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Chile - Primary Education Improvement Project (Inglês)

The project attained most of its targets and in many instances exceeded them. Though it did not profoundly change the operation of the Ministry of Education, it helped significantly to develop institutional, managerial, and financial capacity. It produced a significant impact on the quality of education at the classroom level of municipal and rural schools, as reflected in achievement test results. The school-based quality improvement program gave grants to schools interested in stimulating the energy and creativity of teachers. A special education component improved the quality of education for children with various special needs. Pre-school education was expanded to cover 29 percent of the eligible population. The audit agrees with the ICR that Borrower performance was highly satisfactory but adjudges Bank performance as satisfactory. Lessons pertinent to Bank operations from this audit are: The same procurement rules must apply equally to all Bank Borrowers. Latin American and South Asia should not use interpretations that differ to such an extent that some countries are forced to spend years preparing for international competitive bidding and others exempted. Burdensome procurement rules exhaust the time and resources that countries may devote to implementation and detract from project substance. Bank appraisals and supervisions should emphasize classroom-level instructional delivery issues at least as much as they emphasize organizational and economic issues.




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