Publication: Schools Count : World Bank Project Designs and the Quality of African Primary Education
Date
1996-03
ISSN
Published
1996-03
Author(s)
Heneveld, Ward
Craig, Helen
Abstract
The conceptual framework developed for
this study used the review of the literature to identify
eighteen key factors that influence student outcomes. The
factors are divided into four inter-related categories that
are themselves influenced by the institutional, cultural,
political, and economic context surrounding the school.
Within this context, the supporting inputs flow into each
school where interaction among the enabling conditions,
school climate, and teaching/learning process combine to
produce student outcomes. The report concludes that
investment programs for primary education in Africa need to
accelerate the trend towards a greater focus on what happens
inside schools, towards an even richer package of
considerations of what makes education successful at the
school level, and towards sectoral policies that empower
schools and communities to control better the education of
their children. The analysis of the Bank-supported projects
leads to two major conclusions. First, the project designs
analyzed address an array of inputs that are known to affect
educational outcomes: community support, supervision,
teacher development, textbooks, and facilities. Second, the
project designs tend to ignore the process factors that
characterize effective education within schools - school
level autonomy, school climate, the teaching/learning
process, and pupil evaluation and teacher feedback.
Citation
“Heneveld, Ward; Craig, Helen. 1996. Schools Count : World Bank Project Designs and the Quality of African Primary Education. Africa Region Findings & Good Practice Infobriefs; No. 59. © World Bank, Washington, DC. http://openknowledge.worldbank.org/entities/publication/ebe27428-a844-5780-a8d0-1883c15de104 License: CC BY 3.0 IGO.”