of elementary and primary education students.
... انظر المزيد + This restructuring will bring the following changes: : (i) revise the project development objectives (PDO); (ii) scale down component three strengthening early grade reading assessment (EGRA) activities, in particular related to the collection of baseline data on student reading levels using EGRA tools; (iii) implement post-EGRA assessment interventions in selected provinces; (iv) adjust the results framework in line with the revised PDO and project scope; and (v) extend the project closing date by one year to June 30, 2015.
رؤية أقل ـ
The development objective of the Education Quality Reform Project is to improve the quality of education for primary school children in Mongolia with particular emphasis on improving reading and math learning outcomes.
... انظر المزيد + The project is not expected to have any significant negative impact to indigenous people. On the contrary, it will provide indigenous people with a unique opportunity to enhance their education quality. However, if needed the project will be tailored to fulfill the culture related requirements/demands from related communities, e.g. the sub-projects might need to be designed and implemented in local language. Therefore, this Indigenous People Planning Framework is prepared to: i) ensure ethnic minority groups can benefit from the project; ii) conduct free, prior, and informed consultation with ethnic minority communities; and iii) ensure issues raised by ethnic minority communities are incorporated into subcomponent designs.
رؤية أقل ـ
The development objectives of the Second Phase of the Basic Education Project for Uzbekistan is to continue supporting Government of Uzbekistan's (GoU's) efforts to improve effectiveness of teaching and learning through: (1) targeted interventions in selected general secondary education schools and preschools in rural poor areas; (2) development of institutional capacity to assess student learning; and (3) adoption of predictable and transparent school budgets in selected oblasts.
... انظر المزيد + Under this restructuring, the government has requested that the Bank cancel United States (U.S.) 2.5 million dollars equivalent (special drawing rights (SDR) 1,615,613.29) of the original credit since the project is due to close by March 31, 2014 and this financing is no longer needed for project activities.
رؤية أقل ـ
The development objective of the Reading Education Project for Papua New Guinea is to improve the reading skills of elementary and primary education students.
... انظر المزيد + This restructuring will bring the following changes: : (i) revise the project development objectives (PDO); (ii) scale down component three strengthening early grade reading assessment (EGRA) activities, in particular related to the collection of baseline data on student reading levels using EGRA tools; (iii) implement post-EGRA assessment interventions in selected provinces; (iv) adjust the results framework in line with the revised PDO and project scope; and (v) extend the project closing date by one year to June 30, 2015.
رؤية أقل ـ
The key messages of this brief are as follows: 1) The Malawi Growth Development Strategy II recognizes the crucial role of higher education as a key driver of competitiveness and growth; 2) The country's higher education system needs to beoverhauled to take in more students, achieve greater equity in enrollment, and offer higher-quality programs relevant tomarket needs; 3) A major concern is that there are far too few qualifiedgraduates to meet market needs in the country, a gap that is bound to negatively affect the economy if unaddressed; 4) University management should include private sector and civil society representatives to ensure that learning is delivered more efficiently and is aligned with market needs; and 5) Encouraging private providers and exploring more sustainable avenues of financing are critical to bridge Malawi's financing and capacity gaps in higher education.
... انظر المزيد +رؤية أقل ـ
The key messages of this brief are as follows: 1) The Malawi Growth Development Strategy II recognizes the crucial role of higher education as a key driver of competitiveness and growth; 2) The country's higher education system needs to beoverhauled to take in more students, achieve greater equity in enrollment, and offer higher-quality programs relevant tomarket needs; 3) A major concern is that there are far too few qualifiedgraduates to meet market needs in the country, a gap that is bound to negatively affect the economy if unaddressed; 4) University management should include private sector and civil society representatives to ensure that learning is delivered more efficiently and is aligned with market needs; and 5) Encouraging private providers and exploring more sustainable avenues of financing are critical to bridge Malawi's financing and capacity gaps in higher education.
... انظر المزيد +رؤية أقل ـ
This paper examines the association between the intensity, timing, and persistence of personal history of mobility on individual support for redistribution.
... انظر المزيد + Using both rounds of the Life in Transition Survey, the paper builds measures of downward mobility for about 57,000 individuals from 27 countries in Eastern Europe and Central Asia. The analysis finds that more intensive, recent, and persistent downward mobility increases support for redistribution more. A number of extensions and checks are done by, among others, taking into account systematic bias in perceived mobility experience, considering an alternative definition of redistributive preferences, and exploring the severity of omitted variable bias problems. Overall, the results are robust.
رؤية أقل ـ
The key messages in this brief are as follows: 1) Engineering can help Africa unlock its huge potential for economic growth and development and make faster progress toward the Millennium Development Goals. 2) However, there is a serious lack of engineering capacity in Africa and heavy reliance on imported expertise in engineering. 3) Higher education institutions need to change their approach to teaching engineering so that graduates are creative problem-solvers.
