Publication: Public Expenditure Tracking and Service Delivery Survey : Education and Health in Honduras - Background Chapters
Loading...
Published
2010-09-01
ISSN
Date
2012-03-19
Author(s)
Editor(s)
Abstract
This report aims at providing the Government of Honduras (GOH) with a tool to improve efficiency in the management of existing public resources in the education and health sectors, in order to increase access and provide better education and health services to the poor. Specifically, the objectives of the study are to: i) identify how resources are allocated and used in the education and health sectors; ii) identify leakages and inefficiencies in the system; iii) analyze how existing management models perform and how different public management instruments are applied in each sector; and iv) issue recommendations for improving the management of resources in the education and health sectors. The education and health sectors account for 46.2 percent of Central Government expenditures and have been highlighted as major drivers of growth. The main focus of the analysis in the education sector are the funds allocated to human resources given that it accounts for more than 80 per cent of the budget. The report presents the methodology and main findings from the survey that was carried out between November 2008 and October 2009. The main recommendation of the report is that an effort should be made in order to improve the scope, quality and transparency of the information collected on the provision of education and health services.
Link to Data Set
Citation
“World Bank. 2010. Public Expenditure Tracking and Service Delivery Survey : Education and Health in Honduras - Background Chapters. © World Bank. http://hdl.handle.net/10986/3006 License: CC BY 3.0 IGO.”
Digital Object Identifier
Associated URLs
Associated content
Other publications in this report series
Journal
Journal Volume
Journal Issue
Collections
Related items
Showing items related by metadata.
Publication Absenteeism and Beyond : Instructional Time Loss and Consequences(World Bank, Washington, DC, 2007-10)Studies have shown that learning outcomes are related to the amount of time students engage in learning tasks. However, visits to schools have revealed that students are often taught for only a fraction of the intended time, particularly in lower-income countries. Losses are due to informal school closures, teacher absenteeism, delays, early departures, and sub-optimal use of time in the classroom. A study was undertaken to develop an efficient methodology for measuring instructional time loss. Thus, instructional time use was measured in sampled schools in Tunisia, Morocco, Ghana, and the Brazilian state of Pernambuco. The percentage of time that students were engaged in learning vis-à-vis government expectations was approximately 39 percent in Ghana, 63 percent in Pernambuco, 71 percent in Morocco, and 78 percent in Tunisia. Instructional time use is a mediator variable that is challenging to measure, so it often escapes scrutiny. Research suggests that merely financing the ingredients of instruction is not enough to produce learning outcomes; students must also get sufficient time to process the information. The quantity-quality tradeoff that often accompanies large-scale enrollments may be partly due to instructional time restrictions. Time wastage also distorts budgetary outlays and teacher salary rates. To achieve the Millennium Development Goals students must get more of the time that governments, donors, and parents pay for.Publication Building Evidence, Shaping Policy(World Bank, Dili, 2013-08)Reliable evidence is needed to design policies that will allow overcoming Timor-Leste's remaining challenges in provision of quality education. In recent post-conflict years, aided by availability of oil revenues, Timor-Leste has been able to considerably improve availability of schools and access to education. This report presents findings of the 2012 Education Survey, collaboration between the Ministry of Education, the National Directorate of Statistics, AusAID and the World Bank. The survey collected detailed information at all primary, pre-secondary and secondary schools in the country. Its objectives were to support the improvement of Timor-Leste's education quality and service delivery through building a solid information source and analytical foundation which will allow for sound, evidence-based policy making. The survey results indicate that student absenteeism should be a major cause for concern. More than one third of grade one students were absent from school on the day of the survey, in some districts it was half or even more. Education levels of primary school teachers are low, with the majority only having secondary education. For 71 percent of primary school teachers the highest level of education is secondary school, for 6 percent it is even lower. Both demand and supply side interventions are needed to tackle the challenges faced. Some key policy areas should be: 1) improving school attendance through creating appropriate demand-side incentives; 2) enhancing teacher quality; 3) strengthening instruction language policy; 4) improving education system management; 5) improving school infrastructure and learning environment; and 6) ensuring adequate supply of textbooks.Publication School-Based Management, School Decision-Making and Education Outcomes