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India - First District Primary Education, Second District Primary Education, Uttar Pradesh Basic Education, Second Uttar Pradesh Basic Education Projects (Inglês)

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

  • Data do documento

    2007/06/30

  • TIpo de documento

    Relatório sobre Avaliação do Desempenho do Projeto

  • No. do relatório

    40160

  • Nº do volume

    1

  • Total Volume(s)

    1

  • País

    Índia,

  • Região

    Sul da Ásia,

  • Data de divulgação

    2007/10/10

  • Disclosure Status

    Disclosed

  • Nome do documento

    India - First District Primary Education, Second District Primary Education, Uttar Pradesh Basic Education, Second Uttar Pradesh Basic Education Projects

  • 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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