LEADER 07456nam 2200709Ia 450 001 9910971684603321 005 20251117115716.0 010 $a1-280-08425-1 010 $a9786610084258 010 $a1-4175-4574-7 024 7 $a10.1596/0-8213-5884-7 035 $a(CKB)111098478195420 035 $a(SSID)ssj0000085633 035 $a(PQKBManifestationID)11112648 035 $a(PQKBTitleCode)TC0000085633 035 $a(PQKBWorkID)10024591 035 $a(PQKB)10368586 035 $a(MiAaPQ)EBC3050735 035 $a(Au-PeEL)EBL3050735 035 $a(CaPaEBR)ebr10066554 035 $a(CaONFJC)MIL8425 035 $a(OCoLC)56758544 035 $a(The World Bank)2004055195 035 $a(US-djbf)13635210 035 $a(BIP)46128352 035 $a(EXLCZ)99111098478195420 100 $a20040624d2004 uf 0 101 0 $aeng 135 $aurcn||||||||| 181 $ctxt$2rdacontent 182 $cc$2rdamedia 183 $acr$2rdacarrier 200 10$aBooks, buildings, and learning outcomes $ean impact evaluation of World Bank support to basic education in Ghana /$fHoward Nial White 205 $a1st ed. 210 $aWashington, DC $cWorld Bank$d2004 215 $axxvii, 221 pages $cillustrations (some color) ;$d27 cm 225 1 $aOperations evaluation studies 300 $aBibliographic Level Mode of Issuance: Monograph 311 08$a0-8213-5885-5 311 08$a0-8213-5884-7 320 $aIncludes bibliographical references. 327 $aIntro -- Contents -- Acknowledgments -- Foreword, Prólogo, Avant-propos -- Executive Summary, Résumen, Résumé Analytique -- Abbreviations and Acronyms -- 1 Introduction -- Scope and Purpose of the Study -- Evaluation Questions: What Explains Educational Performance? -- Overview of the Study -- 2 Changes in Basic Education Since the 1980s -- The Education System Before 1986 -- The 1986 Reform Program -- FCUBE and Decentralization -- Budget -- School-Level Inputs -- 3 The Bank's Education Portfolio in Ghana -- Overview -- The Sector Adjustment Credits: EdSAC I and II -- Investing in Basic Education: PSD and BESIP -- The Role of Other Donors -- 4 The Bank's Impact on Education Policies and Outputs -- The Bank and Educational Reform -- Education Sector Outputs -- 5 Educational Performance Has Improved -- School Attainment: Higher Enrollments and Better Completion Rates -- Improved Test Scores -- 6 Causes and Consequences of Improved Educational Performance -- Better Inputs -- From Inputs to Outputs (Attainment and Achievement) -- From Outputs to Outcomes -- 7 Lessons Learned and Progress Toward the MDGs -- Progress Toward the Millennium Development Goals -- Lessons Learned -- Annexes -- Annex A: Test Examples -- Annex B: Budget Analysis -- Annex C: School Costs -- Annex D: School-Level Changes in Inputs, Management, and Methods -- Annex E: Tables Of School Quality Variables -- Annex F: Variable Definition -- Annex G: Analysis of Test Scores -- Annex H: Data on Educational Performance -- Annex I: School Attainment -- Annex J: Conditions Attached to Bank Credits -- Annex K: Education and Welfare Outcomes -- Annex L: Evaluation Approach Paper -- Endnotes -- Bibliography -- Boxes -- Box 1.1: Evaluation design: costs and benefits -- Tables -- Table 1.1: Coverage of data collection instruments. 327 $aTable 3.1: World Bank support to Ghana's education sector, 1986-2003 -- Table 3.2: Allocation of resources under EdSAC I and II -- Table 3.3: Allocation of resources under PSD project and BESIP -- Table 4.1: Activities in World Bank basic education projects -- Table 5.1: Drop-out rates are low (2003) -- Table 5.2: Student performance is returning to the levels attained 40 years ago (average test scores of primary school leavers by decade) -- Table 6.1: Results from studies of education and social outcomes in Ghana -- Table 6.2: Percentage reductions in welfare outcomes caused by higher school attainment -- Table 7.1: Progress toward the education related MDGs -- Figures -- Figure 1.1: Ghana's education system went into decline in the mid-1970s starting a slow but steady recovery since the mid-198 -- Figure 1.2: How educational inputs affect welfare outcomes -- Figure 2.1: Restructuring of education system -- Figure 2.2: Government spending on education has risen: central government education expenditure -- Figure 2.3: Schools in nearly all areas have more material inputs than before: cluster-level material inputs to school quality -- Figure 2.4: The quality of school infrastructure has improved in most areas: cluster-level physical inputs to school quality -- Figure 2.5: The proportion of teachers who are trained rose -- Figure 2.6(a): Efficiency gains have been realized by increasing the pupil-teacher ratio -- Figure 2.6(b): But the PTR is too high in the Savannah region (PTR by zone, 2003) -- Figure 3.1: Bank disbursements on an annual and project basis, FY86-02 -- Figure 5.1: More children are attending school (attendance rates by age group) -- Figure 5.2: And gender and regional gaps are closing (enrollment differentials, 6-11 year olds) -- Figure 5.3: More children finish school (primary completion rates ). 327 $aFigure 5.4: School outputs have improved: test scores plotted against years of schooling -- Figure 5.5: Criterion Reference Test scores in public schools have risen each year, 1992-2000. 330 $aThis book examines the impact of World Bank-supported educational reforms introduced in Ghana since 1986 and related investment projects in support of basic education. A nation-wide survey of households, schools, and teachers found that both the quantity and quality of schooling has improved over the last fifteen years. Enrolments in basic education have increased by over 10 percent compared to 15 years ago. And whereas 15 years ago nearly two-thirds of primary school graduates were illiterate, less than one in twenty are so today. These improvements in learning outcomes are clearly and strongly linked to better welfare as measured by higher income, better nutrition, and reduced mortality.; The gains in educational outputs can be directly linked to better school quality, manifested in improved infrastructure and greater availability of school supplies. Today it is the norm to have one textbook per child for math and English: rather than one per class as was common before the advent of reforms. Increased school quality can in turn be linked to the Bank's support which has financed the construction of 8,000 classroom blocks and provided 35 million textbooks over the last 15 years. Moreover Bank support helped sustain initially unpopular reforms, demonstrating the efficacy of working in partnership with a government committed to a well-defined sectoral strategy. 410 0$aWorld Bank operations evaluation study. 606 $aBasic education$zGhana$xFinance 606 $aEducational assistance$zGhana$xEvaluation 606 $aEducational evaluation$zGhana 615 0$aBasic education$xFinance. 615 0$aEducational assistance$xEvaluation. 615 0$aEducational evaluation 676 $a370/.9667 700 $aWhite$b Howard$f1960-$0125748 712 02$aWorld Bank.$bOperations Evaluation Department. 801 0$bMiAaPQ 801 1$bMiAaPQ 801 2$bMiAaPQ 906 $aBOOK 912 $a9910971684603321 996 $aBooks, buildings, and learning outcomes$94470036 997 $aUNINA