in Indonesian Primary Schools(2011-09-01)This paper examines the key aspects of the practices of school-based management in Indonesia, and its effect on education quality. Using a conceptual framework of an accountability system of public service delivery, the paper explores the relations among Indonesian parents, school committees, schools, and government education supervisory bodies from three tenets: participation and voice; autonomy; and accountability. Using the data from a nationally representative survey of about 400 public primary schools in Indonesia, the paper finds that the level of parental participation and voice in school management is extremely low in Indonesia. While the role of school committees is still limited to community relations, school facilities, and other administrative areas of school management, school principals, together with teachers, are much more empowered to assert professional control of the schools. The accountability system has remained weak in Indonesia's school system, which is reflected by inadequate information flow to parents, as well as seemingly low parental awareness of the need to hold schools accountable. The accountability arrangement of the Indonesian school system currently puts more emphasis on top-down supervision and monitoring by government supervisory bodies. The findings show that although the scope of school-based management in Indonesia is limited, it has begun to help schools make the right decisions on allocation of resources and hiring additional (non-civil servant) teachers, and to create an enabling environment of learning, including increasing teacher attendance rates. These aspects are found to have significantly positive effects on student learning outcomes.Publication Decentralized Decision-making in Schools : The Theory and Evidence on School-based Management(World Bank, 2009)The school-based management (SBM) has become a very popular movement over the last decade. The World Bank's work on school-based management emerged from a need to better define the concept, review the evidence, support impact assessments in various countries, and provide feedback to project teams. The authors took detailed stock of the existing literature on school-based management and then identified several cases that the Bank was supporting in various countries. The authors present as well general guidance on how to evaluate school-based management programs. The Bank continues to support and oversee a number of impact evaluations of school-based management programs in an array of countries. Despite the clear commitment of governments and international agencies to the education sector, efficient, and equitable access remains elusive for many populations - especially for girls, indigenous peoples, and other poor and marginalized groups. Many international initiatives focus on these access issues with great commitment, but even where the vast majority of children do have access to education facilities, the quality of that education often is very poor. This fact increasingly is apparent in the scores from international learning assessments on which most students from developing countries do not excel. Evidence has shown that merely increasing resource allocation without also introducing institutional reforms in the education sector will not increase equity or improve the quality of education. One way to decentralize decision-making power in education is known popularly as SBM. There are other names for this concept, but they all refer to the decentralization of authority from the central government to the school level. SBM emphasizes the individual school (represented by any combination of principals, teachers, parents, students, and other members of the school community) as the main decision-making authority, and holds that this shift in the formulating of decisions will lead to improvement in the delivery of education.Publication Public Expenditure Tracking and Service Delivery Survey : Education and Health in Honduras - Main Report(World Bank, 2010-09-01)This report aims at providing the Government of Honduras (GOH) with a tool to improve efficiency in the management of existing public resources in the education and health sectors, in order to increase access and provide better education and health services to the poor. Specifically, the objectives of the study are to: i) identify how resources are allocated and used in the education and health sectors; ii) identify leakages and inefficiencies in the system; iii) analyze how existing management models perform and how different public management instruments are applied in each sector; and iv) issue recommendations for improving the management of resources in the education and health sectors. The education and health sectors account for 46.2 percent of Central Government expenditures and have been highlighted as major drivers of growth. The main focus of the analysis in the education sector are the funds allocated to human resources given that it accounts for more than 80 per cent of the budget. The report presents the methodology and main findings from the survey that was carried out between November 2008 and October 2009. The main recommendation of the report is that an effort should be made in order to improve the scope, quality and transparency of the information collected on the provision of education and health services.
