05770oam 22007695 450 991078763250332120200520144314.01-4648-0100-210.1596/978-1-4648-0098-6(CKB)2670000000494379(EBL)1578338(SSID)ssj0001059401(PQKBManifestationID)12453592(PQKBTitleCode)TC0001059401(PQKBWorkID)11079469(PQKB)10962395(MiAaPQ)EBC1578338(Au-PeEL)EBL1578338(CaPaEBR)ebr10812597(CaONFJC)MIL550641(OCoLC)899259466(The World Bank)17934205(US-djbf)17934205(EXLCZ)99267000000049437920131107d2014 uy 0engurcn|||||||||rdacontentrdamediardacarrierBasic education beyond the millenium development goals in Ghana how equity in service delivery affects educational and learning outcomes /Peter Darvas and David BalwanzWashington, D.C. :World Bank,[2014]1 online resource (xx, 160 pages)illustrations ;26 cmA World Bank studyDescription based upon print version of record.1-4648-0098-7 Includes bibliographies.Front Cover; Contents; Foreword; Acknowledgements; About the Authors; Abbreviations; Overview; Inequity: The Central Challenge; Basic Education in Ghana: Main Findings; Figures; Figure 0.1 Primary and Secondary School Net Attendance Ratio, by Wealth Quintile and Urban-Rural Status, 2011; Maps; Tables; Table 0.1 Enrollment and NER in KG, Primary, and JHS 1990-2011/12; Figure 0.2 Primary Net Attendance Ratio, by Region, 2011; Figure 0.3 Primary PTTR, by SES, 2008/09; Map 0.1 Percentage of Trained Primary Teachers, by Region, 2011/12Figure 0.4 Percentage of P6 Pupils Attaining Proficiency in English and Maths, by Urban-Rural StatusTable 0.2 Per-Child Expenditure in 2008 GHc Measured at District Level; Figure 0.5 Percentage of P3 and P6 Students Achieving Proficiency in English, by Region; Table 0.3 Overview of Selected Equity Improving Programs; Figure 0.6 Percentage of P3 and P6 Students Attaining Proficiency in English and Maths, 2011; Figure 0.7 Percentage of P3 and P5 Students, by Reading Comprehension Score; Figure 0.8 Percentage of Trained Teachers in Primary School and JHS, 1987/88-2009/10Figure 0.9 Percentage of Students Reaching Minimum Competency and Proficiency, by Classroom Type, P3 English, 2011Figure 0.10 Instructional Time in Basic Schools in Four Countries; Table 0.4 Factors Explaining Teacher Absenteeism; Table 0.5 GoG Budget Share, by Budget Category and Execution in Relation to Budget Amount; Figure 0.11 Sources and Flows of Funding and Resources for a Primary School in Ghana; Teacher Policy Dilemmas; Basic Education in Ghana: Recommendations; Notes; Chapter 1 Introduction-Why Focus on Inequity?Figure 1.1 Attendance Rates, Ages 6-14 Years, by Poverty, Gender, and Region, 2003-08Report Framework; Boxes; Box 1.1 Definitions of Key Themes; Figure 1.2 Conceptual Framework for Basic Education in Ghana; Notes; Figure 1.3 Themes and Interventions System Improvements in Literacy and Numeracy; Chapter 2 Country Context; Rapid Growth and Change; Recent Progress in Education; Persistent Challenges; Chapter 3 Education Reform History; Education Reform: 1951-2008; Recent Policy Initiatives; Notes; Chapter 4 Equity; Overview; Equitable AccessTable 4.1 Enrollment and NER in KG, Primary, and JHS, 1990-2011/12Figure 4.1 Primary and Secondary School Net Attendance Rate by Wealth Quintile and Urban-Rural Status, 2011; Figure 4.2 Primary and Secondary Net Attendance Rate by Region, 2011; Figure 4.3 Primary and JHS NER by Wealth Quintile; Box 4.1 Providing Basic Education for Children with Disabilities; Figure 4.4 Private Enrollment as a Percentage of Total Enrollment in Primary Schools, 2010/11; Equal Distribution of Inputs; Map 4.1 Percentage of Trained Primary Teachers, by Region, 2011/12Figure 4.5 Proportion of Primary Teachers with Training, by Region/District, 2008/09Inequity is the central challenge facing basic education in Ghana and undercuts the potential contribution of basic education to Ghana's national development goals. Persistent disparities in education service delivery and inequitable allocation of resources in Ghana lead to highly inequitable educational outcomes. These inequities negatively affect system quality, efficiency and accountability and ultimately undermine broader national development. Wide-spread inequity in education service delivery significantly depresses system learning outcomes. This report describes a ""missing middle"" in tWorld Bank e-Library.Basic educationGhanaEducation and stateGhanaEducational assistanceGhanaEducational changeGhanaEducational evaluationGhanaEducational indicatorsGhanaBasic educationEducation and stateEducational assistanceEducational changeEducational evaluationEducational indicators370.9667Darvas Peter1142803Balwanz David1573893DLCDLCDLCBOOK9910787632503321Basic education beyond the millenium development goals in Ghana3849818UNINA