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Cote d'Ivoire - Education and Training Support Project (Inglês)

Ratings for the Education and Training Support Project for Cote d’Ivoire were as follows: outcomes were moderately satisfactory, risk to development outcome was moderate, Bank performance was satisfactory, and Borrower performance was moderately satisfactory. Some lessons learned include: approved projects should not be closed due to suspensions. Government ownership is essential for ensuring implementation quality and progress. Oversight bodies with the overall picture of system play an invaluable role in advising sub-sector ministries. Task team leaders based in post-conflict fragile state countries is essential for ensuring the implementation of bank-supported projects. Project implementation, in a post-conflict environment, may benefit from having a Project Implementation Unit (PIU) outside the government structure.

Detalhes

  • Data do documento

    2013/02/28

  • TIpo de documento

    Conclusão da Implementação e Relatórios sobre Resultados

  • No. do relatório

    ICR2583

  • Nº do volume

    1

  • Total Volume(s)

    1

  • País

    Costa do Marfim,

  • Região

    África,

  • Data de divulgação

    2013/03/07

  • Disclosure Status

    Disclosed

  • Nome do documento

    Cote d'Ivoire - Education and Training Support Project

  • Palavras-chave

    ratio of girls to boys in primary;Environmental and Social Management Framework;human resource development;institution need;delivery of education service;small and medium enterprise;school health and nutrition;education management information system;economic and financial analysis;ip disbursements archived;primary school completion rate;extension of closing date;Primary and Secondary Education;Participation and Civic Engagement;teaching and learning materials;basic education service;Access to Education;quality at entry;primary school child;exchange rate;quality of instruction;comprehensive basic education;Exchange Rates;teacher training institute;provision of textbook;human resource management;availability of textbook;universal basic education;world food programme;proportion of female;gross domestic product;global food prices;inservice teacher training;price of rice;implementation of reform;school feeding program;quality of supervision;student achievement outcome;ministers of education;primary school teacher;outputs by components;higher education reform;education sector plan;intermediate outcome;public education system;universal primary education;quality of education;teacher training institution;net enrollment rate;adult literacy rate;primary school level;vocational training sector;number of vehicles;resources for education;textbooks for student;primary school textbook;sector investment loan;primary school-age child;sector capacity building;Financial Management System;replacement of asset;ministries of education;human capacity development;number of teachers;access to school;demand for skill;procurement and distribution;basic social service;primary school classroom;gross enrollment rate;textbook rental scheme;civil conflict;Civil War;core indicator;country portfolio;

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