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Uruguay - Vocational Training and Technological Development Project, and the First and Second Basic Education Quality Improvement Projects (Inglês)

All three projects for Uruguay - The Vocational Training and Technological Development Project, and the First and Second Basic Education Quality Improvement Projects - had satisfactory outcomes, likely or highly likely sustainability, substantial institutional development impact, and satisfactory Bank performance. Borrower performance for the Vocational Training Project was satisfactory, while the two Education Quality Improvement Projects had highly satisfactory Borrower performances. This assessment confirms a number of education sector lessons: 1) Preschool attendance helps reduce grade repetition and improves long-term academic achievement for low-income students. 2) A longer school day may improve test scores for disadvantaged students. To maximize performance in higher grades, students in lower grades might spend part of the extra time practicing the prerequisite basic skills. 3) Educational quality depends on a strong and functional supervisory chain that supervises teachers closely to see that government policies and learning activities are carried out effectively. 4) Enhance project efficiency through instructional methods that enable most of the students to achieve educational objectives within the prescribed instructional time. Further research and experimentation will help determine which instructional activities are more cost-effective in the Uruguayan context. 5) Vocational-technical education project appraisals may overestimate the number of likely graduates and not adequately take into account dropout rates or changing demand for training. In future project appraisals take into account country experience on dropout rates as well as demand changes during times of economic hardship.

Detalhes

  • Data do documento

    2006/01/03

  • TIpo de documento

    Relatório sobre Avaliação do Desempenho do Projeto

  • No. do relatório

    35012

  • Nº do volume

    1

  • Total Volume(s)

    1

  • País

    Uruguai,

  • Região

    América Latina e Caribe,

  • Data de divulgação

    2006/02/02

  • Disclosure Status

    Disclosed

  • Nome do documento

    Uruguay - Vocational Training and Technological Development Project, and the First and Second Basic Education Quality Improvement Projects

  • Palavras-chave

    Technical and Vocational Education;Operational Core Curriculum;public expenditure on education;education for all;labor market demand;professional training;institutional development impact;quality at entry;formal education system;vocational training course;improving product quality;Social Safety Nets;average repetition rate;vocational training institution;primary education coverage;average class size;average monthly salary;teacher training institution;care of child;primary education system;disadvantaged student;regular school;test score;Teachers;grade repetition;dropout rate;academic achievement;disadvantaged area;preschool coverage;present evidence;early grade;borrower performance;technological development;educational objective;low-income student;instructional time;Basic Education;Higher Education;disadvantaged child;low-income area;employment prospect;income quintile;technological research;export tax;preschool model;socioeconomic background;bilateral aid;web page;plant nursery;school visit;disadvantaged backgrounds;positive outcome;classroom use;teaching staff;textbook shortage;psychosocial skills;pass rate;severe shortage;learning difficulty;important component;teaching behavior;current investment;classroom behavior;achievement score;educational investment;failure rate;school hour;information gathering;reading method;household survey;enrolment rate;academic curriculum;environmental influence;net enrollment;distorted incentive;elementary school;equity index;first grade;tracer study;school student;pilot plant;student-teacher ratio;export certification;art history;learning activity;school year;education level;quality education;urban population;additive effect;sectoral outcomes;international standard;test result;special education;government staff;course load;administrative support;poor child;primary level;Natural Resources;uruguayan peso;adult learner;education intervention;short course;cultural activities;young child;project ratings;Borrowing Countries;state agency;labor productivity;international agency;physical facility;project finance;advance preparation;lower-income household;export good;adjustment operation;sustainable use;unintended effect;graphic design;transition arrangement;export capacity;capita income;Social Protection;public education;instructional activity;preschool enrollment;equitable education;education budget;educational quality;achievement gap;teaching methodologies;low-income population;extra time;economic crisis;special interest;evaluation method;sectoral approach;parental involvement;basic skill;school level;multigrade class;instructional method;high dropout;economic hardship;Elementary Education;school day;dining rooms;ineligible expenditures;special training;project auditing;border area;preschool classroom;classroom construction;land acquisition;smaller number;cheese production;wood chip;

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