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Guinea - Equity and School Improvement Project (Inglês)

The ratings for the Guinea - Equity and School Improvement Project were as follows: the outcome was satisfactory, the sustainability was likely, the institutional development impact was modest, the Bank and borrower performance were both satisfactory. The lessons learned indicate that despite low institutional capacity and scare resources, the project demonstrated that rapid and large gains in access and improvement in the internal efficiency of the education system are possible when the Education Ministry sustains its political and technical leadership over the long haul (more than ten year in this case). As demonstrated by the project, a drastic reduction in the gender gap is better achieved when gender-gap interventions are integrated in each activity of the project rather than as a stand-alone activity. It is also extremely useful to monitor progress in reducing the gender gap through each activity as recommended by the Equity and School Improvement Project (PEAE). Because the Education Ministry's institutional setting evolves during project implementation, it is important to revise and regularly adjust the objectives and outputs of the capacity-building program supported by the project. Building capacity requires more than resources and technical assistance. It is crucial that the Education Ministry discusses and shares its program with the staff. Good and effective communication plays a key role in facilitating implementation and ensuring better compliance with new rules, procedures and behaviors. The Education Ministry needs a strong mechanism with decision-making power to ensure an effective and efficient coordination between donors' interventions. This is particularly critical when several donors intervene in the same field. By the same token, donors must recognize the authority of the Education Ministry over donors coordination. An institutional mechanism and adequate processes must be set up to ensure that the leadership authority of the Education Ministry will use information produced by its statistic and planning division and student evaluation unit to guide its policy in the sector.


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    Conclusão da Implementação e Relatórios sobre Resultados

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    Guinea - Equity and School Improvement Project

  • Palavras-chave

    construction and rehabilitation of schools;efficiency of resource use;millennium development goal;rural services and infrastructure;gender gap in education;share of public funding;vocational education and training;health status of children;Public Spending for Education;effective use of textbook;short period of time;improvement of education quality;quality at entry;civil works;Access to Education;primary school textbook;student learn outcome;primary school enrollment;education sector reform;quality of teaching;management of school;school improvement program;distribution of textbook;procurement of textbook;private education sector;improve Education Quality;achievement of outcome;primary school classroom;principal performance ratings;learning by doing;school health intervention;availability of data;distribution of drug;children's health status;provision of textbook;analysis of outputs;primary school teacher;foreign technical assistance;incomplete primary school;ratings of bank;coordination between donor;institutional development impact;equity in access;gross primary enrollment;discrimination in school;lack of agreement;outputs by components;sense of ownership;teacher training activity;lack of transparency;stock of textbook;textbook rental scheme;school management committee;access to textbook;achievement in school;community and school;number of classrooms;exchange rate;supply of school;Exchange Rates;primary education cycle;test and evaluation;gross enrollment rate;vocational training sector;Demand For Education;primary completion rate;Efficiency of Education;construction of school;bank's country assistance;human resource development;development of methodology;quality of education;tackling poverty issue;small grants;credit finance;student learning;teaching staff;rural area;primary classroom;parasitic infection;operational service;quality improvement;repetition rate;output objectives;local ngo;staff development;school year;school rehabilitation;borrower performance;statistical data;education data;classroom rehabilitation;test item;rehabilitation program;health program;school staff;student evaluation;outcome indicator;pilot testing;project finance;textbook provision;budget execution;iodine supplements;institutional weakness;budget allocation;separate latrine;school maintenance;school furniture;guinean franc;procurement procedure;school level;bottom-up approach;curriculum content;contractual arrangement;math textbook;positive impact;school community;school-age population;teaching content;external efficiency;support system;Labor Market;nutritional status;school-health intervention;strategic framework;Student Assessment;coherent policy;annual rent;enrollment increase;textbook policy;tuition fee;radio communication;long-term framework;school environment;train activity;textbook design;textbook title;textbook content;local market;Private School;primary schooling;water well;storage area;classroom construction;quality education;project financing;output targets;school condition;operational activity;improved communication;human capital;long-term benefits;competitive basis;beneficiary school;proxy indicator;learning practice;iron deficiency;passive attitude;gradual approach;primary teacher;female teacher;operational research;subject matter;enrollment gap;school child;baseline data;project goals;beneficiary assessment;social analysis;learning capacity;regional capital;short-term training;primary student;instructional leadership;school program;learning method;test result;high dropout;teaching quality;personnel management;reform process;professional development;science series;formal setting;travel expenses;education support;pilot program;support measure;learning difficulty;Gender Equality;school infrastructure;adequate capacity;primary textbook;girls' education;civil education;pedagogical material;teaching practice;primary teaching;financial information;credit union;school committee;school construction;accounting procedure;classroom management



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