Schools Count: World Bank Project Designs and the Quality of Primary Education in Sub-Saharan Africa

Abstract

This study reports on the extent to which project designs of World Bank-supported primary education projects in sub-Saharan Africa take into account the school characteristics that are necessary for effective education. Using a conceptual framework that summarizes research findings on the characteristics of effective schools, the report presents an analysis of how well twenty-six project preparation documents incorporate community support, supervision, teacher development, textbooks, and facilities into their designs. Based on the analysis, the report draws conclusions about the potential effectiveness of the projects' planned interventions in improving student learning, and it recommends changes in the way the World Bank assists governments in planning and implementing educational reform.

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