... انظر المزيد + Engineering courses also need to be oriented towards market and development needs. 4) Women are under-represented in engineering education, constituting less than 10 percent of the student population in Ghana, Nigeria, and Zimbabwe in 2010. 5) Few African countries have established a robust accreditation system. In addition to improving national accreditation, regional accreditation of engineering professionals should be encouraged so that engineers have greater mobility within Africa. 6) A proposed World Bank initiative, the Partnership for Skills in Applied Sciences, Engineering and Technology (PASET) will build capacity for technical, vocational and higher education in African countries.
رؤية أقل ـ
The key messages in this brief are as follows: 1) Engineering can help Africa unlock its huge potential for economic growth and development and make faster progress toward the Millennium Development Goals. 2) However, there is a serious lack of engineering capacity in Africa and heavy reliance on imported expertise in engineering. 3) Higher education institutions need to change their approach to teaching engineering so that graduates are creative problem-solvers.
... انظر المزيد + Engineering courses also need to be oriented towards market and development needs. 4) Women are under-represented in engineering education, constituting less than 10 percent of the student population in Ghana, Nigeria, and Zimbabwe in 2010. 5) Few African countries have established a robust accreditation system. In addition to improving national accreditation, regional accreditation of engineering professionals should be encouraged so that engineers have greater mobility within Africa. 6) A proposed World Bank initiative, the Partnership for Skills in Applied Sciences, Engineering and Technology (PASET) will build capacity for technical, vocational and higher education in African countries.
رؤية أقل ـ
The key messages in this brief are as follows: 1) The direct link between Applied Sciences, Engineering and Technology (ASET) and economic growth is widely accepted. 2) Most countries in Sub-Saharan Africa have made rapid gains in child survival and progress from primary to secondary school; however, just 8 percent of university-age youth are in university, and only 1 percent will graduate in a science or engineering field. 3) This situation is now changing, with increased attention being paid to ASET by the African Union, NEPAD, UNESCO, and many others, and African research capacity is beginning to diversify in response to country demand. 4) African countries need to devise customized ASET strategies that can support national strategies for economic growth and respond to pressing challenges, as well as collaborate on regional initiatives and institutions.
... انظر المزيد + In doing so, they can draw on rich lessons of experience. 5) Science, Technology and Innovation can be measured by two sets of indicators: Output (achievements in knowledge generation) and input (trends in the enabling conditions for scientific and technological production).
رؤية أقل ـ
The key messages in this brief are as follows: 1) The direct link between Applied Sciences, Engineering and Technology (ASET) and economic growth is widely accepted. 2) Most countries in Sub-Saharan Africa have made rapid gains in child survival and progress from primary to secondary school; however, just 8 percent of university-age youth are in university, and only 1 percent will graduate in a science or engineering field. 3) This situation is now changing, with increased attention being paid to ASET by the African Union, NEPAD, UNESCO, and many others, and African research capacity is beginning to diversify in response to country demand. 4) African countries need to devise customized ASET strategies that can support national strategies for economic growth and respond to pressing challenges, as well as collaborate on regional initiatives and institutions.
... انظر المزيد + In doing so, they can draw on rich lessons of experience. 5) Science, Technology and Innovation can be measured by two sets of indicators: Output (achievements in knowledge generation) and input (trends in the enabling conditions for scientific and technological production).
رؤية أقل ـ
The key messages in this brief are as follows: 1) Africa's leaders see agriculture as an engine for overall economic development; in Sub-Saharan Africa it contributes 32 percent of gross domestic product and 65 percent of employment; 2) Growth in agriculture is twice to four times as effective in reducing poverty as other sectors but is held back by a lack of qualified professionals; 3) The low level of human capital in Africa's agricultural sector remains a significant constraint to growth, poverty reduction, and food security on the continent; 4) Agricultural education has been neglected for several decades and is poorly prepared to address the need for qualified professionals; 5) African ministers and leaders have asked for "a radically new approach" to agriculture education, as the current system is out of step with the job market; and 6) The World Bank is supporting African leaders as they seek ways to transform higher education so that it produces entrepreneurs, creative thinkers, and business leaders who contribute to economic growth and poverty reduction.
... انظر المزيد +رؤية أقل ـ
The key messages in this brief are as follows: 1) Africa's leaders see agriculture as an engine for overall economic development; in Sub-Saharan Africa it contributes 32 percent of gross domestic product and 65 percent of employment; 2) Growth in agriculture is twice to four times as effective in reducing poverty as other sectors but is held back by a lack of qualified professionals; 3) The low level of human capital in Africa's agricultural sector remains a significant constraint to growth, poverty reduction, and food security on the continent; 4) Agricultural education has been neglected for several decades and is poorly prepared to address the need for qualified professionals; 5) African ministers and leaders have asked for "a radically new approach" to agriculture education, as the current system is out of step with the job market; and 6) The World Bank is supporting African leaders as they seek ways to transform higher education so that it produces entrepreneurs, creative thinkers, and business leaders who contribute to economic growth and poverty reduction.
... انظر المزيد +رؤية أقل ـ