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Books, Buildings, and Learning Outcomes : An Impact Evaluation of World Bank Support to Basic Education in Ghana
ACHIEVEMENT ACHIEVEMENTS ADDITION AGED BASIC EDUCATION CLASSROOMS COMMUNITIES DECENTRALIZATION EDUCATION POLICIES EDUCATION PROJECTS EDUCATION REHABILITATION EDUCATION SECTOR EDUCATION SYSTEMS EDUCATIONAL PERFORMANCE EDUCATIONAL REFORM ENROLLMENT EXPENDITURES INSTRUCTIONAL MATERIALS INTERVENTIONS LEARNING LEARNING ACHIEVEMENTS LEARNING MATERIALS LEARNING OUTCOMES LESSONS LEARNED LEVELS OF EDUCATION LINGUISTICS LITERACY LIVING STANDARDS MEANING MEDIUM OF INSTRUCTION MORTALITY NUTRITION PARENTS PARTNERSHIP PRIMARY SCHOOL PRIMARY SCHOOL LEAVERS PRIMARY SCHOOLS PRIVATE SECTOR PUBLIC SCHOOLS SCHOOL LEAVERS SCHOOL MANAGEMENT SCHOOL PERFORMANCE SCHOOL QUALITY SCHOOL SUPPLIES SCHOOLING SCHOOLS SECONDARY SCHOOLS SPORTS STUDENT PERFORMANCE SYLLABUS TEACHER TEACHERS TEACHING TEACHING METHODS TERTIARY STUDENTS TEST SCORES TEXTBOOKS UNIVERSAL PRIMARY EDUCATION YOUTH
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Washington, DC: World Bank
Africa | Ghana
2013-08-08T13:41:24Z | 2013-08-08T13:41:24Z | 2004
The Millennium Development Goals aim for universal primary education by 2015 and gender equality in enrolments at all levels of education. The Education for All (EFA) initiative lays out a strategy for achieving these goals. The Bank's own strategy stresses the school quality aspects of EFA, emphasizing the need to focus on preserving learning outcomes while access to education is expanded. This report assesses the impact to date of the efforts over the past 15 years toward increasing the quantity and quality of basic education in one African country, Ghana.
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