Users also downloaded
Showing related downloaded files
Publication Pakistan Country Climate and Development Report(World Bank, Washington, DC, 2022-11)Integrating climate and development is a pillar of the World Bank Group’s (WBG) Climate Change Action Plan 2021-25. To advance its implementation, the WBG has launched the Country Climate and Development Report (CCDR). This new, core diagnostic tool analyzes how a country’s development goals can be achieved in the context of adapting to, and mitigating against, climate change. As such, the Pakistan CCDR provides analysis and policy recommendations on how to harmonize the country’s efforts to achieve further economic growth and lower poverty rates, on the one hand, with the pursuit of a climate-resilient, low-carbon, and equitable development path, on the other. In light of the devastating 2022 heatwaves and floods and the country’s vulnerability profile, the CCDR puts a strong emphasis on the need for building long-term resilience. Further, it explores pathways for Pakistan to achieve deep decarbonization by 2050, and eventually reach net-zero emissions by 2070 without undermining its development ambitions. It also provides assessment on technical, financial and institutional and governance frameworks needed for these climate transitions. Most importantly, it attempts to capture the centrality of people in climate policies by assessing how climate risks affect lives and livelihoods, and ways in which governments can build resilience and address poverty, distributional and job impact of climate change and climate actions. Lastly, it sheds lights on ways for Pakistan to galvanize cooperation between public and private sectors and support from international communities.Publication Pricing Currency Risk: Facts and Puzzles from Currency Boards(World Bank, Washington, D.C., 2002-03)The authors investigate the patterns and determinants of the currency risk premium in two currency boards-Argentina and Hong Kong. Despite the presumed rigidity of currency boards, currency premium is almost always positive and at times very large. Its term structure is usually upward sloping, but flattens out or even becomes inverted at times of turbulence. Currency premia differ across markets. The forward discount typically exceeds the currency premium derived from interbank rates, particularly during times of crisis. The large magnitude of these cross-market differences can be the consequence of unexploited arbitrage opportunities, market segmentation, or other risks embedded in typical measures of currency risk. The premium and its term structure depend on domestic and global factors related to devaluation expectations and risk perceptions.Publication Digital Africa(Washington, DC: World Bank, 2023-03-13)All African countries need better and more jobs for their growing populations. "Digital Africa: Technological Transformation for Jobs" shows that broader use of productivity-enhancing, digital technologies by enterprises and households is imperative to generate such jobs, including for lower-skilled people. At the same time, it can support not only countries’ short-term objective of postpandemic economic recovery but also their vision of economic transformation with more inclusive growth. These outcomes are not automatic, however. Mobile internet availability has increased throughout the continent in recent years, but Africa’s uptake gap is the highest in the world. Areas with at least 3G mobile internet service now cover 84 percent of Africa’s population, but only 22 percent uses such services. And the average African business lags in the use of smartphones and computers as well as more sophisticated digital technologies that catalyze further productivity gains. Two issues explain the usage gap: affordability of these new technologies and willingness to use them. For the 40 percent of Africans below the extreme poverty line, mobile data plans alone would cost one-third of their incomes—in addition to the price of access devices, apps, and electricity. Data plans for small- and medium-size businesses are also more expensive than in other regions. Moreover, shortcomings in the quality of internet services—and in the supply of attractive, skills-appropriate apps that promote entrepreneurship and raise earnings—dampen people’s willingness to use them. For those countries already using these technologies, the development payoffs are significant. New empirical studies for this report add to the rapidly growing evidence that mobile internet availability directly raises enterprise productivity, increases jobs, and reduces poverty throughout Africa. To realize these and other benefits more widely, Africa’s countries must implement complementary and mutually reinforcing policies to strengthen both consumers’ ability to pay and willingness to use digital technologies. These interventions must prioritize productive use to generate large numbers of inclusive jobs in a region poised to benefit from a massive, youthful workforce—one projected to become the world’s largest by the end of this century.Publication Investing in Opportunities for All(World Bank, Washington, DC, 2019-05)The Croatia Country Gender Assessment