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Ethiopia - Education Results Based Financing Project (Inglês)

Ratings for the Education Results Based Financing Project for Ethiopia were as follows: outcome was moderately satisfactory; Bank performance was satisfactory; and monitoring and evaluation (M and E) quality was substantial. Some lessons learned included: an open and fluid relationship between an implementing agency and the independent verification agency supports provision of valuable inputs needed to promote improvements in work processes. Composite indicators (for example, achieving level two standards that implies progress on input, process, and output indicators) are tricky as when using the composite indicator to evaluate progress towards objectives (for example, as a project development objective (PDO) indicator), important details regarding that progress may be lost. The global partnership for education (GPE) funding model with highly incentivized stretch indicators presents its own unique challenges in terms of implementation that needs to be taken into consideration in evaluations of these projects. There is an interesting choice to be made in selecting regions for piloting different approaches, and project design needs to consider whether pilots should be carried out in regions with the worst performance or those with somewhat better performance. Pilot operations, such as those under the project, can provide a powerful vehicle when complemented by continuous assistance under broader projects supporting sectoral programs and reforms. Establishing disbursement-linked indicators (DLIs) with associated disbursement amounts and PDO and intermediate indicators in results-based financing operations present several challenges. The design and implementation of results-based financing operations requires a strong effort on the part of the World Bank’s task team to assist the implementing agency.


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    Conclusão da Implementação e Relatórios sobre Resultados

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  • Nome do documento

    Ethiopia - Education Results Based Financing Project

  • Palavras-chave

    Federal Democratic Republic of Ethiopia; Project Procurement Strategy for Development; Public Expenditure and Financial Accountability; school-age child; teaching learning material; Early Childhood Care and Education; results-based financing; children with special need; Internal rate of return; Primary and Secondary Education; early years of school; Colleges of Teacher Education; improvement of education quality; higher level of education; economic costs of exclusion; economic and financial analysis; teaching and learning materials; Gender-Based Violence; primary school completion rate; real gross domestic product; Integrated Budget and Expenditure; women in leadership position; project design and implementation; Standards, Curriculum and Textbooks; Human Development and Gender; capacity for data collection; secondary school enrollment rate; Public Finance Management; dropping out of school; monitoring and evaluation arrangement; expenditure management and control; information and communication technology; Quality Education for All; data on dropout rate; labor force participation rate; primary school principal; inclusive learning environment; return to education; school improvement plan; high dropout rate; Early childhood education; student learn outcome; net present value; inclusion in education; old children; school improvement program; terms of consumption; child with disability; education child; education of child; special educational need



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