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  • 1
    ISBN: 9781464810701
    Language: English
    Pages: Online-Ressource (1 online resource (122 p.))
    Edition: Online-Ausg.
    Series Statement: Directions in Development;Directions in Development - Human Development
    Series Statement: Directions in Development - Human Development
    Series Statement: World Bank E-Library Archive
    Parallel Title: Druckausg.
    Keywords: Accountability ; Healthcare ; Provider Effort ; Health System Performance
    Abstract: A growing body of research suggests that the quantity and quality of structural inputs of education and healthcare services such as infrastructure, classroom and medical supplies, and even teacher and medical training are largely irrelevant if teachers and healthcare providers do not exert the requisite effort to translate these inputs into effective teaching and medical service. To exert adquate effort, providers must feel they are accountable for the quality of service they provide. Yet a sense of accountability among providers does not necessarily occur naturally, often requiring mechanisms to monitor and incentivize provider effort. The literature on improving provider accountability has under-emphasized the role of monitoring practices by school principals and chief medical officers. This study begins to fill this gap by investigating the role of within-facility accountability mechanisms in the education and health sectors of Jordan. To do this, an analysis of existing and original data from these sectors was conducted in which the association of within-facility monitoring and provider effort was quantified. The results indicate that within-facility monitoring is underutilized in both sectors and is a consistent predictor of higher provider effort
    Note: Description based on print version record
    URL: Volltext  (Deutschlandweit zugänglich)
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  • 2
    Language: English
    Pages: 1 Online-Ressource (40 pages)
    Parallel Title: Erscheint auch als Krafft, Caroline What can we Learn from Pre-Primary Quality Assurance Systems? Evidence from the Arab Republic of Egypt
    Keywords: Curriculum and Instruction ; Education Policy ; Kindergarten Achievement ; Pre-Primary School ; Primary School Performance ; School Quality Evaluation Tool ; Teacher Quality ; Teacher Training
    Abstract: Quality assurance systems have been implemented or are under development in a number of low- and middle-income countries in an effort to observe the quality of education and deploy targeted measures to improve quality. This paper shares lessons learned on the potential ability of quality assurance systems to observe quality and inform action, drawing on data from a pre-primary quality assurance system in the Arab Republic of Egypt. A nationally representative study of kindergarten classrooms was conducted, using a detailed diagnostic research tool administered by independent enumerators from a data collection firm. A subsample of these kindergarten classrooms was randomly assigned to also be observed through a short quality assurance system tool, half of them by independent enumerators, and the other half by the existing cadre of government kindergarten supervisors. The quality assurance system tool was developed for scale and financial sustainability; thus, it could be administered in roughly one-third of the time of the diagnostic tool, at one-third of the cost. Overall, the results illustrate that at the national level, the quality assurance system tool can identify important areas for improvement, and thus inform broad policy actions. Further, the results are consistent whether an independent data collection firm or a government kindergarten supervisor acted as enumerator, suggesting that quality assurance system data collection efforts can be embedded within ministries of education and implemented in a regular and sustainable manner. At the school and teacher level, however, there were several areas where the quality assurance system data were inconsistent with the diagnostic data. This underscores how quality assurance systems are best used as a formative system, a starting point for quality enhancement, and not as a summative system that directly targets, punishes, or rewards specific schools
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  • 3
    Language: English
    Pages: 1 Online-Ressource (circa 51 Seiten) , Illustrationen
    Series Statement: Policy research working paper 9361
    Series Statement: World Bank E-Library Archive
    Series Statement: Policy research working paper
    Parallel Title: Erscheint auch als Alaref, Jumana The Impact of Employer Discrimination on Female Labor Market Outcomes: Experimental Evidence from Tunisia
    Keywords: Graue Literatur
    Abstract: The role of employer discrimination in widening labor market differences between men and women has been hypothesized and investigated in different settings. Using a field experiment, this paper examines the presence and magnitude of gender-based discrimination by employers at the point of screening in Tunisia. The study sent out 1,571 fictitious and substantially identical pairs of male and female resumes in response to online job advertisements. On average, women were 2.4 percentage points more likely than men to receive a callback from an employer. However, this average effect hides substantial heterogeneity across economic sectors. In the information technology sector, women were 15 percentage points less likely to receive a callback than men. No discrimination against or in favor of women is found in engineering, whereas in marketing and finance, women were 19 and 4 percentage points more likely to receive a callback, respectively. The paper also finds that, unlike men, women may suffer from discrimination based on their physical appearance. Veiled women were 8.5 percentage points less likely to receive a callback than non-veiled women. Overall, the findings suggest that, at the point of screening, employer discrimination against women in Tunisia is sector specific, and, on its own, it cannot fully explain the complex challenge of female unemployment in the country
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  • 4
    Language: English
    Pages: 1 Online-Ressource (42 pages)
    Parallel Title: Erscheint auch als Krafft, Caroline Quality and Inequality in Pre-Primary and Home Environment Inputs to Early Childhood Development in Egypt
    Keywords: Children and Youth ; Early Childhood Development ; Education ; Education Quality ; Home Environment ; Inequality ; Poverty Reduction ; Pre-Primary ; Pre-Primary Child Development Investment ; Primary Education Investment ; School Readiness Indicators ; Social Development ; Socioeconomic Inquality
    Abstract: By the time children in low- and middle-income countries start primary school, large socioeconomic disparities are evident in children's learning and development. Both pre-primary and home environments can play important roles in influencing school readiness and can contribute to disparities in early childhood development, but there is limited evidence on their relative roles in low- and middle-income countries. This paper examines how pre-primary quality, stimulation at home, and early childhood development vary by socioeconomic status for pre-primary students in the Arab Republic of Egypt. The results demonstrate substantial socioeconomic inequality in stimulation at home, more so than in pre-primary quality and inputs, although there is variation in the degree of inequality across different dimensions of pre-primary quality. "Double inequality" is observed, where students with less stimulating home environments experience slightly lower quality pre-primary inputs. There are particularly large pre-primary inequities in structural quality (physical environment) and less inequity in process quality (pedagogy). These results suggest that targeted investments in pre-primary education in Egypt are necessary to reduce inequality in school readiness but are likely insufficient to close the socioeconomic status gap in children's development. Investing in interventions to improve vulnerable children's home learning environments, as well as investing in quality pre-primary, is critical to address disparities in children's development
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