Publication: Human Capital Public Expenditure and Institutional Review - An analysis of financing and governace constraints for the delievry of basic education and primary health care in Nigeria
Loading...
Date
2024-07-22
ISSN
Published
2024-07-22
Author(s)
Belay, Tekabe
De Simone, Martin Elias
Parajuli, Dilip
Okunola, Olumide Olaolu
Dahal, Mahesh
Gafar, Ayodeji
Pradhan, Elina
Nweje, Ikechukwu John
Editor(s)
Abstract
Human capital, the sum of a population’s health, skills, knowledge, and experience, constitutes a fundamental pillar in the sustainable development and economic growth of nations (World Bank 2018). It represents not just the capacity of individuals to contribute productively to society, but also the potential for countries to achieve higher levels of economic development and social well-being. This report focuses on identifying the constraints to and solutions for improving human capital outcomes in the Federal Republic of Nigeria, a country with significant untapped potential in this critical area.
Link to Data Set
Citation
“Belay, Tekabe; De Simone, Martin Elias; Parajuli, Dilip; Okunola, Olumide Olaolu; Dahal, Mahesh; Gafar, Ayodeji; Pradhan, Elina; Chugunov, Dmitry; Isser, Deborah; Nweje, Ikechukwu John. 2024. Human Capital Public Expenditure and Institutional Review - An analysis of financing and governace constraints for the delievry of basic education and primary health care in Nigeria. © World Bank. http://hdl.handle.net/10986/41924 License: CC BY-NC 3.0 IGO.”
Associated URLs
Associated content
Other publications in this report series
Journal
Journal Volume
Journal Issue
Collections
Related items
Showing items related by metadata.
Publication Private Non-State Sector Engagement in the Provision of Educational Services at the Primary and Secondary Levels in South Asia : An Analytical Review of Its Role in School Enrollment and Student Achievement(World Bank, Washington, DC, 2014-06)Private (non-state) sector engagement in the provision of educational services at the primary and secondary levels in South Asia has recently undergone remarkable growth. This type of education comes in various forms, such as schools financed and managed by the private sector, schools financed by the government and managed by the private sector, private school vouchers, and tutoring outside the classroom. According to recent household survey data, almost one-third of school-goers aged 6 to 18 years in South Asia go to private schools, with a high concentration in Bangladesh, India, Nepal, and Pakistan. Data for India, Nepal, and Pakistan show that on average, private schools perform at least as well as government schools on student test scores, after controlling for socioeconomic factors, and they do so at significantly lower costs to society. However, student achievement varies greatly across schools of each type, with many weak private schools as well as strong government schools. Substantial, albeit indirect, evidence points to teacher behavior and accountability as an important driver of the effectiveness of private schools. In the long run, however, many factors may play important roles in sustaining the private sector's advantage. Another risk is that overall poor quality in a large government sector may set a low benchmark for the private sector. The findings cast doubt on the effectiveness of government regulations for private schools, given weak institutional capacity. Public-private partnerships with effective accountability mechanisms could leverage both equity and efficiency. Finally, it appears important to understand and customize teaching to the child's individual level.Publication Student Learning Outcomes in Tanzania’s Primary Schools(World Bank, Washington, DC, 2019-01)This policy note is an attempt to systematically analyze and document emerging trends in the evolution of students’ learning outcomes in Tanzania’s primary schools. The note is based on two rounds of the Service Delivery Indicators Survey in Tanzania, 2014 and 2016, and provides guidance to the Government on: (1) regional, district and school-level variations in gains in pupil achievement scores; (2) student, teacher and school level factors associated with learning outcomes; and (3) key observable factors associated with highest gains in test scores. The good news is that the Government’s concerted reform efforts are showing positive results in quality of schooling: test scores in English, Math, and Kiswahili for Standard four pupils have improved significantly over time. They have improved all across Tanzania, with largest gains registered in disadvantaged targeted districts (EQUIP-T3), followed by rural areas. Low-performing regions are catching up as the impacts