In regard to project performance assessment ratings, the First District Primary Education Project had the following ratings: outcome was moderately satisfactory; sustainability was highly likely; institutional development impact was substantial; Bank performance was satisfactory; and borrower performance was satisfactory. The Second District Primary Education Project had the following ratings: outcome was moderately satisfactory; sustainability was highly likely; institutional development impact was substantial; Bank performance was satisfactory; and borrower performance was satisfactory. The Uttar Pradesh Basic Education Project had the following ratings: outcome was moderately satisfactory; sustainability was highly likely; institutional development impact was substantial; Bank performance was highly satisfactory; and borrower performance was highly satisfactory. The Second Uttar Pradesh Basic Education Project had the following ratings: outcome was moderately satisfactory; sustainability was highly likely; institutional development impact was substantial; Bank performance was highly satisfactory; and borrower performance was highly satisfactory. Lessons learned from this assessment included: more concerted effort is needed to provide access and better learning outcomes among tribal children and the disabled; the information-based planning and decision making approaches are only as good as the data available to them; the main constraint to reaching the goal of universal primary school completion by 2010 is no longer school access but high student dropout; there is an urgent need for strategic thinking and decision making concerning the deployment of para-teachers, taking into consideration equity issues, cost-effectiveness, sustainability and its long term impact on the teaching profession; there is a need for a clear understanding of the reasons and consequences of the rapid growth of unrecognized private schools, and sharpened government responses; and improving student learning outcomes needs more than just setting goals and mobilizing inputs; it needs coherent changes in intermediate outcomes at the classroom level.
Detalhes
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Data do documento
2007/06/30
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TIpo de documento
Relatório sobre Avaliação do Desempenho do Projeto
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No. do relatório
40160
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Nº do volume
1
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Total Volume(s)
1
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País
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Região
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Data de divulgação
2007/10/10
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Disclosure Status
Disclosed
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Nome do documento
India - First District Primary Education, Second District Primary Education, Uttar Pradesh Basic Education, Second Uttar Pradesh Basic Education Projects
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Palavras-chave
community participation in primary education;access to primary education;balance of payment crisis;reduction in government expenditure;monitoring and evaluation result;universal primary school completion;achievement of development outcome;distance education program;student learn outcome;child with disability;village education committee;gross enrollment ratio;net enrollment ratio;capacity building objective;quality at entry;achievement test score;improving learning achievement;development credit agreement;capacity building agenda;primary school dropout;quality of supervision;local secondary school;learning outcomes assessment;millennium development goal;donor agency staff;chain of service;alternative education program;primary school curriculum;enrollment of child;Student Learning Assessment;institutional capacity building;basic education enrollment;number of teachers;access of child;rehabilitation of school;universal primary education;Early childhood education;upper primary;outcome measure;baseline data;learning material;intermediate outcome;borrower performance;social group;donor agencies;student dropout;teaching aid;school construction;civil works;school system;Teacher Attendance;female student;school retention;enrollment gap;classroom level;increased access;household data;Indicator Target;local entities;trained teacher;school personnel;projects lead;community library;local capacity;double shift;reform effort;international consultant;internal control;disbursement rate;monitoring effort;multivariate analysis;achievement data;classroom teaching;data reliability;multigrade teaching;basic skill;train activity;population data;building design;school readiness;government fund;teacher salary;old girl;younger sibling;conventional approach;Population Change;cohort method;sample survey;measuring change;data quality;Education Development;evaluating learning;raw data;research institution;research institutions;hard copy;student access;future student;beneficiary assessment;project ratings;sectoral approach;panel review;improving information;Borrowing Countries;exchange rate;Exchange Rates;enrolment increase;school mapping;household survey;teaching material;assessment system;adjustment operation;stated objective;student repetition;school girl;evaluation study;tribal areas;female child;research study;resource center;pilot studies;strengthen school;quality improvement;international commitment;local research;common weaknesses;pedagogical skill;logical framework;equity issue;teaching profession;counterpart funding;awareness campaign;general elections;Private School;external funding;teaching behavior;external support;educational leadership;field work;education study;cultural context;field visits;student retention;education information;european commission;district officials;teaching method;school facility;inservice training;government commitment;education center;instructional material;teacher shortage;mainstream school;teacher cost;working child;formal school;
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