The development objective of Odisha Higher Education Program for Excellence and Equity Project for India is to improve the quality of and students’ equitable access to selected institutions and enhance governance of the higher education system in Odisha.
... See More + Some of the negative impacts and mitigation measures include: (i) improper siting of new infrastructure could result in impacts on natural and cultural heritage sites; (ii) construction activity by virtue of the nature of work may have negative impact on the local environment as well as on the safety of human beings; (iii) services and facilities such as water supply, waste water drainage, rain water drainage, sanitation facilities, etc., if not maintained properly will pose environmental and health risks; (iv) various types of waste are generated in Higher Education Institutions (HEIs) during the day-to-day operations and these need to be handled and disposed in a way which is environment friendly; (v) there is inconsistency in the implementation of the National Building Codes in the design of new infrastructure in HEIs; (vi) inadequate coordination between the Higher Education Department (HED), HEIs and Construction Agencies; (vii) inadequate monitoring of construction by HEIs; (viii) Inadequate monitoring by State Commissioner for Persons with Disabilities (SPCB); and (ix) lack of capacity building of the technical staff.
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The development objective of Education Program-for-Results Project for Tanzania is to improve education quality in Tanzanian primary and secondary schools.
... See More + This program paper seeks an additional credit in the amount of 80 million US dollars. This Additional Financing (AF) will support the government’s Education Sector Development Plan (ESDP) 2016–2021, focusing on the continued implementation of key education quality reforms to improve primary and secondary school performance initiated under the original EPforR. The EPforR and AF aims to support all three key pillars of the Country Partnership Framework (CPF) FY2018–2022. The three CPF pillars include the following: (a) diversify growth and enhance productivity; (b) boost human capital and social inclusion; and (c) make institutions efficient and accountable.
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This school construction study is done in the context of a World Bank's broader study performed in the context of Bank's reengagement in the Education Sector in Burundi.
... See More + The present study is about a review of the school construction programs for basic education with a special attention on community-based approaches. The objective of the study is to: (i) review the current status of implementation of the school construction component of Burundi’s Education Sector Plan, the PSDEF, (ii) analyze school infrastructure needs and consider the extent of the challenge (iii) take stock of activities of the various school building donors, partners, and organizations, (iv) analyze the situation regarding decentralization in relation to school buildings and the potential in this context of the impressive community dynamics observed in the country and (v) identify opportunities which could help determine the form and content of a larger scale school building program. It is also to (vi) examine the extent to which the Performance Based Funding (PBF) pilot approach in the province of Bubanza and (vii) a Disbursement-linked Indicator Approach (DLI) approach would be appropriate for a school construction program.
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The objective of the Secondary Education Improvement Project (SEIP) is to expand lower secondary education to achieve minimum standards in target areas, and to provide immediate and effective response in case of an eligible crisis or emergency.
... See More + There are three components to the project, the first component being improving lower secondary education to meet minimum standards. This component aims to support the goals of the ESP and TPAP through the establishment of 130 effective lower secondary schools (i.e., schools that meet LSSES) in efforts to provide lessons for replication to MoEYS as it increases expenditures in the sub-sector. This component targets approximately 8 percent of total lower secondary schools nationwide. This component will be implemented using a holistic approach, targeting national, sub-national, and school levels, improving school-based management, teacher performance, and school environments. The second component is the strengthening project management and monitoring and evaluation. This component provides technical and operational assistance for the coordination, administration, monitoring, evaluation, and audit of the project. It will also include activities to support the PISA for Development (PfD) to strengthen the assessment capacity of MoEYS in preparation for PISA 2021. Finally, the third component is the contingent emergency response. The objective of the contingent emergency response component, with a provisional zero allocation, is to allow for the reallocation of financing in accordance with the IDA Immediate Response Mechanism in order to provide an immediate response to an eligible crisis or emergency, as needed. An Emergency Response Manual (ERM) will be developed for activities under this component, detailing streamlined FM, procurement, safeguard, and any other necessary implementation arrangements.
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The objective of the Education Modernization Project for Kazakhstan is to improve quality and equity in primary and secondary education, particularly in rural and disadvantaged schools.
... See More + There are three components to the project, the first component being Supporting system-wide improvement in primary and secondary. The objective of this component is to improve curricular standards, policies, and programs through a set of initiatives to implement a new curriculum for grade 1–12 that was piloted, evaluated, and scaled up, using existing national systems and resources. The second component is the supporting rural and disadvantaged schools to reduce disparities in learning results. The objective of this component is to increase equitable learning outcomes in rural and disadvantaged schools, through improved access to essential instructional materials and equipment, enhanced teacher pedagogy, management capacity, and support for children with special education needs. Finally, the third component is the supporting citizen engagement, monitoring and evaluation, and implementation. The objective of this component is to engage and support stakeholder and citizen participation, monitor and evaluate project implementation and results, and support project implementation.
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The development objective of Education Reform Project for Moldova is to strengthen the quality of education while supporting the efficiency reforms being implemented in the education sector.
... See More + This restructuring seeks authorization to : (i) revise the Project Development Objective (PDO) and corresponding results framework; (ii) change implementation and disbursement arrangements; and (iii) extend the Project’s closing date by 10 months, from August 31, 2018 to June 28, 2019.
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The development objective of the Support for Autonomous Higher Education Project for Vietnam is to improve the quality of research, teaching, and management at selected universities and strengthen higher education system management.