of several large-scale investment programs are taking root. These improvements in test scores appear to be associated with improvements in teacher effort and subject knowledge. Rising pupil-teacher-ratios pose risks to continued learning improvements, particularly as the Government is preparing for rapid expansion in enrolments in the wake of the Fee-Free Basic Education Policy. Students tested for 2016 will be entering Form 1 secondary in 2018-19. For the improvements in learning at the primary level to have maximum impact, particularly in disadvantaged regions supported by EQUIP-T, they will require immediate attention to and investments in secondary schools to take these students through the full cycle of quality basic education promised by FFBEP. Female students, overage students, and non-native Kiswahili speakers continue to lag behind in learning, posing threats to the long-term equity of the system. Careful measurement of teacher practices at secondary level can provide ways to supportteaching behavior conducive to the well-being of these children.Publication Toward More Effective and Legitimate Institutions to Handle Problems of Justice in Solomon Islands(World Bank, Washington, DC, 2015-03)This policy note summarizes key lessons and conclusions from the World Bank's engagement in Solomon Islands under the justice for the poor program, which has been active in that country since 2009. It interprets what has been learned in connection with a question posed at the start of this program: what can be done to support more effective and legitimate institutions to handle problems of justice in Solomon Islands?. To answer this question, the note is organized around a set of three questions. First, what are Solomon Islanders' main justice concerns? Second, how are these concerns being handled today, to what extent are people satisfied, and why? Third, what can Solomon Islanders and their development partners do to improve justice outcomes? This note is an effort to shift the standard discourse on building justice institutions to a problem driven approach that seeks to grapple with the contextual peculiarities of Solomon Islands. The approach, which this note aims to illustrate, begins with an assessment of how problems are experienced by citizens and then examines how these issues are being handled by public authorities, whether secular, religious, chiefly, or kastom in nature. It then considers the conditions under which these authorities may work differently and also the likelihood that powerful players and citizens will invest in the forms of institutions needed to incrementally, but appreciably, deliver better results.Publication Improving Educational Outcomes for Children in Low-Income Countries(Washington, DC: World Bank, 2025-03-17)The report is organized into six main sections. The first section provides an overview of the context in Edo. Section two summarized the central interventions part of EdoBESST and how they are based on the available evidence. Section three assesses the impact of interventions in terms of outputs and learning outcomes. Section four focuses on some of the political economy of the reforms, including the importance of commitment, leadership, and financing. Section four reviews the implementation of EdoBEST, evaluating critical aspects such as the implementation modality and scalability of the program. Finally, section five offers conclusions and identifies key lessons learned.Publication Building on Early Gains in Afghanistan's Health, Nutrition, and Population Sector : Challenges and Options(World Bank, 2010)A number of development partners, including the World Bank, have been actively supporting the health sector in Afghanistan since 2003-04 (1382 AC). Collectively, they invested more than $820 million between 2003 (1382 AC) and 2008-09 (1387 AC) and played key roles in supporting the government in reshaping the country's health sector. This support continues, with all partners starting new projects aimed at further strengthening the sector and building on the successes that have been achieved. The book is organized as follows. Chapters one-four tell a coherent story about the achievements of the sector between 2002 and 2008 (1381-87AC), the financial resources used to achieve the results, and the contribution the private sector has made to the achievements. Chapters five-eight) look forward. They identify the challenges the sector is facing in meeting human resource needs, expanding the coverage of the basic package of health services (BPHS), and increasing the institutional capacity of the Ministry of Public Health (MoPH). Chapter eight summarizes the lessons learned and provides options for moving forward.
