World Bank2012-06-152012-06-152006-08https://hdl.handle.net/10986/8183This report on the decentralized service delivery for the poor is structured in two volumes. Volume one is a cross-sectoral report, the core report. The first part includes the program and performance overview which describes the programs (including their poverty goals) and their process of decentralization, the overview of expenditures, the access of the poor to these services, and the evidence on the quality of services. The second part of the core report is on the institutional dimensions of decentralized service delivery which includes the World Development Report (WDR) 2004-type framework of accountability, adapted to the situation in Mexico. Volume two contains the sectoral pieces. For this report-the third phase of a programmatic series of studies on poverty in Mexico-Mexico's social cabinet requested that the Bank analyze service delivery of a specific list of programs that are essential to the government's development strategy in the context of decentralization. The elements of the government's strategy considered here-basic education, health care for the population without social security coverage, local social infrastructure, and local rural development-all aim directly or indirectly to reduce poverty. Both social and economic services shape the opportunities of poor people. Social services contribute to human capital formation and risk management, while economic services shape access to markets. The analysis presented in this report does not pretend to be exhaustive of decentralized service delivery for the poor. Important areas for future research include the following: (i) analysis of the compliance of the law or of the detail regulations in programs; (ii) systematic comparisons of state interventions in the sectors analyzed in this report; (iii) analysis of the implications and requirements to implement per capita funding in health and education, and freedom to choose providers; and (iv) systematic compilation of information at the state and municipal level on the performance of the programs.en-USCC BY 3.0 IGOACADEMIC INSTITUTIONSACADEMIC LEARNINGACCESS TO TEXTBOOKSACHIEVEMENT TESTSACHIEVEMENTSADULT EDUCATIONAVERAGE EDUCATIONAL ATTAINMENTBACKGROUND PAPERSBASIC EDUCATIONBASIC EDUCATION LEVELBASIC EDUCATION SERVICESBASIC EDUCATION SYSTEMBASIC SKILLSBENEFICIARY SCHOOLSBENEFITS OF EDUCATIONBILINGUAL EDUCATIONBILINGUAL EDUCATION PROGRAMCAPACITY BUILDINGCAREERCHILDREN IN PRESCHOOLCIVIL SERVICECLASSROOMCLASSROOM LIBRARIESCOMMUNITY PARTICIPATIONCOMMUNITY SCHOOLSCOMPUTERS IN SCHOOLSCURRICULACURRICULAR REFORMCURRICULUMCURRICULUM DEVELOPMENTDECISION MAKINGDIDACTIC MATERIALSDISADVANTAGED CHILDRENDISADVANTAGED GROUPSDISADVANTAGED SCHOOLSDISADVANTAGED