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Results in education for all children : assessment of the pilot year (Inglês)

Results-based financing (RBF) has the potential to transform how education systems operate, and the types of results they achieve for children the world over. As a financing instrument, RBF shows much promise for helping clients enroll the 121 million children still out of primary and lower secondary school, and teach the 250 million in school but still unable to read or write. In 2015, the World Bank Group (WBG) launched results in education for all children (REACH), a multi-donor trust fund that strives to support country clients in this space, and accelerate the RBF agenda within the institution. This assessment reflects on lessons learned in 2015, and estimates the demand for future RBF in education. The lessons have been distilled from the early experiences with the 20 REACH-funded grants, as well as from the just-in-time support provided to Bank teams and country clients across the globe (about 20 countries in total). The assessment concludes with recommendations for the continued evolution of REACH.

Detalhes

  • Autor

    Holland,Peter Anthony, Adelman,Melissa Ann, Benveniste,Luis, Lee,Jessica, Manevskaya,Diana, Price,Wenna Ross, Nannyonjo,Harriet, Radhakrishnan-Nair,Karthika, Sabarwal,Shwetlena, Watsa,Kavita Phyllis, Wright,Christina D.

  • Data do documento

    2018/01/01

  • TIpo de documento

    Documento de Trabalho

  • No. do relatório

    126315

  • Nº do volume

    1

  • Total Volume(s)

    1

  • País

    Mundo,

  • Região

    Regiões Mundiais, Other,

  • Data de divulgação

    2018/05/17

  • Disclosure Status

    Disclosed

  • Nome do documento

    Results in education for all children : assessment of the pilot year

  • Palavras-chave

    Quality Education for All;Out of School Students;client needs;private for-profit;delivery of health services;pay for performance;payment by result;number of girls;test score;education systems;conditional cash transfer;teacher training agency;delivery of education;children and youth;child in school;degree of autonomy;Access to Education;theory of change;Learning for All;availability of resource;knowledge and learning;data collection method;source of financing;Payments to Firms;Open Data;school grant;discretionary action;assessment system;Country Systems;political will;supply side;program beneficiary;student learning;external financing;Teachers;support infrastructure;program objectives;controlled trials;trained teacher;educational progress;aid payment;random sample;client ownership;firm ownership;funding mechanism;external support;high reward;binding constraint;immunization rate;school sanitation;financial stake;result indicator;diagnostic testing;education authority;student outcome;natural tendency;intermediate outcome;pilot programmes;empirical study;parental choice;incentive scheme;education portfolio;regional trends;dollar term;Performance Standards;future investment;trend line;global partnership;relative performance;incentive system;performance metrics;charter school;skill set;school finance;teacher quality;school resource;Education Financing;performance incentive;conceptual basis;reward system;human beings;strategy implementation;Education Management;government use;teacher policy;international financing;school environment;internal process;budget execution;monetary reward;psychological research;perceived risk;administrative datum;significant challenge;results framework;unintended effect;outcome indicator;monitoring indicator;government priority;health outcome;reputational risk;efficiency improvement;economic model;evaluation study;financial incentive;photo credit;delivering services;school financing;Contracting Out;financing instrument;incentive structure;financial payment;external assistance;financial reward;international actor;equal amount;primary student;train activity;base price;government expenditure;good performance;community workers;principal-agent model;informal education;nutrition program;Indicator Baseline;child benefit;

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