... See More + Some of the negative impacts and mitigation measures of the project include: (i) material loads shall be suitably covered and secured during transportation to prevent the scattering of soil, sand, materials, or dust; (ii) reducing project traffic routing through community areas wherever possible; (iii) wastewater from washing vehicles and construction equipment shall be collected into a settling pond before discharged into local drainage system; (iv) waste storage containers shall be covered, tip-proof, weatherproof and scavenger proof; (v) store chemicals appropriately and with appropriate labeling; (vi) place signs around the construction areas to facilitate traffic movement, provide directions to various components of the works, and provide safety advice and warning; (vii) any damages to existing utility systems of cable shall be reported to authorities and repaired as soon as possible; (viii) employ local laborers for reducing influx of workers to the area; (ix) strengthen communication campaigns for abolishment of social evils; (x) if the cultural sites and/or relics are of high value and site preservation is recommended by the professionals and required by the cultural relics authority, the subproject owner will need to make necessary design changes to accommodate the request and preserve the site; and (xi) provide training in Occupational Health and Safety (OHS) to workers and raise their awareness of infectious diseases especially HIV and AIDS within two weeks prior to the commencement of packages for construction items lasting at least six months.
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This Annual Report tracks progress made by the Results in Education for All Children (REACH) initiative during 2016. The report outlines contributions to building the knowledge base around results-based financing (RBF) and developing operational expertise and capacity among World Bank Group (WBG) Education staff and country clients in applying RBF approaches.
... See More + REACH’s mission is to support efforts toward more and better education services, especially to those most excluded, by helping country systems focus more sharply on results. In line with the WBG’s Education Strategy 2020, REACH supports the institution’s efforts to build evidence on what works for a systems approach to education reforms and investments. It complements the WBG’s Systems Approach for Better Education Results (SABER) diagnostic and benchmarking platform and its growing portfolio of RBF operations in the education sector. To achieve these goals, REACH has established three primary pillars of activities: 1) Country Program Grants (CPG) – REACH provides larger financing to RBF schemes that strengthen country systems in specific IDA countries; 2) Knowledge, Learning and Innovation (KLI) Grants – REACH provides smaller financing to RBF schemes in International Development Association (IDA) and International Bank for Reconstruction and Development (IBRD) countries that will contribute to the global evidence base; and 3) Capacity-Building and Learning around RBF – REACH also organizes capacity building and learning events, maintains a website on global knowledge in RBF and provides just-in-time support to WBG teams and clients on projects with RBF components. Demand from WBG teams and country clients alike to better understand RBF and its applications in various contexts is high and growing. Both staff and country clients are keen to use RBF to center policy dialogue on results. REACH has been able to offer concrete support to WBG teams and country clients by providing funding and technical assistance to help countries raise the bar toward better education quality, and reaching highly vulnerable children still excluded from education systems.
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Program for International Student Assessment (PISA) is the Organization for Economic Co-operation and Development's (OECD) benchmarking tool to assess achievement and application of key knowledge and skills of 15 year olds.
... See More + Launched in 2000, PISA is conducted every three years and tests proficiency in mathematics, reading, science, and problem solving. In 2015, 540,000 students completed the assessment, representing 29 million 15-year-olds in the schools of the 72 participating countries and economies. This brief relates to the PISA's performance in China for the year 2015.
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The development objective of the Second Phase of Reaching All Children with Education Support Project for Lebanon aims to contribute to minimize the short and medium-term costs of displacement for refugee families, while strengthening the long-term capacity of the Lebanese education system to prepare children for life and work once regional stability returns.
... See More + Some of the negative impacts and mitigation measures include: (i) promote environmental and social sustainability in the Program design - avoid, minimize, or mitigate adverse impacts, and promote informed decision making relating to the program’s environmental and social impacts; (ii) avoid, minimize, or mitigate adverse impacts on natural habitats and physical cultural resources resulting from the program; (iii) protect public and worker safety against the potential risks associated with: (a) construction and or operations of facilities or other operational practices under the program; (b) exposure to toxic chemicals, hazardous wastes, and other dangerous materials under the program; and (c) reconstruction or rehabilitation of infrastructure located in areas prone to natural hazards; (iv) manage land acquisition and loss of access to natural resources in a way that avoids or minimizes displacement, and assists the affected people in improving, or at the minimum restoring, their livelihoods and living standards; (v) give due consideration to the cultural appropriateness of, and equitable access to, program benefits, giving special attention to the rights and interests of the Indigenous Peoples and to the needs or concerns of vulnerable groups; and (vi) avoid exacerbating social conflict, especially in fragile states, post-conflict areas, or areas subject to territorial disputes.
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This document, the Charter of the Partnership for skills in Applied Sciences, Engineering andTechnology (PASET), sets out the goals, principles, norms and governing structure of thepartnership.
... See More + It is intended to promote transparency, accountability, and effective guidance forPASET’s leadership and members. PASET is envisaged as a partnership of keystakeholders, including SSA governments, African and other private sector companies operating in Africa,education and training institutions, and new and traditional development partners. It focuses on buildinga continuum of ASET skills from the technical-vocational level to the postgraduate/ research level, forsectors that have potential for growth and employment generation, and for the structural transformationof SSA countries. PASET also focuses on building relationships with countries from Asia and Latin Americathat have successfully built their technical-scientific capacity to support their socio-economic development, through knowledge-sharing, technical assistance and financial support. PASET’s key regional initiatives include the Regional Scholarship and Innovation Fund (RSIF);Regional Benchmarking Initiative for universities; and Regional Technical-Vocational Education and Training (TVET) Centers of Excellence. In addition to its regional initiatives, PASET also supports SSAcountries to develop results-oriented, operational Country ASET Action Plans (CAAPs) to increase thenumber and quality of technical-scientific graduates, help prioritize their interventions and mobilize and align funding from domestic sources, private sector and new as well as traditional Partners.
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