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Azerbaijan - Education Reform Project (English)

The ratings for the project were as follows: the outcome was satisfactory, the sustainability was likely, the institutional development impact was modest, and the Bank and borrower performance were both satisfactory. The lessons learned indicate that although the selection of a Learning and Innovation Loan (LIL) as a lending instrument for this project was well-justified and understandable, after completion of the project, it is not clear to what extent this project fulfilled the principles of a LIL. The most beneficial aspect of the pilot approach in education development comes from comparing various models to solve a given problem. This requires that the experiments within the pilot be carefully designed. First-time borrowers always need more and different supervision than experienced partners. This was well-recognized in the project documents and early supervision memoranda. However, despite sufficient time allocated to supervision by the Bank team, this project shows that with more client-oriented and needs-based supervision, some of the delays and other deficits in implementation could have been either avoided or worked out faster. The Monitoring and Evaluation (MOE) saw this project as a potential engine for its own education sector reform strategy. Therefore, one important aspect of this project was to help the MOE, education authorities, principals and teachers to understand educational change.

Details

  • Document Date

    2004/09/18

  • Document Type

    Implementation Completion and Results Report

  • Report Number

    29923

  • Volume No

    1

  • Total Volume(s)

    1

  • Country

    Azerbaijan,

  • Region

    Europe and Central Asia,

  • Disclosure Date

    2010/07/01

  • Doc Name

    Azerbaijan - Education Reform Project

  • Keywords

    pilot school;Policy and Institutional Framework;learning and innovation loan;teaching and learning materials;community involvement in school;public expenditure on education;education sector reform;quality at entry;education sector development;quality of teaching;institutional development impact;basic social service;project performance indicator;principal performance ratings;interactive teaching method;population growth rate;teacher education institution;curriculum development process;teacher training program;ratings of bank;peer review process;approach to education;emerging market economy;quality assurance group;financial reporting system;department of economics;international student assessment;teacher training material;contemporary education system;local education authority;curriculum development activity;teacher training institute;language and literature;public sector employment;teacher training institution;law on education;Financial Management System;number of pupils;financial management specialist;lack of exposure;active learning method;attitudes of teacher;teacher education program;private educational institution;outputs by components;education reform program;Development Sector Unit;capacity building support;years of schooling;Curriculum Reform;positive impact;borrower performance;curriculum developer;professional development;baseline data;social policy;social policies;government control;project intervention;delivery mechanism;human capital;curriculum content;credit disbursement;internal control;short course;Education Development;reform effort;financial rate;civil works;active participation;teaching material;educational system;government budget;management capacity;study abroad;conceptual framework;audit covenant;traditional teaching;local trainer;international consultant;evaluation study;sustainability rating;evaluation activity;international cooperation;comparative data;organizational structure;organizational reform;institutional transformation;management review;Education Administration;institutional analysis;operational plan;educational material;internationally comparable;educational research;international agency;cultural change;working day;learning practice;effective teaching;regular monitoring;political support;pedagogical practice;education outcome;equity reasons;textbook development;project finance;multiple sources;procurement procedure;teaching skill;educational assessment;educational change;sector work;international training;school function;attitude change;investment credit;operational function;Exchange Rates;educational problem;Education Management;educational context;community participation;teacher ratio;high ratio;teaching load;real wage;worker increase;strategic thinking;interactive mode;school visit;free school;global trend;social analysis;teaching position;primary author;educational goal;net emigration;school level;curriculum material;procurement capacity;audit arrangement;net enrollment;counterpart funding;procurement process;local expert;procurement issue;education community;negative effect;inadequate fund;government contribution;reform education;quantitative performance;routine monitoring;higher grade;pedagogical approach;community mobilization;democratic state;russian language;teaching resource;public resource;efficient training;formal approval;sectoral reform;curriculum specialist;individual student;Social Assessment;anecdotal evidence;textbook procurement;delivery method;democratic society;quantitative targets;school size;subject field;class size;catchment area;alternative mode;effective supervision;trained teacher;Teacher Effectiveness;situation analysis;regular operations;transition arrangement;resource center;stakeholder participation;risk analysis;adequate training;outreach activity;learning environment;mutual trust;dynamic relationship;limited resources;community level;reform approaches;curriculum innovation;preventive measure;project impact;mathematics curriculum;local counterpart

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Citation

Azerbaijan - Education Reform Project (English). Washington, D.C. : World Bank Group. http://documents.worldbank.org/curated/en/606841468769295074/Azerbaijan-Education-Reform-Project