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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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Lao People's Democratic Republic
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
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)
Indonesia has made remarkable strides in key human development indicators over the past few decades. Primary school enrollment is close to universal for both boys and girls, and the child mortality rate has declined rapidly (World Bank 2017). Nevertheless, infant mortality, child malnutrition, maternal mortality, and educational learning quality have all remained challenges in Indonesia compared to other countries in the region (World Bank 2015). Furthermore, achievements in these indicators reveal large geographical disparities within Indonesia, with poorer outcomes in rural and remote provinces and districts. Improving access to basic quality health and education services is a key component of the country’s overall poverty reduction strategy. This document describes the findings from an evaluation carried out in 2016-2017 to determine Generasi’s long-term impact. It represents the fourth and final wave of evaluations; the first three waves were carried out between 2007 and 2010. The baseline survey took place from June to August 2007. The second wave was conducted from October 2008 to January 2009, after 15 to 18 months of Generasi implementation. The third survey was implemented from October 2009 to January 2010 after 27 to 30 months of project implementation. The most recent survey was carried out between October 2016 and February 2017 after nine years of program implementation. Over 46,000 household members, village heads, and school and health facility staff were surveyed in the final round. (Indonesia)
Lao People's Democratic Republic
The objective of the Investing in Nutrition and Early Years Project for Indonesia is to increase simultaneous utilization of nutrition interventions by 1,000‐day households in priority districts. Indonesia is the world’s largest archipelagic state, fourth most populous nation, and tenth‐largest economy in purchasing power parity terms. It is a member of the Association of Southeast Asian Nations group of countries as well as the G‐20. Indonesia has a population of more than 261 million, with 300 distinct ethnic groups and over 700 languages and dialects. With a gross national income per capita of about $3,440 (2015), Indonesia is classified as a lower middle‐income country. Indonesia has made significant gains in economic growth and poverty reduction in the past decade. Relatively strong economic growth (5.5 percent per year since 2000) has been accompanied by a sustained decline in poverty rates: about 31 percent and 6.8 percent of the population lived on $3.1 a day and $1.9 a day, respectively, in 2016, down from 82 percent and 48 percent, respectively, in 1998.1 However, Indonesia’s progress on poverty reduction contrasts sharply with its performance in sharing prosperity. Inequality, as measured by the Gini coefficient, increased from 30 points in 2000 to 41 points by 2014, by far the fastest widening in the East Asia and Pacific Region. The county’s strong growth and sustained investments in human capital, allocating 25 percent of the national budget to health and education, have translated into significant progress in service delivery and human development. In education, gross enrollment has reached 100 percent, 83 percent, and 32 percent in primary, secondary, and tertiary education, respectively; life expectancy at birth has steadily increased to 69 years in 2015, up from 63 years in 1990; and the under‐five mortality rate has declined from 85 per 1,000 live births in 1990 to 26 in 2016. Furthermore, the convergence of priority nutrition‐specific and nutrition‐sensitive interventions on households with pregnant mothers and children under two is low. There is growing global and local evidence that a ‘convergence’ approach, in which multisectoral interventions are coordinated to jointly target priority geographic areas and beneficiaries, is critical to accelerating improvements in health and child development outcomes and can help address stunting. (Indonesia)
In the 1980's Indonesia became an example for other countries concerned with reducing high levels of malnutrition. At the time, Indonesia had started nutrition programming and surveillance at the village level using the integrated weighing and child health posts, or Posyandu. In the ensuing decades there have been successes: small scale and bigger scale interventions that reduced malnutrition. At the same time, there have been set-backs, loss of attention, other priorities, decentralization, weak management and poor governance. In August 2017, the Indonesian government unveiled a new strategy to accelerate reductions in rates of stunting. This book looks at what will be required to turn that strategy - the National Strategy to Accelerate Stunting Prevention (StraNas Stunting) 2017-2021 – from vision into reality. It looks at the country's ambitious reforms and goals to reduce stunting. It examines the government's plans to boost awareness about the economic, social and personal cost of stunting, to ensure a truly national "multi-sectoral" effort to tackle the problem at scale in a coordinated and cohesive fashion in communities across Indonesia. It chronicles past successes and setbacks, drawing lessons from them about the future. We think Indonesia is on a path towards new success: this time at scale. It is a story worthtelling. (Indonesia)
Substantial work has demonstrated that early nutrition and home environments, including the degree to which children receive cognitive stimulation and emotional support from parents, play a profound role in influencing early childhood development. Yet, less work has documented the joint influences of parenting and nutrition status on child development among children in the preschool years living in low-income countries. Using panel data on parenting, nutrition status, and early developmental outcomes of about 7,000 Cambodian preschool-age children, this paper demonstrates that inequities in early development associated with family wealth are evident at the start of preschool and increase over time. A significant share of these inequalities can be explained by differences in parental stimulation and early nutrition status. Better educated parents engage in better parental activities that stimulate children's development. However, the positive association between parental activities and child outcomes is particularly strong for non-stunted children, and parental activities can only explain about 8-14 percent of the cognitive gap between the lowest and highest wealth quintiles. The results highlight the need for integrated interventions that address both parenting and early nutrition, also suggesting that parenting interventions for the most disadvantaged families should be carefully designed and evaluated to ensure maximum effectiveness. (Cambodia)