Africa Region Findings & Good Practice Infobriefs

415 items available

Permanent URI for this collection

http://hdl.handle.net/10986/9389

These briefs report on ongoing operational, economic, and sector work carried out by the World Bank and its member governments in the Africa Region.

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Now showing 1 - 10 of 23

Ghana : The AIDS Response Project (GARFUND)

( 2007-05) Mohan, P. C.

The specific objectives of this project - financed through an IDA credit of $28.7 million (2002-05) - were to: provide resources that would enable the government to implement a balanced, diversified multi-sector response, engaging all relevant government sectors, non-governmental organizations (NGOs) and grassroots initiatives; to expand contributions made by the Ministry of Health ( MOH ) engage civil society in the fight against AIDS; and finance eligible activities conducted by civil society organizations, including NGOs, community-based organizations (CBOs), faith-based organizations (FBOs), trade and professional associations, associations of people living with HIV/AIDS (PLWHAs), districts, and line ministries to ensure a rapid multisector scaling-up of HIV prevention and care activities in all regions and at all administrative levels.
Burkina Faso : The Post-Primary Education Project

(World Bank, Washington, DC, 2007-02) Mohan, P.C.

In September 1994, the Government of Burkina Faso held a national convention on post-primary education to analyze the status of this sub-sector and to define a forward-looking strategy. In August 1995, the government initiated a 10-year post-primary education development plan ( PDEPP ) which focused on the educational system as the key determining factor for human resource development. Following a request from the government, the World Bank agreed to providing a credit of US$ 36.6 million (1997-2004) which would support the plan through (i) the promotion of cost-effective and equitable use of education resources; and (ii) an increase in access to and the quality of education.
On “Inequality Traps” and Development Policy

(World Bank, Washington, DC, 2006-11) Rao, Vijayendra

There are inequalities in the world, among individuals and among groups that get reproduced across generations. In the World Development Report 2006 these are referred to as inequality traps. Inequality traps are similar to poverty traps in that they serve to keep people poor and destitute. But equality traps differ from poverty traps in that they refer to a reinforcing system of economic, political and social structures that lead to what social scientists have called durable inequality.
Cape Verde : Improving Education and Training

(World Bank, Washington, DC, 2005-10) Mohan, P.C.

This Credit equivalent of US $6 million was intended to develop, through the Education and Training Consolidation and Modernization project (ETCMP ) - 1999-2003 - a technically and financially sustainable education and training system to ensure an educated and flexible work force capable of responding to the country's social and economic goals. The project was a follow-up to the previous IDA-funded Basic Education and Training project.
Monitoring and Evaluation for Results : Lessons from Uganda

(World Bank, Washington, DC, 2004-09) Hauge, Arild O. ; Mackay, Keith

Recent experience with monitoring and evaluation (M&E) in Uganda has shown how M&E can be developed to contribute to national capacity building, rather than become a demanding, but unproductive data collection exercise. Symptoms of M&E overload have been addressed by assigning coordination responsibility to the Office of the Prime Minister. Prospects are now improving for aligning M&E capacity with strengthening cost-effectiveness and achievement of value for money in service delivery.
Mali - Improving Learning in Public Schools

(World Bank, Washington, DC, 2004-08) Mohan, P.C.

The overall objective of this Learning and Innovation Credit (2000-2003: US$3.8 million) was to further develop and assess the merits of bilingual education in Mali, in terms of financial and educational sustainability. The project was designed at a time when the education system was facing the following problems: (i) low enrollments, including gender and regional imbalances; (ii) poor learning results in primary schools; (iii) low efficiency in public education; (iv) poor accessibility to education for all children; (vi) proliferation of models for community involvement in schooling; and (vii) central management. To achieve its objective, the approach taken was to introduce a bilingual education model - pedagogie convergente - in six languages as the basis for introducing curricular revisions, producing textbooks based on the changed curricula, testing teaching and learning materials, testing student achievement at the end-of-project to determine the model's efficacy, and building community partnerships to elicit local support for introducing the model at the primary education level.
Eritrea - Rapid Results Initiative (RRI) on HIV/AIDS

(Washington, DC, 2004-06) World Bank

In January 2003, the Eritrean Ministry of Health prepared a National Strategic Plan on HIV/AIDS for 2003-2007. In an effort to boost progress in the Community Managed Response (CMR) component of the plan, the government and the World Bank explored the rapid results approach to accelerate the number of community project proposals. The initiative was launched in Asmara on February 24, 2003 through a two day workshop. Specific 100-day goals were agreed upon, self selected teams were assembled, and leadership and resource structures of support and accountability were established. At the conclusion of the workshop the participants agreed on four major areas to focus their initial actions: (a) voluntary counseling and testing, (b) school prevention, (c) behavioral change, and (d) home-based care.
Fighting the Insidious Killer : African Teenagers Battle HIV/AIDS through ICT

(Washington, DC, 2003-05) Bloome, Anthony

The use of information and communications technologies (ICT) complements other information education and communications (IEC) campaigns designed to reach youth. The same technology re- sources e-mail, CD-ROMs, listserves, and the World Wide Web. that can link HIV/AIDS educators and activists around the world, also hold great promise for reaching youth, who typically embrace the use of technology for entertainment, learning, and communication when given access to these resources.
Skills and Literacy Training for Better Livelihoods : A Review of Approaches and Experiences

(World Bank, Washington, DC, 2002-06) Oxenham, John

Too often, policy for vocational education in developing countries has only concerned itself with a literate minority within the labor force. This study helps to widen that view. From the perspective of " Education for All " and " Lifelong Education, " the report examines efforts to combine vocational training with literacy education, to enable a very poor, illiterate labor force, especially rural women, to develop more productive livelihoods and take on increasingly active roles in transforming their families and communities. The aim is to assess whether and how official policy should support such efforts. Based on documentary evidence from several countries, particularly Guinea, Kenya, Senegal, and Uganda, the report suggests that vocational education policy should encompass out-of-school, and illiterate youth and adults, but to be effective would require gradualism, decentralization, capacity building, flexibility, and components of savings, credit, and enterprise development.
Adult Education in Sub-Saharan Africa

(World Bank, Washington, DC, 2001-11) Lauglo, Jon

The note describes the major findings of the study "Engaging with adults", which reviews the international experience with adult basic education (ABE), with a focus on Africa. As a foundation for improved conditions of life, basic education serves not only the young, but adolescents and adults who may have been missed by the educational system. Illiteracy is a major barrier to poverty alleviation, and needs to be addressed, through quality education, and effective ABE programs. The note outlines a range of policy issues for governments to strengthen its support of ABE, from targeting vulnerable groups, through the roles governments and nongovernmental organizations can play - including those of businesses and industry - to institutionalizing ABE, thus enhancing literacy and numeracy, as well as information technology. Recommendations suggest strong political leadership, and considerable investment in institutional development to diversify programs so as to be responsive to local demand.