Users also downloaded
Showing related downloaded files
Publication Mozambique : Country Financial Accountability Assessment(Washington, DC, 2001-12)The overall conclusion of this country financial accountability assessment report is that public sector financial management systems in Mozambique are very weak, as evidenced by the Reports of the Tribunal Administrative (TA) on the General State Accounts for 1998 and 19992, and will require substantial strengthening over several years. In the interim, risks of waste, diversion and misuse of funds are assessed as high. This has clear implications for both the Government and its donors: (a) the Government will need to address the main issues identified for improvement in the Report in the aim of establishing practices and standards on a par with international benchmarks3; and (b) the donors will need to support this process and, in the meantime, to build explicit risk minimization actions and conditionality into their Mozambican operations.. Recommended actions to improve public financial management include: enacting and implementing public financial management laws; strengthening public sector auditing capacity; strengthening financial management in local government; developing the accountancy profession; and strengthening/expanding programs in higher education institutions.Publication Tanzania at the Turn of the Century : From Reforms to Sustained Growth and Poverty Reduction(Washington, DC: World Bank, 2001-04)The study builds on lessons from Tanzania's development experience of the past four decades, with emphasis on the period following the 1996 Country Economic Memorandum, which focused on the challenge of reforms, in particular the impact of reforms on growth, incomes, and welfare in the country. The study assesses Tanzania's current development status against the country's ambition, since independence, to rid the nation of three archenemies: poverty, ignorance, and disease. Structural transformation has been extremely limited, with agriculture still dominating the economy, a non-diversified economy that hampers flexibility to withstand shock occurrences. Nonetheless, the country intensified macroeconomic policy reforms, significantly stabilizing the economy, with falling inflation levels, climbing foreign exchange reserves, and an overall fiscal balance. But the main factors identified behind the slow development progress, are primarily inadequate capital accumulation, and productivity growth; poor support for the transformation of agriculture; disrupted progress in building human capital; and, delayed demographic transition. However, the steady progress in reorienting its economy to a market-based operation, is creating space for exploiting the large potential of private sector initiative. It is emphasized that growth will only be sustainable, if firmly rooted in exploiting the domestic resource base, international competitiveness, and an aggressive pursuit of new export opportunities.Publication Future Drivers of Growth in Rwanda(Washington, DC: World Bank, 2020)A strong and widely acknowledged record of economic success—including a three-and-ahalf- fold increase in per capita income since 1994—places Rwanda among the world’s fastest-growing economies. Traumatic memories of the 1994 genocide are gradually fading, as associations begin to take a more positive form—of a nation on the rise, powered by human resilience, a sense of common purpose, and a purposeful government. Past successes and a sense of frailty have fueled aspirations for a secure, prosperous, and modern future. Sustaining high rates of economic growth is at the heart of these ambitions. Recent formulations of the nation’s Vision 2050 set a target of achieving upper-middleincome status by 2035 and high-income status by 2050. Future Drivers of Growth in Rwanda: Innovation, Integration, Agglomeration, and Competition, a joint undertaking by experts from Rwanda and the World Bank Group, evaluates the country’s possibilities and options in this endeavor. The report identifies four essential drivers of growth—innovation, integration, agglomeration, and competition—and reforms in six priority areas: human capital development, export dynamism and regional integration, well-managed urbanization, competitive domestic enterprises, agricultural modernization, and capable and accountable public institutions.Publication Adult Literacy Programs in Uganda(Washington, DC: World Bank, 2001-01)The purpose of this study is to compare, and contrast the resource requirements, and effectiveness of adult literacy programs in Uganda, assess its implementation, and recommend future policy for the development of adult literacy education. The report presents the research, and evaluation background, providing analyses of effectiveness in terms of both the attainment, and retention of reading, writing, and arithmetic skills, including practical knowledge, and attitude changes - particularly, knowledge about HIV/AIDS prevention, and care. It explores the factors affecting the performance of adult education, the costs of activities, and the extent of local commitment under the current socioeconomic conditions. The context of literacy programs in Uganda, and the current state of both government, and nongovernmental organizations' programs, are described, emphasizing on outcomes, and cost-effectiveness, rather than process, or methodology. Conclusions suggest that while the programs are helping the government in redressing the imbalance of educational opportunities, namely between men and women, these programs are nonetheless in danger of missing their primary target, i.e., the people who have had no schooling. Furthermore, the average level of attainment is very limited, revealing the quality of implementation is the major explanation for the variations in learners' attainments. Recommendations suggest consistency in policy, to ensure reconciliation between decentralization, and the priority for universal literacy.Publication The State of Ceara in Brazil is a Role Model for Reducing Learning Poverty(World Bank, Washington, DC, 2020-06)This report presents the case of the state of Ceara in Brazil that overcame adverse socioeconomic conditions to substantially improve education outcomes with efficient use of resources. Despite having the 5th lowest GDP per capita among the 26 Brazilian states, the 9-million-inhabitant state of Ceara has experienced the largest increase in the national education quality index in both primary and lower secondary education since 2005, with 10 municipalities of Ceara being among the top 20 national ranking, including Sobral which has the highest score. The state of Ceara pioneered the use of results-based financing as part of a comprehensive education reform program that among other elements included strong support to its municipalities to achieve universal literacy by the end of grade 2. The reforms allowed the state to considerably improve learning levels of students in primary and lower secondary education with a high level of efficiency in the use of resources. The main aspects of the reforms are presented and discussed.