05443nam 2200673 450 991046449680332120200520144314.00-8213-9966-7(CKB)3710000000080965(EBL)1630855(SSID)ssj0001084389(PQKBManifestationID)12481694(PQKBTitleCode)TC0001084389(PQKBWorkID)11022210(PQKB)10825681(MiAaPQ)EBC1630855(Au-PeEL)EBL1630855(CaPaEBR)ebr10821914(CaONFJC)MIL574112(OCoLC)870589338(EXLCZ)99371000000008096520130607h20142014 uy| 0engur|n|---|||||txtccrEducation in Sub-Saharan Africa comparing faith-inspired, private secular, and public schools /Quentin WodonWashington, District of Columbia :The World Bank,[2014]©20141 online resource (159 p.)World Bank Studies"A World Bank study."0-8213-9965-9 Includes bibliographical references.Front Cover; Contents; Acknowledgments; Abbreviations; Overview; Market Share of Private Schools; Boxes; Box0.1 Data Sources-Household Surveys; Figures; Figure0.1 Market Share of Public, Faith-Inspired and Private Secular Schools; Reach to the Poor; Private Cost of Education; Tables; Table O.1 Shares of Students in Each Type of School by Welfare Quintile; Figure0.2 Shares of Students in Private Primary School by Welfare Quintile; Table O.2 Private Cost of Schooling per Child for Households; Satisfaction; Figure0.3 Average Private Cost of Schooling by Type of ProviderFigure0.4 Satisfaction Rates with the Schooling ReceivedTable O.3 Satisfaction Rates with the Various Types of Schools; Reasons for Choosing Specific Schools; Box0.2 Data Sources-Qualitative Work; Table O.4 Main Reasons for Choosing the School, Qualitative Field Work, 2010; Performance; Box0.3 Example of Testimonies by Parents; Conclusion; Chapter1Introduction; Chapter 2Motivation and Background; Introduction; Comparative Advantage of Faith-Inspired Institutions; Table 2.1 Potential Comparative Advantages and Weaknesses of FISs; Combination of Cross-Country and Country-Specific WorkConclusionNote; Chapter 3Data and Methodology; Introduction; Household Survey Data; Table 3.1 Identification of FISs in the Education Modules of Selected Household Surveys; Qualitative and Small Sample Data Collection; Data Validity and Analysis; Limited Scope of the Study; Conclusion; Notes; Chapter 4Market Share; Introduction; Cross-Country Comparisons; Table 4.1 Market Share Estimates from UIS Administrative Data, Education; Table 4.2 Market Share Estimates from Multipurpose Surveys, Education; Additional Evidence for Ghana and Burkina FasoTable 4.3 Market Share by Type of Primary School, Burkina FasoTable 4.4 Trends in Primary School Enrolment by Type of School, Burkina Faso; Conclusion; Note; Chapter 5Reach to the Poor and Vulnerable; Introduction; Cross-Country Evidence; Table 5.1 Benefit Incidence for Education by Type of Provider; Additional Evidence for Ghana and Burkina Faso; Table 5.2 Enrollment Rates by Type of Schools and Disability Status, Ghana 2003; Table 5.3 Impact of Disability on School Enrolment by Type of School, Ghana 2003; Conclusion; Notes; Chapter 6Private Cost of Education; IntroductionCross-Country EvidenceTable 6.1 Cost of School Fees and PTA Dues in Primary Schools; Table 6.2 Cost of School Fees and PTA Dues in Secondary Schools; Additional Evidence for Ghana and Burkina Faso; Table 6.3 Cost of Primary Education by Type of School, Divided by 10,000, 2005/06 (GHC); Table 6.4 Selected Correlates of the Cost of Education, Ghana, 2005/06; Table 6.5 Reason for Not Attending School in Burkina Faso, Children Aged 7-12 (FCFA); Table 6.6 Average Annual School Expenses per Child, Burkina Faso Fieldwork; Table 6.7 School Inputs by Type of School, Burkina Faso 2008/09; ConclusionTable 6.8 Passing Rate in Primary Schools by Grade, Burkina Faso 2008/09The purpose of this study is to build a stronger evidence base on the role of faith-inspired, private secular, and public schools in sub-Saharan Africa using nationally representative household surveys as well as qualitative data. Six main findings emerge from the study: (1) Across a sample of 16 countries, the average market share for faith-inspired schools is at 10-15 percent, and the market share for private secular schools is of a similar order of magnitude; (2) On average faith-inspired schools do not reach the poor more than other groups; they also do not reach the poor more than public World Bank StudiesEducationAfrica, Sub-SaharanEducation and stateAfrica, Sub-SaharanEducationAfrica, Sub-SaharanStatisticsElectronic books.EducationEducation and stateEducation370.96Wodon Quentin859707MiAaPQMiAaPQMiAaPQBOOK9910464496803321Education in Sub-Saharan Africa1996342UNINA02025nam 2200409 450 991013505120332120230419222129.01-4673-7040-1(CKB)3780000000082588(NjHacI)993780000000082588(EXLCZ)99378000000008258820230419d2015 uy 0engur|||||||||||txtrdacontentcrdamediacrrdacarrierCrowdSourcing in Software Engineering (CSI-SE), 2015 IEEE/ACM 2nd International Workshop on /Institute of Electrical and Electronics EngineersPiscataway :IEEE,2015.1 online resource (x, 46 pages) illustrations1-4673-7041-X CSI SE is a one day workshop composed of four sessions A morning session will be devoted to invited talks by top researchers, providing a broad overview of topics both in crowdsourcing in general and crowdsourcing applied to software engineering Two paper sessions will provide opportunities for authors to disseminate their work and interact with other researchers working in the area of crowdsourcing in software engineering The workshop will close with a highly interactive panel on Crowd development a new model for software development?, intended to explore controversial aspects of the promise and perils of applying microtask crowdsourcing to software development.2015 IEEE/ACM 2nd International Workshop on CrowdSourcing in Software EngineeringCrowdSourcing in Software Engineering Statistical decisionSoftware engineeringCongressesCrowdsourcingStatistical decision.Software engineeringCrowdsourcing.005.1NjHacINjHaclPROCEEDING9910135051203321CrowdSourcing in Software Engineering (CSI-SE), 2015 IEEE2512718UNINA