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Chile - Third Tertiary Education Finance for Results Project (Inglês)

Ratings for the Partnership for Polio Eradication Project for Nigeria were as follows: outcomes were moderately satisfactory, risk to development outcome was low or Negligible Some lessons learned included: Performance Agreements are effectively monitored across individual Tertiary Education Institution (TEIs). Longer implementation timelines for Performance Agreements should be considered.Studies intended to inform sector policy benefit from high-level oversight.Bank support of the Tertiary Education Finance for Results Project (MECESUP) Program remains vital.Identify and assess potential administrative delays that could impact Project implementation.

Detalhes

  • Data do documento

    2017/04/27

  • TIpo de documento

    Conclusão da Implementação e Relatórios sobre Resultados

  • No. do relatório

    ICR3977

  • Nº do volume

    1

  • Total Volume(s)

    1

  • País

    Chile,

  • Região

    América Latina e Caribe,

  • Data de divulgação

    2017/05/05

  • Disclosure Status

    Disclosed

  • Nome do documento

    Chile - Third Tertiary Education Finance for Results Project

  • Palavras-chave

    quality and relevance;Operational Policy and Bank Procedure;access to higher education;Vocational and Technical Training;economic and financial analysis;data for performance;ip disbursements archived;tertiary education institution;tertiary education system;tertiary education sector;accountability for performance;credit transfer system;assessment of outcome;vocational training program;teacher training curriculum;quality assurance system;teacher training program;international good practice;labor market need;professional degree;labor market demand;politically stable country;human capital formation;financial accounting system;quality of instruction;labor market outcome;higher education enrollment;outputs by components;civil society representatives;higher education study;vocational training curriculum;tertiary education reform;financial management requirement;assessment of risk;local labor market;degree of complexity;net present value;higher education stakeholder;institutional performance;competitive global environment;quality of education;standard of living;public sector modernization;disbursement of bank;monitor performance;accountability for results;student loan program;access to train;degree program;remediation program;public funding;incomplete data;student population;retention rates;labor skills;educational quality;employment prospect;institutional improvement;income quintile;indigenous student;private university;wage premium;graduation rate;work force;educated graduates;public university;management capacity;institutional analysis;competitive funds;undergraduate student;professional training;Job Creation;unequal access;procurement process;indigenous people;Indigenous Peoples;information exchange;job opportunity;free tuition;institutional perspective;procurement activities;accounting information;student outcome;electronic registry;qualitative criteria;tertiary student;quantitative analysis;academic reputation;institutional culture;vocational school;trained teacher;global economy;doctoral program;undergraduate degree;low-income student;new university;policy priority;scientific innovation;research program;future student;teaching method;academic program;course offering;accounting software;skill deficiency;incoming student;positive impact;budget request;discretionary resource;social need;contractual requirement;weighted average;basic competency;social progress;average duration;job opportunities;reading comprehension;teaching practice;learning opportunity;approval process;financial statement;award process;practical training;enhanced curriculum;chilean peso;classroom teaching;core indicator;primary author;medical support;sustainable investment;contract services;computer science;educational level;tackling poverty;Job Quality;middle class;disbursement profile;full membership;average score;school fee;increase productivity;institutional accreditation;curricular reform;university faculties;pilot program;university level;employment opportunity;tertiary level;faculty qualification;indigenous population;public resource;enrollment increase;employment opportunities;beneficiary survey;stakeholder workshop;student retention;causal chain;external partner;skill set;management skill;skilled graduate;tertiary system;Basic Education;public policy;procurement issue;knowledge work;counterpart fund;administrative capacity;

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