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Disclosable Version of the ISR - Tejaswini: Socioeconomic Empowerment of Adolescent Girls Young Women - P150576 - Sequence No : 04
India
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India
Lao People's Democratic Republic
Ghana
This paper evaluates and compares two randomized interventions in Tonga, one targeting the home environment of children up to age 5 and one targeting the school environment for first and second grade students. The first intervention supports communities to set up and run playgroups that aim to improve caregiver-child interaction at home and ultimately improve children's readiness for school. Among children of mothers without high school education, being in a treatment community positively affects the school readiness literacy domains and overall score by 0.19 and 0.2 standard deviation, respectively, for girls and the literacy domains for boys by 0.17 standard deviation. The second intervention provides teachers with training, materials, and coaching to improve reading instruction practices and students’ reading ability. It increased average early grade reading scores by approximately 0.18 standard deviation per year of exposure. Two cohorts of children were potentially exposed to both interventions, providing an opportunity to compare, for the same population of children, the effects of an early childhood intervention with a school-based intervention using a common measure of learning achievement. The school readiness intervention is found to have positive effects on early grade reading scores only among children in the reading intervention’s control group; effect sizes of approximately 0.29 standard deviation were found at the end of second grade for children exposed to one year of the school readiness intervention and at the end of first grade for girls exposed to two years of the intervention. (Tonga)
Serbia
The purpose of this report on Uzbekistan Education Sector Analysis (ESA) is to provide a current and comprehensive stocktaking of the outcomes of Uzbekistan’s education system and the challenges faced within the sector. This report focuses on ensuring a breadth of analysis, covering all levels of the education system, with the objective of providing a complete snapshot of the current state of challenges in this system. Although lack of data limited the depth of analysis in some dimensions, more granular analysis is included in the report in areas where rich datasets were made available by the GoU. The audience for this report includes key stakeholders in the GoU, particularly the Ministry of Preschool Education, the Ministry of Public Education, and the Ministry of Higher and Secondary Specialized Education, as well as regional and local authorities. The audience also includes key education development partners and civil society organizations supporting Uzbekistan’s education sector. This report is structured in four chapters. The first provides relevant information on the country context. Then, the analysis of challenges and outcomes is presented by theme: (i) system structure governance and reforms, (ii) system financing, (iii) enrollment, (iv) special needs education, (v) out-of-school children, (vi) quality, and (vii) major outcomes. The third chapter is about system monitoring. The final chapter presents key policy recommendations based on the analysis presented throughout the report. Given the comprehensiveness of this ESA, the table below was prepared to provide a snapshot of key indicators presented in this report. (Uzbekistan)
Sri Lanka
Developing countries are investing heavily in education and providing their youth with unprecedented access to schooling. Globally, governments, households, and donors are estimated to spend a combined dollar 4.7 trillion on education each year. And spending continues to increase at a relatively rapid rate. Average government spending on education, for example, doubled in real terms between 1999 and 2015. Development assistance has also begun to increase after a period of relative stagnation, although it still represents a small fraction of total spending. Despite this growth, countries will have to make greater financial commitments in coming years to achieve national education goals and ensure that all students learn. Low- and middle-income countries are expected to need an additional dollar 191 billion to dollar 311 billion in total each year to achieve quality universal primary and secondary education and to meet the other education Sustainable Development Goals by 2030. REACH has been at the forefront of efforts to identify the ways in which results-based financing can strengthen education systems and improve education outcomes. It has helped countries to develop reliable data systems and build other capacity in government agencies and schools needed to effectively implement this financing approach. It also has worked to expand the knowledge base on the ways governments and development partners can use results-based financing to improve education outcomes and move closer to achieving the Sustainable Development Goals for education. (World)
The development objective of the Education Improvement Project for Armenia is to: (a) improve school readiness of children entering primary education; (b) improve physical conditions and the availability of educational resources in upper secondary schools; and (c) support quality and relevance improvements in higher education institutions in Armenia. Some of the negative impacts and mitigation measures include: (i) the local construction and environment inspectorates and communities have been notified of upcoming activities; (ii) there will be no excessive idling of construction vehicles at sites; (iii) the site will establish appropriate erosion and sediment control measures such as e.g. hay bales and / or silt fences to prevent sediment from moving off site and causing excessive turbidity in nearby streams and rivers; (iv) the building is a designated historic structure, very close to such a structure, or located in a designated historic district, notification shall be made and approvals/permits be obtained from local authorities and all construction activities planned and carried out in line with local and national legislation; (v) if asbestos is located on the project site, it shall be marked clearly as hazardous material; (vi) paints with toxic ingredients or solvents or lead-based paints will not be used; (vii) all recognized natural habitats, wetlands and protected areas in the immediate vicinity of the activity will not be damaged or exploited, all staff will be strictly prohibited from hunting, foraging, logging or other damaging activities; and (viii) ensuring safe and continuous access to office facilities, shops and residences during renovation activities, if the buildings stay open for the public. (Armenia)
Benin