The development objective of Education Reform Project for Moldova is strengthening the quality of education while supporting the efficiency reforms being implemented in the education sector.
... See More + Some of the negative impacts and mitigation measures include: (i) appropriate signposting of the sites will inform workers of key rules and regulations to follow; (ii) keep demolition debris in controlled area and spray with water mist to reduce debris dust; (iii) construction noise will be limited to restricted times agreed to in the permit; (iv) waste collection and disposal pathways and sites will be identified for all major waste types expected from demolition and construction activities; (v) the approach to handling sanitary wastes and wastewater from building sites (installation or reconstruction) must be approved by the local authorities; (vi) if the building is a designated historic structure, very close to such a structure, or located in a designated historic district, notify and obtain approval or permits from local authorities and address all construction activities in line with local and national legislation; (vii) if asbestos is located on the project site, mark clearly as hazardous material; (viii) appropriate storage facilities for medical waste are in place; and (ix) ensuring safe and continuous access to office facilities, shops and residences during renovation activities, if the buildings stay open for the public.
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The development objective of Education Reform Project for Moldova is strengthening the quality of education while supporting the efficiency reforms being implemented in the education sector.
... See More + Some of the negative impacts and mitigation measures include: (i) appropriate signposting of the sites will inform workers of key rules and regulations to follow; (ii) keep demolition debris in controlled area and spray with water mist to reduce debris dust; (iii) construction noise will be limited to restricted times agreed to in the permit; (iv) waste collection and disposal pathways and sites will be identified for all major waste types expected from demolition and construction activities; (v) the approach to handling sanitary wastes and wastewater from building sites (installation or reconstruction) must be approved by the local authorities; (vi) if the building is a designated historic structure, very close to such a structure, or located in a designated historic district, notify and obtain approval or permits from local authorities and address all construction activities in line with local and national legislation; (vii) if asbestos is located on the project site, mark clearly as hazardous material; (viii) appropriate storage facilities for medical waste are in place; and (ix) ensuring safe and continuous access to office facilities, shops and residences during renovation activities, if the buildings stay open for the public.
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The Systems Approach for Better Education Results (SABER) is a flagship program designed to support countries in systematically examining and strengthening the performance of their education systems.
... See More + Part of the World Bank’s Education Sector Strategy, SABER uses diagnostic applications for examining education systems and their component policy domains against global standards and best practices in comparison with the policies and practices of countries around the world. By leveraging global knowledge, the SABER applications fill a gap in the availability of data and evidence on what matters most to improve the quality of education and achievement of better results. This report discusses the results of applying the SABER–Education Management Information Systems (EMIS) framework to analyzing the main information system currently used for data collection in Ukrainian pre-university education, the State Information System of Education (DISO). The objectives of this report are to examine the system according to key policy areas, identify successes and challenges in the system, and provide recommendations to support the continued advancement of EMIS in Ukraine. The information used in this analysis was collected by a local consultant during late 2016 and analyzed by World Bank staff in early 2017.
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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 the Statistics for Results Project for Senegal is to better inform public and private sector decision-makers by filling gaps in the statistical knowledge base in the areas of employment, tourism, construction, and services, as identified in the National Strategy for Development of Statistics (NSDS), as well as build capacity for the production and dissemination of reliable and relevant data.
... See More + The restructuring includes following changes: (i) the United States (U.S.) 1 million dollar additional finance (AF) will be combined with the remaining U.S. 300,000 dollars of the original grant (for a total budget of U.S. 1.3 million dollars) to pursue: (i) the production of statistics (component 1), (ii) the support of the overall capacity teaching of the school national school of statistics and economic analysis (ENSAE) (component 2), and (iii) the project management and monitoring and evaluation (M and E) (component 3); (ii) component 1, production of statistics (U.S. 1.15 million dollars), the aim is to continue statistical production activities by extending the geographical coverage of the construction cost index at national level and by introducing new activities related to the improvement of sectoral statistics (employment, agriculture, education, justice, security); (iii) component 2, ENSAE Senegal and training (U.S. 0.02 million dollars, this is to pursue the overall capacity teaching of ENSEA by: (i) continuing grant laptop to female students who succeed entrance exam, and (ii) decentralizing the certification training program at local level (other regions of the country) for survey field staff (enumerators, controllers, cartographers); (iv) component 3, coordination and M and E (U.S. 0.13 million dollars, this is to capitalize on the initial project organizational arrangements and to respond the demand needs as suggested the annual users satisfaction surveys by respectively: (i) maintaining the project management including M and E, and (ii) enabling to users to accede easily to microdata via web; and (v) the results framework is being revised at the intermediate outcome level to measure the results of activities financed by the AF.
