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Tunisia - Second Phase of the Education Quality Improvement Program Project (Inglês)

Ratings for the Second Phase of the Education Quality Improvement Program Project for Tunisia were as follows: outcomes were satisfactory; risk to development outcome was moderate; Bank performance was moderately satisfactory; and borrower performance was moderately unsatisfactory. Some lessons learned includes: timing of education reform. It is always a challenge to find the best possible synchronization between planned project implementation plans and the national 'rhythm' in creating the conditions for education reform. A separate political consensus process is needed, after reforms are ready, to explicitly address political sensitivities and develop political ownership. Technical and professional consultations on reforms are necessary but not sufficient. Clarity of monitoring and evaluation (M and E) roles and linkages of M and E to policy development should be ensured. The Bank should provide a clear design and continuous technical support on the M&E practice. Capacity building. Knowledge of Bank procedures cannot be underestimated when looking at elements of success of an investment project. Training on Bank operations is necessary for counterpart staff and critical for new staff, and this applies to procurement as well as financial management. Raising learning outcomes in disadvantaged areas is a challenge that developed and developing countries face nowadays in a context of nearly universal primary and secondary education. Project implementation and procurement. Procurement delays were due to several factors some inherent to the country procurement system and procedures and some due to the capacity and skills in the implementing agency. School rehabilitation: many cases where rehabilitation was required were due to the lack of proper maintenance over long periods of time.


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    Conclusão da Implementação e Relatórios sobre Resultados

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  • Região

    Oriente Médio e Norte da África,

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  • Nome do documento

    Tunisia - Second Phase of the Education Quality Improvement Program Project

  • Palavras-chave

    millennium development goal;monitoring and evaluation system;primary education completion rate;information and communication technology;Primary and Secondary Education;social and economic development;project monitoring and evaluation;Economic Reform to Enhance;ip disbursements archived;Basic Education;quality of education;results framework;secondary completion rate;exchange rate;Exchange Rates;reallocation of fund;Science and Technology;integration of children;basic education system;assessment of outcome;assessment of risk;secondary school system;higher education institution;proxy for quality;procurement of equipment;Natural Resource Management;human resource development;quality of data;secondary education completion;basic education teacher;secondary education student;secondary education curriculum;data on repetition;internal control system;quality of teaching;Equity in Education;gap between boys;total public expenditure;basic education curriculum;types of procurement;process of reform;choice of indicators;quality of outputs;expansion of access;net enrollment rate;upper secondary education;delay in procurement;education reform program;quality at entry;integrated information system;student learn outcome;school improvement plan;access to information;secondary education program;diverse student population;outputs by components;project intervention;quality improvement;land acquisition;school sector;disadvantaged area;learning material;Teachers;Distance Learning;Environmental Assessment;education strategy;school program;tunisian dinar;increasing diversity;vulnerable child;education opportunity;investment need;Education Research;fiscal constraint;consulting service;Consulting services;outcome indicator;school construction;equity indicator;teaching material;Curriculum Reform;beneficiary group;result indicator;infrastructure capacity;core system;mainstream school;disabled child;language laboratory;communication strategy;Labor Market;professional training;supervisory staff;ICT Certification;dropout rate;computer ratio;drop-out rate;school fund;technical department;national indicator;private owner;project costing;Safeguard Policies;safeguard policy;environment protection;involuntary resettlement;assessment procedure;original agreement;school performance;financing source;staff capacity;financial statement;management structure;learning resource;language curriculum;procurement practice;handicapped student;evaluation study;monitoring progress;contract execution;reform implementation;external partner;construction site;regular assessment;test item;international assessment;primary author;learning method;international meeting;school year;school reform;learning experience;learning process;interdisciplinary study;cultural site;network computer;student flow;security system;teaching personnel;decentralize teacher;distance training;pilot program;kindergarten class;school charter;modern management;civil society;career path;Vocational Training;learning assessment;repetition rate;schooling opportunity;regular school;Formative Assessment;program finance;cost-effective solution;global economy;mild disability;district education;monitoring indicator;quantitative information;quality education;International Trade;demographic growth;External Finance;operational expenditure;physical environment;adequate opportunity;project indicator;education budget;global experience;enrollment growth;Fiscal Sustainability;academic issue;objective assessment;mixed school;equipment purchase;school curricula;student selection;teaching methodologies;organizational structure;



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