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  • 2015-2019  (5)
  • 1970-1974
  • 2015  (5)
  • Evans, David K.  (5)
  • Washington, D.C : The World Bank  (5)
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Language
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  • 2015-2019  (5)
  • 1970-1974
Year
Publisher
  • Washington, D.C : The World Bank  (5)
  • 1
    Language: English
    Pages: 1 Online-Ressource (17 p)
    Series Statement: World Bank E-Library Archive
    Parallel Title: Erscheint auch als Evans, David K The Next Wave of Deaths from Ebola? The Impact of Health Care Worker Mortality
    Abstract: The ongoing Ebola outbreak in West Africa has put a huge strain on already weak health systems. Ebola deaths have been disproportionately concentrated among health care workers, exacerbating existing skill shortages in Guinea, Liberia, and Sierra Leone in a way that will negatively affect the health of the populations even after Ebola has been eliminated. This paper combines data on cumulative health care worker deaths from Ebola, the stock of health care workers and mortality rates pre-Ebola, and coefficients that summarize the relationship between health care workers in a given country and rates of maternal, infant, and under-five mortality. The paper estimates how the loss of health care workers to Ebola will likely affect non-Ebola mortality even after the disease is eliminated. It then estimates the size of the resource gap that needs to be filled to avoid these deaths, and to reach the minimum thresholds of health coverage described in the Millennium Development Goals. Maternal mortality could increase by 38 percent in Guinea, 74 percent in Sierra Leone, and 111 percent in Liberia due to the reduction in health personnel caused by the epidemic. This translates to an additional 4,022 women dying per year across the three most affected countries. To avoid these deaths, 240 doctors, nurses, and midwives would need to be immediately hired across the three countries. This is a small fraction of the 43,565 doctors, nurses, and midwives that would need to be hired to achieve the adequate health coverage implied by the Millennium Development Goals. Substantial investment in health systems is urgently required not only to improve future epidemic preparedness, but also to limit the secondary health effects of the current epidemic owing to the depletion of the health workforce
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  • 2
    Language: English
    Pages: 1 Online-Ressource (32 p)
    Series Statement: World Bank E-Library Archive
    Parallel Title: Erscheint auch als Holland, Peter Extending the School Day in Latin America and the Caribbean
    Abstract: Education
    URL: Volltext  (Deutschlandweit zugänglich)
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  • 3
    Language: English
    Pages: 1 Online-Ressource (20 p)
    Series Statement: World Bank E-Library Archive
    Parallel Title: Erscheint auch als Evans, David K Orphans and Ebola: Estimating the Secondary Impact of a Public Health Crisis
    Abstract: The 2014 Ebola Virus Disease outbreak in West Africa is the largest to date by far. Ebola Virus Disease causes disproportionate mortality among the working-age population, resulting in far more mortality for parents of young children than other health crises. This paper combines data on the age distribution of current and projected mortality from Ebola with the fertility distribution of adults in Guinea, Liberia, and Sierra Leone, to estimate the likely impact of the epidemic on the number of orphans in these three countries. Using the latest mortality estimates (from February 11, 2015), it is estimated that more than 9,600 children have lost one or both parents to Ebola Virus Disease. The absolute numbers of orphans created by the Ebola epidemic are significant, but represent a small fraction (1.4 percent) of the existing orphan burden in the affected countries. Ebola is unlikely to increase the numbers of orphans beyond extended family networks' capacities to absorb them. Nonetheless, the pressures of caring for increased numbers of orphans may result in lower quality of care. These estimates should be used to guide policy to support family networks to improve the capacity to provide high quality care to orphans
    URL: Volltext  (Deutschlandweit zugänglich)
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  • 4
    Language: English
    Pages: 1 Online-Ressource (52 p)
    Series Statement: World Bank E-Library Archive
    Parallel Title: Erscheint auch als Blimpo, Moussa P Parental Human Capital and Effective School Management
    Abstract: Education systems in developing countries are often centrally managed in a top-down structure. In environments where schools have different needs and where localized information plays an important role, empowerment of the local community may be attractive, but low levels of human capital at the local level may offset gains from local information. This paper reports the results of a four-year, large-scale experiment that provided a grant and comprehensive school management training to principals, teachers, and community representatives in a set of schools. To separate the effect of the training from the grant, a second set of schools received the grant only with no training. A third set of schools served as a control group and received neither intervention. Each of 273 Gambian primary schools were randomized to one of the three groups. The program was implemented through the government education system. Three to four years into the program, the full intervention led to a 21 percent reduction in student absenteeism and a 23 percent reduction in teacher absenteeism, but produced no impact on student test scores. The effect of the full program on learning outcomes is strongly mediated by baseline local capacity, as measured by adult literacy. This result suggests that, in villages with high literacy, the program may yield gains on students' learning outcomes. Receiving the grant alone had no impact on either test scores or student participation
    URL: Volltext  (Deutschlandweit zugänglich)
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  • 5
    Language: English
    Pages: 1 Online-Ressource (43 p)
    Series Statement: World Bank E-Library Archive
    Parallel Title: Erscheint auch als Evans, David K What Really Works to Improve Learning in Developing Countries?
    Abstract: In the past two years alone, at least six systematic reviews or meta-analyses have examined the interventions that improve learning outcomes in low- and middle-income countries. However, these reviews have sometimes reached starkly different conclusions: reviews, in turn, recommend information technology, interventions that provide information about school quality, or even basic infrastructure (such as desks) to achieve the greatest improvements in student learning. This paper demonstrates that these divergent conclusions are largely driven by differences in the samples of research incorporated by each review. The top recommendations in a given review are often driven by the results of evaluations not included in other reviews. Of 227 studies with student learning results, the most inclusive review incorporates less than half of the total studies. Variance in classification also plays a role. Across the reviews, the three classes of programs that are recommended with some consistency (albeit under different names) are pedagogical interventions (including computer-assisted learning) that tailor teaching to student skills; repeated teacher training interventions, often linked to another pedagogical intervention; and improving accountability through contracts or performance incentives, at least in certain contexts. Future reviews will be most useful if they combine narrative review with meta-analysis, conduct more exhaustive searches, and maintain low aggregation of intervention categories
    URL: Volltext  (Deutschlandweit zugänglich)
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