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SABER Service Delivery (SABER SD) is a new initiative built upon SABER policy and implementation tools and the World Bank’s Service Delivery Indicators (SDI), which was originally developed to assess the efficacy of service delivery in Africa.
... See More + SABER SD contributes to the growing SABER evidence base by capturing policy implementation measures from several of SABER’s core domains, including: School Autonomy and Accountability, Teachers, Finance, Education Management Information Systems, and Education Resilience. The SABER SD instrument collects data at the school level and asks questions related to the roles of all levels of government (including local and regional). The SABER SD tool will provide comprehensive data on teacher effort and ability; principal leadership; school governance, management, and finances; community participation; and student performance in math and language and includes a classroom observation module.
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Private schools are currently educating the majority of primary and secondary education students in Lagos State, Nigeria. As such, Lagos is one of the largest private school markets in the world.
... See More + Notwithstanding the influence of this sector, not enough is known about the operations of private schools in Lagos State, their impact on student learning opportunities, and their overall implications for the economic and social development of Nigeria. This report presents results from analyses of: (i) the regulatory environment governing private education provision; (ii) implementation of existing regulations; and (iii) the provision of private school services in Lagos. The results of this research can be used to inform the government on how to effectively regulate and engage with the private education sector.
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Working Paper 119784 JUN 30, 2017
Abdul-Hamid,Husein; Baum,Donald Rey; De Brular,Laura Lewis; Lusk-Stover,OniDisclosed
SABER-Tertiary Education is a diagnostic tool to assess how education systems perform and to identify priorities for reforms at the national level.
... See More + It is part of the World Bank’s Systems Approach for Better Education Results (SABER), which aims to benchmark education systems at the country level. Sierra Leone has a long history in providing tertiary education to its citizens, but multiple historic events have had significant negative impacts on the developments of its tertiary education institutions (TEIs). Using an internationally agreed benchmark, this report hopes to identify policy areas that need attention. It also provides an extensive overview of the regulations in place, and the initiatives that have been undertaken in the last few decades.This report proceeds as follows. First, the authors will describe the context of the tertiary education system in Sierra Leone. The authors will then proceed with a summary of the considerations when scoring the six policy dimensions. Finally, the authors will conclude with a few general observations about tertiary education in the country.
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SABER-EPS research in Lagos found that access to primary education is not yet universal and that enrolments at the secondary level are very low.
... See More + This report presents an analysis of how effectively the current policies in Lagos engage the private sector in basic (primary and secondary) education. The analysis draws on the Engaging the Private Sector (EPS) framework, a product of the World Bank’s Systems Approach for Better Education Results (SABER). SABER collects and analyzes policy data on education systems around the world, using evidence-based frameworks to highlight the policies and institutions that matter most to promote learning for all children and youth. The rest of this report provides an overview of SABEREPS, followed by a description of the basic education system in Lagos, focusing on the private sector and government policies related to the private provision of education. The report then uses the SABER-EPS framework to benchmark the policy environment of Lagos and, finally, offers policy options to enhance learning for all children in primary and secondary school.
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Ratings of Second Education Reform for the Knowledge Economy Project for Jordan were as follows: outcomes were moderately satisfactory, risk to development outcome was moderate, Bank performance was satisfactory, and Borrower performance was moderately satisfactory.
... See More + Some of the lessons learned included: (i) The bottom-up change that was built around the school community was more effective than the top-down change that was driven by the Ministry of Education (MOE); (ii) Second Education Reform for the Knowledge Economy Project (ERFKE II) highlights the importance of a well-designed communication strategy; (iii) It is important early on in the design process to pay particular attention to costing inputs, to identify the risk associated with any resulting gap, and then to move quickly either to secure additional funding before project launch or to revise project dimensions to ensure that they fit within already committed funding; (iv) Where clear policy priorities exist within a national policy framework, a programmatic approach that brings donors together to cooperate on a single platform is quite appropriate and (v) Continuity within the membership of the World Bank team, including in the team leader position, was equally important in providing stability through turbulent times.