reviewed the state of equality between women and men in Croatia in endowments, economic opportunities, and voice and agency. Overall, the country has made progress on including gender equality both institutionally and legally into its policy agenda. Certain indicators of gender equality remain strong, such as equitable primary and secondaryschool enrollment for boys and girls. A closer look reveals areas that need to be improved, such as equality in the labor market, women's entrepreneurship and role in politics and business, the situation of Roma women, rural and urban disparities, care work distribution between men and women, and the inclusion of lesbian, gay, bisexual, transgender, and intersex (LGBTI) people.The most significant gap is in access to economic opportunities, with a large number of women, youth, retirees, and minorities excluded from the labor market. Sustainable and effective solutions for this complex issue lie in a whole of government effort covering education andskills development, including retraining and lifelong learning; equity in healthcare; provision of care services to enable women to enter the labor market; and inclusive entrepreneurship. The findings are in line with some of the issues raised in the Croatia Systematic Country Diagnostic of the World Bank; this assessment unpacks these issues in more detail and identifies additional areas for attention. The World Bank could use its engagement with the Government of Croatia to advocate for these issues, and to look for entry points in its current portfolio and pipeline. To this end, a Gender Roadmap has been developed under the Country Partnership Framework (2019-2024) that will focus on how some of the gender gaps could be reduced through the Bank's current and future engagements, and progress tracked periodically. It shows a commitment by the Bank to follow up on the findings and the recommendations arising from this assessment. The conclusions have been arrived at using mixed methods, supplementing quantitative sources with qualitative tools. The assessment is also innovative in highlighting the intersectionality of overlapping disadvantages arising from social and spatial exclusion. It does this by bringing in voices of the youth, elderly women, Roma, and LGBTI from Slavonia (one of the least-developed parts of the country), and Zagreb (the most developed). For instance, the cumulative disadvantages for an elderly rural woman in less-developed Slavonia is not the same as that for a woman of similar age in the capital Zagreb.Publication Iran Economic Monitor, Spring/Summer 2023(Washington, DC: World Bank, 2023-08-22)The Iran Economic Monitor (IEM) provides an update on key economic developments and policies. It examines these economic developments and policies in a longer-term and global context and assesses their implications for the outlook for thecountry. The IEM’s coverage ranges from the macroeconomy to financial markets to indicators of human welfare and development. Iran’s economy continued to grow moderately for the third consecutive year in 2022/23, albeit at a slower pace than in the previous year. Real gross domestic product (GDP) grew by 3.8 percent in 2022/23, driven by expansions in services and manufacturing. Despite sanctions, the oil sector also expanded, aided by the tighter global oil markets. Favorable weather conditions helped the agriculture sector to marginally grow after the contractionsin previous years. On the expenditure side, private consumption was the main driver of GDP growth. Government consumption contracted to contain the budget deficit following a sharp expansionary policy in 2021/22. Meanwhile, exports and importsboth increased, and strong investment in machinery drove investments up, while construction investment marginally improved. However, the economy continuesto face growth constraints notably related to the economic sanctions, restricted access to external markets and to the latest technology, and much needed foreign investment. The Special Focus of the report highlights the scarring effects of the COVID-19 pandemic, documenting the marked deterioration in labor market outcomes. Despite sizeable government interventions to sustain the economy, in the first year of the pandemic (2021/22), approximately 1 million Jobs were lost, and labor force participation contracted by 3 percentage points. Iranian women were the most affected: two out of three jobs lost between 2019/20 and 2020/21 were previously held by women. The gendered impact of the crisis contributed to widening Iranian’s women disadvantage in the labor market. Most importantly, the gains in femalelabor force participation slowly accumulated since 2011 vanished. Consistent with what is observed in other countries, women with young children were the most affected by the crisis. The combined effect of school closures and unequal intra-household allocation of care responsibilities, associated with prevailing gender norms, pushed Iranian women with children out of the labor force. Whether or not these trends will be reversed as the management of the COVID-19 pandemic is normalized and the economy recovers from the crisis remains an important policy question.