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Dominican Republic - Basic Education Project (Inglês)

The ratings for the project are as follows: the project outcome is satisfactory, the project's sustainability is likely, the institutional development impact is modest, and the Bank and Borrower performance are both satisfactory. While far from a "new" lesson learned, the project illustrates once again the need for sustained increased public basic education spending if this type of investment is to fully succeed. The Bank needs to be even more proactive in insisting not only on timely and sufficient allocation of project counterpart funds for project execution, but also on overall increases in funding for the sub-sectors targeted for investment. Institutional capacity-building involves a cultural shift which requires strong leadership by example at all levels, including demonstration of the use of information for decision-making and clear designation of roles and responsibilities for accountability. It also requires continuity of staff and a degree of immunity from political changes above. So long as shifts in presidential power result in massive sweeps and/or relocations of civil servants, based on political party affiliation, efforts to improve institutional capacity are unlikely to produce lasting results. Simply encouraging parents and community leaders to get involved in school management is not enough. Parents require training, empowerment (authorization) and some control over financial resources to get engaged. School nutrition programs (desayuno escolar) are an important incentive for student attendance and retention at school. In-service teacher training programs should be grounded in the practical teaching and learning realities of classrooms, rather than based on prevailing academic theories of education. Secondly, a clear definition of the teaching/learning objectives sought through in-service training is necessary to ensure both selection of high-quality institutions capable for providing this training and downstream impact measurement. There must be some mechanism to assess school performance before and after training, including links to teacher performance. Offering both scholarships and higher salaries for diplomas certainly encourages teachers to participate in training, but actual training impact is likely to be higher and more cost-effective if teachers participate financially, as well. Co-financed projects require very careful project design and particular attention to the distribution of financing by components, sub-components and categories of investment. Ensuring synchronization of financier timelines is also essential to avoid debilitating "starts and stops" in project execution. Equally important for co-financed projects, is the harmonization of World Bank and IDB procurement procedures. Efforts to improve project implementation through initiatives such as the Implementation Improvement Support Group can indeed be very effective, particularly when this is combined with flexibility on the part of Bank task managers to make needed adjustments on its side. Project design must allow for considerable flexibility over a 5-6 year implementation period, given the high probability of changes in Government, task team leaders and external environments. Ensuring that Secretariat of Education personnel are ultimately responsible for project execution (NOT the project coordination unit) significantly improves internal management capabilities.


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    Conclusão da Implementação e Relatórios sobre Resultados

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  • País

    República Dominicana,

  • Região

    América Latina e Caribe,

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  • Nome do documento

    Dominican Republic - Basic Education Project

  • Palavras-chave

    bank's country assistance;Basic Education;social rate of return;impact on poverty reduction;access to urban service;State Secretariat of Education;rural services and infrastructure;Nutrition and Food Security;public expenditure on education;provision of counterpart funding;Private School;quality at entry;basic education spending;institutional development impact;school feeding program;basic education enrollment;project execution;student learn outcome;social sector adjustment;basic education level;project performance indicator;rates of return;institutional strengthening;principal performance ratings;national testing system;human resource development;satisfactory performance rating;government education expenditure;series of contract;basic education expenditure;poor educational quality;financial management process;flow of information;higher teacher salary;teacher training institution;institutional capacity building;positive multiplier effect;transfer of responsibility;civil service personnel;higher education level;labor market surveys;basic education investment;primary education school;education sector development;procurement and disbursement;graduates per year;project completion date;ratings of bank;school nutrition program;student assessment system;public school student;students per year;school breakfast program;conduct of research;lack of interest;parallel financing arrangement;higher education institution;complete basic education;grade completion rate;total education expenditures;educational project design;information and communication;outputs by components;annual work plans;attendance of teacher;basic educational service;years of schooling;construction and rehabilitation;Early childhood education;basic education quality;proportion of girl;basic education indicator;financial management capacity;community participation;pilot program;repetition rate;parent association;learning material;educational material;low-income student;mid-term evaluation;poor child;positive impact;borrower performance;Curriculum Reform;explanatory variable;low-income family;student learning;procurement procedure;educational level;school district;private rate;management development;impact indicator;national university;Safeguard Policies;safeguard policy;government priority;teaching technique;project's impact;Exchange Rates;universal coverage;regular operations;textbook printing;educational statistic;government control;rural area;poor household;local initiative;library book;preventive maintenance;teaching practice;classroom observation;institutional aspect;teaching method;educational development;natural science;holistic approach;staff turnover;employment opportunity;dominican peso;financial arrangement;sustainability rating;pedagogical supervision;satisfactory status;economic expansion;educational administration;technical department;test score;project risk;school planning;financial rate;teacher absenteeism;school maintenance;annual operation;increasing rate;decentralized level;Cash Transfer;project costing;financial allocation;political party;management structure;political parties;expenditure increase;audit activity;teaching effectiveness;external efficiency;national budget;bank's performance;Education Financing;educational system;school day;quantitative improvements;financial transfer;educational planning;civil society;bank's portion;educational access;financial package;train activity;borrower's performance;employment opportunities;loan disbursement;low-income child;academic achievement;transition arrangement;donor support;local university;local participation;administrative capacity;Infrastructure Finance;cost control;approved budget;pedagogical reform;net enrollment;urban zone;dropout rate;stated objective;net result;enrollment rate;pedagogical method;middle class;upper class;enrollment target;evaluation system;significant loss;beneficiary survey;financial control;unallocated resources;school supply;school facility;evaluation activity



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