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Implementation Completion and Results Report ICR4001 JUN 29, 2017
Ratings of School Education Quality Assurance Program Project for Vietnam were as follows: outcomes were moderately satisfactory, risk to development outcome was moderate, Bank performance was moderately satisfactory, and Borrower performance was moderately satisfactory.
... See More + Some of the lessons learned included: (i) Projects can be successful if they are aligned with governments’ stated policy goals; (ii) Community involvement and continuous community outreach is important when trying to affect policy change at the local level; (iii) Teacher training is more effective when large numbers of key teachers are trained on subject content as well as training methodologies; and (iv) Project development objectives that measure quality of education need reliable assessment data for time series analysis.
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Implementation Completion and Results Report ICR4103 JUN 23, 2017
The objective of the National Statistics and Data for Development Project for Mozambique is to improve the production and dissemination of quality socioeconomic statistics.
... See More + The project will also support the use of data in evidence-based policy making through improved capacity for spatial development planning and aid data management. There are four components to the project, the first component being INE institutional strengthening and capacity building. The component will support strengthening INE’s ability to strategically plan and coordinate the vision for the NSS as well as provide quality assurance in the production of statistics. This component also supports the foundational human resources and ICT infrastructure necessary for INE to lead the NSS and fulfill its mandate as the main producer of timely and objective official data and statistics. The second component is the data collection, analysis, and dissemination. This component comprises four subcomponents: population and housing census, welfare monitoring system, national accounts, consumer price indicators, and economic statistics, and data accessibility. The third component is the mainstreaming spatial development planning. The aim of this component is to enhance SDP capacity across priority national government agencies, ensure the sustainability and institutionalization of the PDE, and enhance development of skills in spatial planning in Mozambique’s public sector. Finally, the fourth component is the aid data management for enhanced planning, budgeting, and monitoring. The objective of this component is to enhance the GoM’s aid data management for improved planning, budgeting, and monitoring of overall development spending.
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The objective of the Improving Mali's Statistical System Project is to strengthen the capacity of the National Statistical System (NSS) to produce and publicly disseminate statistics through support to institutional development and data production.
... See More + There are three components to the project, the first component being data collection, quality enhancement, and dissemination. This component will fund three sets of subcomponents: (a) foundational data collection (RGPH digital cartography, enterprise, and national accounts data); (b) technical assistance to enhance quality of routine data collection (agriculture and welfare data); and (c) data dissemination and analysis. These data production activities were selected based upon the following factors: (i) impact on the whole NSS and (ii) the quality of existing information. The second component is the institutional and human resources development. Statistical production in a decentralized system such as Mali is based on three essential pillars: the legal framework and the quality of statistical coordination, administrative and financial autonomy, and staff expertise. An enabling institutional environment for quality statistics requires incentives of actors to be aligned. This component aims to support institutional reforms through background studies (institutional and human resource assessments) and dialogues (between the CNS, Ministry of Finance, and Ministry of Population) to identify/strengthen reforms around the Government’s performance budgeting initiative. Finally, the third component is the project management.
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The development objective of the Education Infrastructure for Resilience Project for Turkey is to support Turkey in improving access to education by Syrians under temporary protection (SuTP) and host communities through the expansion of disaster resilient education infrastructure in priority provinces.
... See More + Some of the negative impacts and mitigation measures include: (1) the public has been notified of the works through appropriate notification in the media and or at publicly accessible sites (including the site of the works); (2) demolition debris shall be kept in controlled area and sprayed with water mist to reduce debris dust; (3) noise during demolishing and construction will be limited to restricted times agreed to in the permit; (4) waste collection and disposal pathways and sites will be identified for all major waste types expected from demolition and construction activities; (5) monitoring of new wastewater systems (before and after) will be carried out; (6) paints with toxic ingredients or solvents or lead-based paints will not be used; and (7) there will be no unlicensed borrow pits, quarries, or waste dumps in adjacent areas, especially not in protected areas.
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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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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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