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 Impact of Climate Change and the Green Transition on Human Capital(Washington, DC: World Bank, 2025-08-18)Countries in Eastern and Central Europe and Central Asia (ECA) are increasingly vulnerable to the impacts of climate change, which are escalating in both frequency and severity, and disrupting human capital—the health, skills, and productivity of individuals— across multiple domains. However, there has been a lack of systematic documentation of these impacts in ECA countries, limiting opportunities for evidence-based policy making. This paper pulls together information on climate change and human development from a variety of sources including news media, humanitarian sources, gray literature and academic research. The evidence collected shows clearly that climate change is leading to adverse health outcomes, disrupting education, reshaping job markets, and driving displacement across ECA, and is affecting vulnerable groups more than others. The paper and its accompanying database represent an initial step in filling this knowledge gap, providing a resource that can support targeted, data-driven policy responses essential to fostering resilient human capital in the region.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.
Users also downloaded
Showing related downloaded files
No results found.