Books, buildings, and learning outcomes : an impact evaluation of World Bank support to basic education in Ghana

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Books, buildings, and learning outcomes : an impact evaluation of World Bank support to basic education in Ghana

[prepared by Howard Nial White]

World Bank, 2004

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注記

"World Bank Operations Evaluation Department."

"This report has been prepared by Howard White."--Acknowledgments

Includes bibliographical references (p. 219-221)

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内容説明

This book examines the impact of World Bank-supported educational reforms introduced in Ghana since 1986 and related investment projects in support of basic education. A nation-wide survey of households, schools, and teachers found that both the quantity and quality of schooling has improved over the last fifteen years. Enrolments in basic education have increased by over 10 percent compared to 15 years ago. And whereas 15 years ago nearly two-thirds of primary school graduates were illiterate, less than one in twenty are so today. These improvements in learning outcomes are clearly and strongly linked to better welfare as measured by higher income, better nutrition, and reduced mortality. The gains in educational outputs can be directly linked to better school quality, manifested in improved infrastructure and greater availability of school supplies. Today it is the norm to have one textbook per child for math and English: rather than one per class as was common before the advent of reforms. Increased school quality can in turn be linked to the Bank's support which has financed the construction of 8,000 classroom blocks and provided 35 million textbooks over the last 15 years. Moreover Bank support helped sustain initially unpopular reforms, demonstrating the efficacy of working in partnership with a government committed to a well-defined sectoral strategy.

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