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Basic education beyond the millenium development goals in Ghana : how equity in service delivery affects educational and learning outcomes / / Peter Darvas and David Balwanz
| Basic education beyond the millenium development goals in Ghana : how equity in service delivery affects educational and learning outcomes / / Peter Darvas and David Balwanz |
| Autore | Darvas Peter |
| Pubbl/distr/stampa | Washington, D.C. : , : World Bank, , [2014] |
| Descrizione fisica | 1 online resource (xx, 160 pages) : illustrations ; ; 26 cm |
| Disciplina | 370.9667 |
| Altri autori (Persone) | BalwanzDavid |
| Collana | A World Bank study |
| Soggetto topico |
Basic education - Ghana
Education and state - Ghana Educational assistance - Ghana Educational change - Ghana Educational evaluation - Ghana Educational indicators - Ghana |
| ISBN | 1-4648-0100-2 |
| Formato | Materiale a stampa  |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
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, 2011/12
Figure 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 Figure 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 Access Table 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 Figure 4.5 Proportion of Primary Teachers with Training, by Region/District, 2008/09 |
| Record Nr. | UNINA-9910787632503321 |
Darvas Peter
|
||
| Washington, D.C. : , : World Bank, , [2014] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Basic education beyond the millenium development goals in Ghana : how equity in service delivery affects educational and learning outcomes / / Peter Darvas and David Balwanz
| Basic education beyond the millenium development goals in Ghana : how equity in service delivery affects educational and learning outcomes / / Peter Darvas and David Balwanz |
| Autore | Darvas Péter |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Washington, D.C. : , : World Bank, , [2014] |
| Descrizione fisica | 1 online resource (xx, 160 pages) : illustrations ; ; 26 cm |
| Disciplina | 370.9667 |
| Altri autori (Persone) | BalwanzDavid |
| Collana | A World Bank study |
| Soggetto topico |
Basic education - Ghana
Education and state - Ghana Educational assistance - Ghana Educational change - Ghana Educational evaluation - Ghana Educational indicators - Ghana |
| ISBN |
9781464801006
1464801002 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
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, 2011/12
Figure 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 Figure 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 Access Table 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 Figure 4.5 Proportion of Primary Teachers with Training, by Region/District, 2008/09 |
| Record Nr. | UNINA-9911104367003321 |
|
Darvas Péter
|
||
| Washington, D.C. : , : World Bank, , [2014] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Basic education beyond the millenium development goals in Ghana : how equity in service delivery affects educational and learning outcomes / / Peter Darvas and David Balwanz
| Basic education beyond the millenium development goals in Ghana : how equity in service delivery affects educational and learning outcomes / / Peter Darvas and David Balwanz |
| Autore | Darvas Péter |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Washington, D.C. : , : World Bank, , [2014] |
| Descrizione fisica | 1 online resource (xx, 160 pages) : illustrations ; ; 26 cm |
| Disciplina | 370.9667 |
| Altri autori (Persone) | BalwanzDavid |
| Collana | A World Bank study |
| Soggetto topico |
Basic education - Ghana
Education and state - Ghana Educational assistance - Ghana Educational change - Ghana Educational evaluation - Ghana Educational indicators - Ghana |
| ISBN |
9781464801006
1464801002 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
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, 2011/12
Figure 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 Figure 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 Access Table 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 Figure 4.5 Proportion of Primary Teachers with Training, by Region/District, 2008/09 |
| Record Nr. | UNINA-9911146297103321 |
| Darvas Péter | ||
| Washington, D.C. : , : World Bank, , [2014] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Basic education beyond the millenium development goals in Ghana : how equity in service delivery affects educational and learning outcomes / / Peter Darvas, David Balwanz
| Basic education beyond the millenium development goals in Ghana : how equity in service delivery affects educational and learning outcomes / / Peter Darvas, David Balwanz |
| Autore | Darvas Péter |
| Pubbl/distr/stampa | Washington, D.C. : , : World Bank, , [2013] |
| Descrizione fisica | 1 online resource (185 p.) |
| Disciplina | 370.9667 |
| Altri autori (Persone) | BalwanzDavid |
| Collana | World Bank Studies |
| Soggetto topico |
Basic education - Ghana
