Miscellaneous Knowledge Notes

584 items available

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http://hdl.handle.net/10986/9388

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Building Climate Resilient and Environmentally Sustainable Health Systems in Africa: A Summary of Findings and Recommendations from Climate and Health Vulnerability Assessments (CHVAs) Funded by AFRI-RES Across Four Countries

(Washington, DC: World Bank, 2023-09-06) World Bank

This note summarizes lessons and practices deployed in embedding climate resilience into the design of projects that received catalytic funds from The Africa Climate Resilience Investment Facility (AFRI-RES). It draws from application of the Resilience Booster Tool to specific projects, as relevant, Compendium Volume on Climate Resilient Investment in Sub-Saharan Africa (World Bank (2023) and Guidance, Standards, and Good Practice Notes developed under the program.
Tanzania: A Simple Teacher Incentive System Can Improve Learning

(World Bank, Washington, DC, 2019-12) World Bank

Tanzania devotes about one-fifth of government spending to education, focusing much of the funding on expanding school access. Primary school enrollment rates have surged, yet the quality of education services and learning outcomes remain poor, with only 38 percent of children aged 9–13 able to read or do arithmetic at the second grade level. Teachers play a critical role in helping children learn, but in Tanzania, many do not show up to teach. Poor motivation and lack of accountability have contributed to the high absenteeism and commensurate loss of instructional time. One way to strengthen teacher motivation and management is through performance pay. Teacher incentive schemes link bonuses or other rewards to specific targets, whether outputs (e.g., verified classroom presence) or outcomes (e.g., student test score improvement). Performance pay can help achieve learning results at low cost compared to teacher base salaries. In Tanzania, the Results in Education for All Children (REACH) Trust Fund supported a randomized control trial comparing two types of teacher performance pay systems and their effect on early grade learning.
Zanzibar: Can Goal-setting and Incentives Improve Student Performance?

(World Bank, Washington, DC, 2019-02) World Bank

The Results in Education for All Children (REACH) Trust Fund at the World Bank funded an evaluation that measured how two different incentive approaches affected the academic performance of grade 9 students in Zanzibar (Tanzania). The first approach allowed students to set personal goals at the beginning of the school year regarding their performance by the end of the year. The second approach combined this goal-setting exercise with non-financial rewards such as certificates or in-kind prizes for students who met their goals. These approaches were designed to answer the following questions: (i) whether students setting goals for themselves has any effect on their performance in school and (ii) whether this effect is strengthened when combined with non-financial incentives.
Tanzania - Can a Simple Teacher Incentive System Improve Learning?

(World Bank, Washington, DC, 2018-03) World Bank

The Results in Education for All Children (REACH) Trust Fund at the World Bank co-funded an evaluation that compared the effectiveness of two different teacher performance pay sys - tems in early primary schools in Tanzania. These performance pay systems are part of KiuFunza , an experimental teacher pay program introduced by Twaweza East-Africa, a civil society orga - nization, in collaboration with the Abdul Latif Jameel Poverty Action Lab (J-PAL), Innovations for Poverty Action (IPA) and Economic Development Initiatives (EDI).
Urban Water and Sanitation in Tanzania: Remaining Challenges to Providing Safe, Reliable, and Affordable Services for All

(World Bank, Washington, DC, 2018-02) World Bank

The purpose of the brief Urban Water and Sanitation in Tanzania: Remaining Challenges to Providing Safe, Reliable and Affordable Services for All is to outline the ways in which the Sustainable Development Goals (SDGs) framing of water and sanitation is helping us to understand not previously seen problems with urban services. For water services we see a reduction in the gap in access to improved and piped supply between rich and poor since 2005, with overall coverage currently standing at 85 in 2016. However, the low reliability of supply leads to a dependence on more expensive, informal service providers as a secondary source. This dependence can hit the poor hardest. In contrast, for sanitation we see a persistent and widening gap between rich and poor in improved access with a high proportion of shared facilities. Furthermore, as the SDG standards point out, lack of safe treatment and disposal of fecal matter can lead to a greater risk of contaminated water being ingested by the population, increasing the likelihood of waterborne disease such as cholera. Tanzania's cities, have experienced frequent outbreaks of cholera, with 4,985 cases reported in 2017.
Rural Water in Tanzania: High Investments, Low Returns

(World Bank, Washington, DC, 2017-12) World Bank

The purpose of the document is to lay out the reasons for a lack of progress in Tanzania's rural water sector. Its key messages include: stressing the additional progress that is needed to make Sustainable Development Goal (SDG) targets for water, in particular taking into account accessibility of functioning rural water points; the need to address the causes of high water point failure; and the need to address institutional constraints that have limited the capacity of investment to reach its desired return. The econometric analysis of water point failure reveals the importance of the choice of pump type in comparison to the promoter and management in explaining water point failure. Meanwhile, the institutional analysis points to a limited user participation and weak accountability mechanisms; blurred institutional roles and intergovernmental arrangements; and limited capacity of local government and community-owned water supply organizations.
Systems in Action: Tanzania

(World Bank, Washington, DC, 2015-11) World Bank

Education systems are large, complex organizations that encompass not only various sets of actors and inputs, but also the relationships that allow those actors and units to work together. When standards, rules, accountability relationships and financing levels are aligned towards shared education goals, the education system as a whole, in all its complexity and size, is coherent and able to perform well. Improving learning outcomes therefore requires much more than simply increasing resources; education systems must be strengthened at the component and the system level, to help equip children, youth and adults with knowledge and skills for life. The World Bank helps countries ensure ‘learning for all’ through support to countries on both the financing and knowledge fronts. The Education Global Practice within the World Bank champions a systems approach, by holistically evaluating which education policies and programs are most likely to create quality learning environments and improve student performance, especially among the disadvantaged and excluded.