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Sudan - Basic Education Recovery Project (Inglês)

The development objective of the Basic Education Recovery Project (BERP) for Sudan are to improve the learning environment in targeted areas; to increase the availability of textbooks; and to strengthen education planning and management mechanisms in the Sudan. This Emergency Project Paper (EPP) details a Global Partnership for Education Fund (GPEF) grant in the amount of US$76.5M to support a BERP in Sudan. This operation is expected to be financed through a grant from the GPEF, which will play an important part in complementing other partnership assistance to the Government of Sudan's (GoS's) efforts to build and develop basic education. The project aims to construct 2000 classrooms to alleviate the rising student-to-classroom ratio in the medium and long term, as enrollments continue to rise. The projects also aims to increase access and improve the quality of education through the school grants program in selected areas, which together with the provision of textbooks, will reduce the cost of schooling for households and improve the learning environment. The project will target school construction interventions towards rural communities, targeting states which have a relatively large percentage of its population in rural areas.

Detalhes

  • Data do documento

    2013/03/29

  • TIpo de documento

    Documento do projeto

  • No. do relatório

    75025

  • Nº do volume

    1

  • Total Volume(s)

    1

  • País

    Sudão,

  • Região

    África,

  • Data de divulgação

    2013/04/11

  • Disclosure Status

    Disclosed

  • Nome do documento

    Sudan - Basic Education Recovery Project

  • Palavras-chave

    gross domestic product;Basic Education;higher incidence of poverty;procurement and distribution;school grant;classroom construction;economic and financial analysis;education and poverty reduction;nominal gross national product;global partnership for education;availability of textbook;learning material;learning environment;Program of Activities;quality of education;basic school enrollment;community-based approaches;Access to Education;ministries of education;quality of learning;community based approach;Civil War;black market rate;response to crisis;total government spending;lack of infrastructure;gender and poverty;current account surplus;basic education cycle;impact of conflict;provision of good;official exchange rate;system education;supply of teacher;emergency and reconstruction;commitment to education;opportunities for development;civil works;distribution of textbook;poor rural girl;quality basic education;medium term plan;basic education enrollment;student learning achievement;improvements in access;school action plan;series of meetings;basic education coverage;disbursement of fund;public consultation process;Learning for All;shortage of textbook;outcomes of elections;grants to school;quality of teaching;management mechanism;running cost;fiscal shock;donor collaboration;village school;teacher management;textbook provision;quality education;positive impact;federal transfer;rural area;international partners;financial resource;fiscal crisis;education spending;comparator country;secondary sector;ongoing conflicts;textbook procurement;procurement arrangement;Financing plans;learning assessment;institutional context;school infrastructure;Teacher Deployment;external support;state education;textbook delivery;elementary school;Education Planning;consultative process;rural community;education official;rural population;procurement method;education provision;oil revenue;local economy;multigrade school;community ownership;recovery period;conventional procurement;financing request;minimum requirement;project operation;private-sector enterprises;comparative advantage;Higher Education;construction activities;financial crisis;inflationary pressure;primary cycle;fiscal austerity;national school;education strategy;financing application;social exclusion;economic prosperity;standardized measure;administrative authority;basic schooling;oil well;international comparability;remote area;oil extraction;school year;forced displacement;storage space;nomadic population;wash facility;water point;essential services;school community;poverty incidence;political events;adequate provision;strengthen school;textbook policy;state spending;emergency intervention;enrollment increase;effective learning;assessment system;national system;competitive procurement;price control;destabilizing effect;education delivery;payroll obligation;internal conflict;austerity measures;project financing;technical expertise;educational outcome;social impact;nomadic community;institutional foundation;rural location;enrollment growth;dramatic increases;vulnerable group;financially support;eligibility criterion;education indicator;poor child;instructional hour;attending school;population data;client information;central state;learning performance;secondary enrollment;running water;teacher salary;Education Services;budgetary allocation;underweight child;cognitive development;commercially viable;health problem;agriculture sector;foreign exchange;oil reserve;textbook development;federal minister;urban child;pupil number;displaced person;reading question;student answer;Extractive Industry;representative sample;negative effect;health status;results framework;disbursement arrangement;Country Maps;federal spending;oil supply;fiscal adjustment;urban dweller;nomadic group;state revenue;female child;petroleum supply;educational infrastructure;inclusive growth;scarce resource;supply chain;transactions cost;social cohesion;spatial inequality;decentralized government;limited infrastructure

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