Education and state - Ghana Educational assistance - Ghana Educational change - Ghana Educational evaluation - Ghana Educational indicators - Ghana |
| Soggetto genere / forma | Electronic books. |
| ISBN | 1-4648-0100-2 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
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, 2011/12
Figure 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 Figure 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 Access Table 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 Figure 4.5 Proportion of Primary Teachers with Training, by Region/District, 2008/09 |
| Record Nr. | UNINA-9910463859303321 |
|
Darvas Péter
|
||
| Washington, D.C. : , : World Bank, , [2013] | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Books, buildings, and learning outcomes [[electronic resource] ] : an impact evaluation of World Bank support to basic education in Ghana / / Howard Nial White
| Books, buildings, and learning outcomes [[electronic resource] ] : an impact evaluation of World Bank support to basic education in Ghana / / Howard Nial White |
| Autore | White Howard <1960-> |
| Pubbl/distr/stampa | Washington, DC, : World Bank, 2004 |
| Descrizione fisica | xxvii, 221 p |
| Disciplina | 370/.9667 |
| Collana | Operations evaluation studies |
| Soggetto topico |
Basic education - Ghana - Finance
Educational assistance - Ghana - Evaluation Educational evaluation - Ghana |
| Soggetto genere / forma | Electronic books. |
| ISBN |
1-280-08425-1
9786610084258 1-4175-4574-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910455705303321 |
|
White Howard <1960->
|
||
| Washington, DC, : World Bank, 2004 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Books, buildings, and learning outcomes : : an impact evaluation of World Bank support to basic education in Ghana / / Howard Nial White
| Books, buildings, and learning outcomes : : an impact evaluation of World Bank support to basic education in Ghana / / Howard Nial White |
| Autore | White Howard <1960-> |
| Pubbl/distr/stampa | Washington, D.C. : , : World Bank, , 2004 |
| Descrizione fisica | xxvii, 221 pages : illustrations (some color) ; ; 27 cm |
| Disciplina | 370/.9667 |
| Collana | Operations evaluation studies |
| Soggetto topico |
Basic education - Ghana - Finance
Educational assistance - Ghana - Evaluation Educational evaluation - Ghana |
| ISBN |
1-280-08425-1
9786610084258 1-4175-4574-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Record Nr. | UNINA-9910780592503321 |
|
White Howard <1960->
|
||
| Washington, D.C. : , : World Bank, , 2004 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Books, buildings, and learning outcomes : an impact evaluation of World Bank support to basic education in Ghana / / Howard Nial White
| Books, buildings, and learning outcomes : an impact evaluation of World Bank support to basic education in Ghana / / Howard Nial White |
| Autore | White Howard <1960-> |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Washington, DC, : World Bank, 2004 |
| Descrizione fisica | xxvii, 221 pages : illustrations (some color) ; ; 27 cm |
| Disciplina | 370/.9667 |
| Collana | Operations evaluation studies |
| Soggetto topico |
Basic education - Ghana - Finance
Educational assistance - Ghana - Evaluation Educational evaluation - Ghana |
| ISBN |
1-280-08425-1
9786610084258 1-4175-4574-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- 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.
Table 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 ). Figure 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. |
| Record Nr. | UNINA-9911104023403321 |
|
White Howard <1960->
|
||
| Washington, DC, : World Bank, 2004 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
Books, buildings, and learning outcomes : an impact evaluation of World Bank support to basic education in Ghana / / Howard Nial White
| Books, buildings, and learning outcomes : an impact evaluation of World Bank support to basic education in Ghana / / Howard Nial White |
| Autore | White Howard <1960-> |
| Edizione | [1st ed.] |
| Pubbl/distr/stampa | Washington, DC, : World Bank, 2004 |
| Descrizione fisica | xxvii, 221 pages : illustrations (some color) ; ; 27 cm |
| Disciplina | 370/.9667 |
| Collana | Operations evaluation studies |
| Soggetto topico |
Basic education - Ghana - Finance
Educational assistance - Ghana - Evaluation Educational evaluation - Ghana |
| ISBN |
1-280-08425-1
9786610084258 1-4175-4574-7 |
| Formato | Materiale a stampa |
| Livello bibliografico | Monografia |
| Lingua di pubblicazione | eng |
| Nota di contenuto |
Intro -- 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.
Table 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 ). Figure 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. |
| Record Nr. | UNINA-9911149022203321 |
|
White Howard <1960->
|
||
| Washington, DC, : World Bank, 2004 | ||
| Materiale a stampa | ||
| Lo trovi qui: Univ. Federico II | ||
| ||
