Miscellaneous Knowledge Notes

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  • Publication
    Monitoring Impacts of COVID-19 and Other Shocks: Uganda High Frequency Phone Survey (UHFPS), Round 9, August 2022
    (Washington, DC: World Bank, 2022-08) Atamanov, Aziz; Ilukor, John; Kemigisha, Audrey; Kilic, Talip; Mupere, Andrew; Ponzini, Giulia
    In June 2020, the Uganda Bureau of Statistics, with the support from the World Bank, has launched the High-Frequency Phone Survey on COVID-19 to track the impacts of the pandemic on a monthly basis for a period of 12 months. In June 2022, the scope of the survey was expanded to monitor economic sentiments and the socioeconomic impact of other shocks such as the Russia-Ukraine war and extreme weather events. The survey aimed to recontact the entire sample of households that had been interviewed during the Uganda National Panel Survey 2019/20 round and that had phone numbers for at least one household member or a reference individual. This report presents the findings from the ninth round of the survey that was conducted between August 5th and August 29th, 2022.
  • Publication
    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.