Schools Count : World Bank Project Designs and the Quality of African Primary Education

[摘要] The conceptual framework developed forthis study used the review of the literature to identifyeighteen key factors that influence student outcomes. Thefactors are divided into four inter-related categories thatare themselves influenced by the institutional, cultural,political, and economic context surrounding the school.Within this context, the supporting inputs flow into eachschool where interaction among the enabling conditions,school climate, and teaching/learning process combine toproduce student outcomes. The report concludes thatinvestment programs for primary education in Africa need toaccelerate the trend towards a greater focus on what happensinside schools, towards an even richer package ofconsiderations of what makes education successful at theschool level, and towards sectoral policies that empowerschools and communities to control better the education oftheir children. The analysis of the Bank-supported projectsleads to two major conclusions. First, the project designsanalyzed address an array of inputs that are known to affecteducational outcomes: community support, supervision,teacher development, textbooks, and facilities. Second, theproject designs tend to ignore the process factors thatcharacterize effective education within schools - schoollevel autonomy, school climate, the teaching/learningprocess, and pupil evaluation and teacher feedback.

[发布机构] World Bank, Washington, DC

[学科分类] 社会科学、人文和艺术（综合）

[关键词] ACADEMIC RESULTS;ACCESS TO SCHOOLING;CLASSROOM;COMMUNITY PARTICIPATION;COMPLETION RATES