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Schools Count : World Bank Project Designs and the Quality of African Primary Education

The conceptual framework developed for this study used the review of the literature to identify eighteen key factors that influence student outcomes. The factors are divided into four inter-related categories that are themselves influenced by the i...

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Bibliographic Details
Main Authors: Heneveld, Ward, Craig, Helen
Language:English
Published: World Bank, Washington, DC 2012
Subjects:
ACADEMIC RESULTS
ACCESS TO SCHOOLING
CLASSROOM
COMMUNITY PARTICIPATION
COMPLETION RATES
CURRICULUM REFORM
DONOR SUPPORT
EDUCATION REFORM
EDUCATIONAL OUTCOMES
EDUCATIONAL QUALITY
EDUCATORS
EFFECTIVE EDUCATION
GIRLS
HOMEWORK
INVESTMENTS IN EDUCATION
LEADERSHIP
LEARNING
LEARNING OBJECTIVES
LEARNING OUTCOMES
LEARNING RESOURCES
LEARNING TIME
LITERATURE
NATIONAL CURRICULUM
NUTRITION
PEDAGOGICAL USE
PRIMARY EDUCATION
PRIMARY SCHOOL
PRINTING
QUALITY OF EDUCATION
RESIDENTIAL COURSES
SCHOOL AUTONOMY
SCHOOL CLIMATE
SCHOOL EFFECTIVENESS
SCHOOL FACTORS
SCHOOL HEADS
SCHOOL IMPROVEMENT
SCHOOL LEVEL
SCHOOL STAFF
SCHOOLS
SERVICE TRAINING
STUDENT ASSESSMENT
STUDENT LEARNING
STUDENT OUTCOMES
TEACHER
TEACHER ATTITUDES
TEACHER DEVELOPMENT
TEACHER SUPERVISION
TEACHER TRAINING
TEACHERS
TEACHING
TEACHING STRATEGIES
TEXTBOOK
TEXTBOOK SUPPLY
TEXTBOOKS
TRAINING COURSES
Online Access:http://documents.worldbank.org/curated/en/1996/03/12844987/schools-count-world-bank-project-designs-quality-african-primary-education
http://hdl.handle.net/10986/9974

Internet

http://documents.worldbank.org/curated/en/1996/03/12844987/schools-count-world-bank-project-designs-quality-african-primary-education
http://hdl.handle.net/10986/9974

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