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Cambodia - Education Sector Support (Inglês)

Detalhes

  • Data do documento

    2012/12/05

  • TIpo de documento

    Revisão do Relatório de Conclusão da Implementação

  • No. do relatório

    ICRR13934

  • Nº do volume

    1

  • Total Volume(s)

    1

  • País

    Camboja,

  • Região

    Leste Asiático e Pacífico,

  • Data de divulgação

    2016/09/22

  • Disclosure Status

    Disclosed

  • Nome do documento

    Cambodia - Education Sector Support

  • Palavras-chave

    provincial office of education;Environmental Management Plan;bank's country assistance;community participation in school;quality of education service;gender disparity in education;general public administration sector;net primary school enrolment;Access to Education;quality and efficiency;school improvement plan;primary enrollment rate;construction of latrine;primary completion rate;procurement capacity assessment;approach to education;retention of teacher;quality and relevance;teacher training activity;assessment of risk;higher education capacity;Objectives and Outcomes;public expenditure tracking;Social Safety Nets;delay in procurement;financial management specialist;high poverty incidence;higher education reform;cost materials;student assessment system;commitment to education;quality of evidence;literacy and numeracy;bank supervision missions;incomplete primary school;primary school teacher;computerized accounting system;universal basic education;retention of student;local management;teacher training program;combination of children;universal primary completion;project impact evaluation;ethnic minority child;higher education policy;remote area;borrower performance;learning assessment;civil works;student-teacher ratio;effectiveness condition;scholarship scheme;qualified teacher;school level;project intervention;increased access;qualitative evaluation;school construction;qualified personnel;organizational structure;school furniture;disadvantaged child;library book;government staff;gender equity;quality improvement;raw material;secondary graduate;national teacher;classroom school;professional standard;behavioral goals;enrollment disparity;upper primary;participation rate;pedagogical input;discount rate;outcome measure;take time;gender inequalities;effective leadership;differential impact;access barrier;age enrollment;school stakeholders;application process;demand constraints;bank conduct;entry rate;educational material;instructional equipment;standardized assessment;procurement activities;government entity;supply constraint;leadership activity;care program;student learning;outcome targets;school site;underserved communities;baseline data;classroom construction;average cost;outcome indicator;promotion policy;poor girl;dropout rate;external support;environmental safeguard;opportunity cost;spot check;environmental specialist;labor income;educational service;insufficient information;quality education;attendance rate;qualitative study;school-age child;intergenerational transmission;khmer language;learning practice;Education Quality;Gender Inequality;repetition rate;poor child;marginal increase;local capacity;school participation;scholarship recipient;counterpart funding;poor household;project administration;procurement expertise;indigenous people;Indigenous Peoples;bank staff;non-governmental organization;universal coverage;comprehensive education;project duration;academic library;effective teaching;leadership training;project costing;safe environment;sector work;enabling conditions;

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