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Pakistan - Punjab Middle Schooling Project (Inglês)

The project outcome is satisfactory, and sustainability is likely, based on a substantial professional, and political support, and on adequate budgets for teacher training, and supplementary reading materials. Several lessons emerge from the project. Consultation with stakeholders should be extensive during project design, for had the Department of Education participated in the design of training needs, its success would have been even greater. The contents of a project should be fully integrated into the government's strategic plan for the sector, to avoid, as in this project, the lack of understanding by stakeholders, particularly at the district level, on the linkages between the project and the Social Action Program - specifically, a program adopted as policy umbrella for elementary education. Institutional capacities should be assessed, and their responsibilities clearly defined at preparation, to avoid inadequacies which will delay implementation, such as the case of the Civil Engineering Cell, who was ill prepared to meet the Bank's reporting requirements. Likewise, the role and responsibilities of both implementing agencies, and key staff should be clearly defined prior to implementation, to avoid accountability misunderstandings.


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    Conclusão da Implementação e Relatórios sobre Resultados

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    Pakistan - Punjab Middle Schooling Project

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    middle school;data collection and analysis;supplementary reading material;monitoring and evaluation capacity;teaching and learning materials;capacity for policy formulation;community participation in school;civil works;quality of education;quality at entry;Elementary Education;Financial Management System;enrollment of girl;Renovation of Schools;middle school education;release of fund;transfer of responsibility;geographic information system;senior government official;principal performance ratings;procurement and disbursement;institutional development impact;resources for education;improve Education Quality;devolution of responsibility;disbursement of fund;construction of school;Exchange Rates;ratings of bank;middle school student;recommendations for action;primarily due;governance of school;impact on girls;transfer of fund;number of girls;school construction program;management of school;local government official;net enrollment rate;involvement of communities;quality of science;supply of materials;access to school;scale and scope;drinking water supply;national policy framework;management and administration;Reform of Education;student per class;school age population;production of textbook;recruitment of staff;improvement of school;teaching of mathematics;distribution of textbook;outputs by components;exchange of information;financial management specialist;local government participation;annual budget cycle;test and evaluation;enhancing teacher effectiveness;assignment of responsibility;development of textbook;reduction of poverty;supplementary reader;teaching material;elementary school;borrower performance;recurrent budgets;audit observations;rural area;publishing industry;test item;reporting requirement;evaluation study;test result;internal control;planning commission;legal challenge;urban slum;materials development;construction supervision;children's book;disadvantaged girl;site selection;specialized agency;procurement capacity;construction activities;system analyst;organizational capacity;school administration;rural girl;



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