STUDENTSDROPOUT RATESEDUCATION ASSESSMENTEDUCATION AUTHORITIESEDUCATION EXPENDITURESEDUCATION INDICATORSEDUCATION PROGRAMSEDUCATION QUALITYEDUCATION SPECIALISTSEDUCATION SPENDINGEDUCATION ­ DECENTRALIZATIONEDUCATIONAL ATTAINMENTEDUCATIONAL DEVELOPMENTEDUCATIONAL GAPSEDUCATIONAL INNOVATIONEDUCATIONAL INSTITUTIONSEDUCATIONAL LEVELSEDUCATIONAL OUTCOMESEDUCATIONAL RESOURCESEDUCATIONAL SERVICESEFFECTS OF EDUCATIONENROLLMENT RATESEQUAL OPPORTUNITIESEVALUATION OF EDUCATIONEXAMEXPANSION OF EDUCATIONEXPENDITURES PER STUDENTGERGLOBAL MARKETSGRADE LEVELSGRADE REPETITIONHIGH SCHOOLSHUMAN CAPITALHUMAN CAPITAL FORMATIONHUMAN RESOURCESILLITERACYILLITERACY RATESINCOME GENERATIONINDIGENOUS EDUCATIONINDIGENOUS LANGUAGESINDIGENOUS SCHOOLSINSERVICE TRAININGINTERNATIONAL STUDENT ASSESSMENTINTERVENTIONSLEADERSHIPLEARNINGLEARNING LEVELSLEARNING MATERIALSLEARNING OUTCOMESLEARNING TECHNOLOGIESLEVELS OF LITERACYLIFE SKILLSLOW LEVELS OF EDUCATIONLOWER SECONDARYLOWER SECONDARY EDUCATIONLOWER SECONDARY LEVELMEASURING LEARNING ACHIEVEMENTNATIONAL CURRICULUMNATIONAL EXAMSNET ENROLLMENTNUMBER OF SCHOOLSNUMBER OF STUDENTSNUMBER OF TEACHERSPARENT PARTICIPATIONPARENTAL PARTICIPATIONPARTICIPATION IN SCHOOLSPEDAGOGICAL PRACTICESPEDAGOGYPEER REVIEWPER STUDENT EXPENDITURESPERFORMANCE IN MATHEMATICSPRIMARY EDUCATIONPRIMARY LEVELPRIMARY SCHOOLPRIMARY SCHOOL DROPOUTPRIMARY SCHOOL STUDENTSPRIMARY SCHOOLSPRIMARY STUDENTSPRINTINGPRIVATE SCHOOLPRIVATE SCHOOLSPROFESSIONAL DEVELOPMENTPROFESSIONAL SCHOOLSPROFESSIONAL TRAININGPROFICIENCYPUBLIC EDUCATIONPUBLIC EDUCATION SPENDINGPUBLIC EXPENDITUREPUBLIC INSTITUTIONSPUBLIC SCHOOLPUBLIC SCHOOLSQUALITY EDUCATIONQUALITY OF EDUCATIONQUALITY OF TEACHINGQUALITY SCHOOLINGQUALITY SCHOOLSQUALITY TEACHINGREADINGREADING LEVELREPETITION RATESREPORT CARDSRESEARCHERSRETURNS TO EDUCATIONRURAL AREASRURAL EDUCATIONRURAL PUBLIC SCHOOLSRURAL SCHOOLRURAL SCHOOLSRURAL STUDENTSSCHOLARSHIPSSCHOOL ATTENDANCESCHOOL AUTONOMYSCHOOL COMMUNITYSCHOOL ENROLLMENTSCHOOL ENVIRONMENTSCHOOL FACILITIESSCHOOL IMPROVEMENTSCHOOL IMPROVEMENT PLANSCHOOL IMPROVEMENT PROJECTSSCHOOL LEVELSCHOOL MANAGEMENTSCHOOL PERFORMANCESCHOOL PRINCIPALSSCHOOL QUALITYSCHOOL READINGSCHOOL SIZESCHOOL STAFFSCHOOL STUDENTSSCHOOL SYSTEMSCHOOL YEARSCHOOLINGSCHOOLSSCIENCE ACHIEVEMENTSECONDARY EDUCATIONSECONDARY SCHOOLSECONDARY SCHOOLSSECONDARY STUDENTSSOCIAL PARTICIPATIONSTANDARDIZED TESTSSTATE EDUCATIONSTATE SCHOOL SYSTEMSSTUDENT ASSESSMENTSTUDENT ASSESSMENTSSTUDENT OUTCOMESSTUDENT PERFORMANCESTUDENT SCORESSTUDENT TESTINGTARGET SCHOOLSTEACHERTEACHER QUALITYTEACHER TRAININGTEACHERSTEACHING FORCETEACHING POSITIONSTECHNICAL ASSISTANCETERTIARY EDUCATIONTEST SCORESTEXTBOOKSUNTRAINED TEACHERSUPPER SECONDARYUPPER SECONDARY LEVELURBAN SCHOOLSWORKERSYOUNG PEOPLEYOUTHWorld Bankhttps://doi.org/10.1596/8183