LEADER 05660nam 22007571 450 001 9910463859303321 005 20200520144314.0 010 $a1-4648-0100-2 035 $a(CKB)2670000000494379 035 $a(EBL)1578338 035 $a(SSID)ssj0001059401 035 $a(PQKBManifestationID)12453592 035 $a(PQKBTitleCode)TC0001059401 035 $a(PQKBWorkID)11079469 035 $a(PQKB)10962395 035 $a(MiAaPQ)EBC1578338 035 $a(Au-PeEL)EBL1578338 035 $a(CaPaEBR)ebr10812597 035 $a(CaONFJC)MIL550641 035 $a(OCoLC)899259466 035 $a(EXLCZ)992670000000494379 100 $a20131107h20132014 uy 0 101 0 $aeng 135 $aur|n|---||||| 181 $ctxt 182 $cc 183 $acr 200 10$aBasic education beyond the millenium development goals in Ghana $ehow equity in service delivery affects educational and learning outcomes /$fPeter Darvas, David Balwanz 210 1$aWashington, D.C. :$cWorld Bank,$d[2013] 210 4$dİ2014 215 $a1 online resource (185 p.) 225 1 $aWorld Bank Studies 300 $aDescription based upon print version of record. 311 $a1-4648-0098-7 320 $aIncludes bibliographies. 327 $aFront 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, 2011/12 327 $aFigure 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, 1987/88-2009/10 327 $aFigure 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? 327 $aFigure 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 Access 327 $aTable 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, 2011/12 327 $aFigure 4.5 Proportion of Primary Teachers with Training, by Region/District, 2008/09 330 $aInequity is the central challenge facing basic education in Ghana and undercuts the potential contribution of basic education to Ghana's national development goals. Persistent disparities in education service delivery and inequitable allocation of resources in Ghana lead to highly inequitable educational outcomes. These inequities negatively affect system quality, efficiency and accountability and ultimately undermine broader national development. Wide-spread inequity in education service delivery significantly depresses system learning outcomes. This report describes a ""missing middle"" in t 410 0$aWorld Bank Studies 606 $aBasic education$zGhana 606 $aEducation and state$zGhana 606 $aEducational assistance$zGhana 606 $aEducational change$zGhana 606 $aEducational evaluation$zGhana 606 $aEducational indicators$zGhana 608 $aElectronic books. 615 0$aBasic education 615 0$aEducation and state 615 0$aEducational assistance 615 0$aEducational change 615 0$aEducational evaluation 615 0$aEducational indicators 676 $a370.9667 700 $aDarvas$b Pe?ter$0861527 701 $aBalwanz$b David$0999445 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910463859303321 996 $aBasic education beyond the millenium development goals in Ghana$92293751 997 $aUNINA