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									World Bank Education Operations
All projects approved by the Education Sector Board between FY1998 and FY2011 + FY11 operatio

 Country Name        Year                                 Project Name

Kazakhstan           2011   Kazakhstan - Technical and Vocational Education Modernization Project
Nepal                2011   Nepal - Enhanced Vocational Education and Training Project
Cambodia             2011   Cambodia - Higher Education Quality and Capacity Improvement Project
Guyana               2011   Guyana - Improving Teacher Education Project
Vietnam              2011   Vietnam - Second Operation of the Higher Education Development Policy Program Project
Timor-Leste          2011   Timor-Leste - Second Chance Education Project
Papua New Guinea     2011   Papua New Guinea - Flexible and Open Distance Education Project
Colombia             2011   Colombia - Strengthening the National System of Science, Technology, and Innovation Project
Rwanda               2011   Rwanda - Skills Development Project
Ghana                2011   Ghana - Skills and Technology Development Project
Pakistan             2011   Pakistan - Sindh Skills Development Project
Lebanon              2011   Lebanon - Second Education Development Project
Pakistan             2011   Pakistan - Tertiary Education Support Project
Mauritania           2011   Mauritania - Skills Development Support Project
Senegal              2011   Senegal - Tertiary Education Governance and Financing for Results Project
Pakistan             2011   Pakistan - Additional Financing for the Sindh Education Sector Project
Mozambique           2011   Mozambique - Education Sector Support Project
Guyana               2011   Guyana - University of Guyana (UG) Science and Technology Support Project
Uganda               2011   Uganda - Eighth Poverty Reduction Support Credit Program
Brazil               2011   Brazil - Fiscal Consolidation for Efficiency and Growth Development Policy Loan Program
Uruguay              2011   Uruguay - First Programmatic Public Sector, Competitiveness, and Social Inclusion Developmen
Rwanda               2011   Rwanda - Seventh Poverty Reduction Support Financing Program
Indonesia            2011   Indonesia - Scholarships Program for Strengthening Reforming Institutions Project
Philippines          2011   Philippines - First Development Policy Loan to Foster More Inclusive Growth Program
Ghana                2011   Ghana - Gas and Oil Capacity Building Project
Russian Federation   2011   Russian Federation - Financial Education and Financial Literacy Project
Pakistan             2011   Pakistan - Khyber Pakhtunkhwa (KP) and Federally Administered Tribal Areas (FATA) Emergenc
Ethiopia             2011   Ethiopia - Additional Financing for the Second Phase of the Protection of Basic Services Project
Dominican Republic   2011   Dominican Republic - Second Performance and Accountability of Social Sectors Development Po
Latvia               2011   Latvia - Second Safety Net and Social Sector Reform Program
Turkey               2011   Turkey - Additional Financing for the Istanbul Seismic Risk Mitigation and Emergency Preparedn
Guatemala            2011   Guatemala - Emergency Support for Social Services Project
Turkey               2011   Turkey - Second Restoring Equitable Growth and Employment Programmatic Development Polic
India                2010   India - Additional Financing for Second Elementary Education Project
Bangladesh           2010   Bangladesh - Skills and Training Enhancement Project
Mexico               2010   Mexico - Compensatory Education Project
India                2010   India - Second Technical Engineering Education Quality Improvement Project
Pakistan             2010   Pakistan - Higher Education Support Program
Jamaica              2010   Jamaica - Education Transformation Capacity Building Project
Vietnam              2010   Vietnam - New-Model Universities Project
Yemen, Rep.          2010   Republic of Yemen - Higher Education Quality Improvement Project
Mozambique           2010   Mozambique - Higher Education Science and Technology Project
Uruguay              2010   Uruguay - Additional Financing for the Third Basic Education Improvement Project
Mexico               2010   Mexico - Development Policy Loan for Upper Secondary Education Reform Program
Sri Lanka     2010   Sri Lanka - Higher Education for the Twenty First Century Project
Nepal         2010   Nepal - School Sector Reform Program Project
Tajikistan    2010   Tajikistan - Additional Financing and Restructuring for the Education Modernization Project
Malawi        2010   Malawi - Improve Education Quality Project
Tanzania      2010   Tanzania - Second Secondary Education Development Program Project
Mexico        2010   Mexico - School Based Management Project (APL2)
China         2010   China - Liaoning and Shandong Technical and Vocational Education and Training Project
Brazil        2010   Brazil - Fiscal Sustainability, Human Development, and Competitiveness Development Policy Loa
Morocco       2010   Morocco - First Education Development Policy Loan Program
Lao PDR       2010   Laos - Additional Financing for the Second Education Development Project
Indonesia     2010   Indonesia - Additional Financing BOS Knowledge Improvement for Transparency and Accountab
Gambia, The   2010   Gambia, The - Additional Financing for the Third Education Sector Project
Bangladesh    2010   Bangladesh - Additional Financing for the Reaching Out-of-School Children Project
Timor-Leste   2010   Timor-Leste - Additional Financing for the Education Sector Support Project
Haiti         2010   Haiti - Restructuring and Additional Financing: First Phase of the Education for All Adaptable Pro
Afghanistan   2010   Afghanistan - Additional Financing for Strengthening of Higher Education Project
Chile         2009   Chile - Promoting Innovation and Competitiveness Project
Vietnam       2009   Vietnam - School Education Quality Assurance Program Project
Grenada       2009   Grenada - OECS (Grenada) Skills for Inclusive Growth Project
China         2009   China - Guangdong Technical and Vocational Education Training Project
Jordan        2009   Jordan - Higher Education Reform for Knowledge Economy Project
Pakistan      2009   Pakistan - Punjab Education Sector Project
Vietnam       2009   Vietnam - Higher Education Development Policy Program - Operation 1
Jordan        2009   Jordan - Second Education Reform for the Knowledge Economy
Bangladesh    2009   Bangladesh - Secondary Education Quality and Access Improvement
Brazil        2009   Brazil - Pernambuco Education Results and Accountability (PERA) Project
Bangladesh    2009   Bangladesh - Higher Education Quality Enhancement Project
Nigeria       2009   Nigeria - Lagos Eko Secondary Education Project
Panama        2009   Panama - Basic Education Quality Improvement Project
Ethiopia      2009   Ethiopia - General Education Quality Improvement Program Project
Brazil        2009   Brazil - Acre Social and Economic Inclusion and Sustainable Development Project
Pakistan      2009   Pakistan - Sindh Education Sector Project (SEP)
Indonesia     2009   Indonesia - School Operational Assistance (BOS) Knowledge Improvement for Transparency and
Armenia       2009   Armenia - Second Adaptable Program Lending (APL2) for the Education Quality and Relevance P
Uzbekistan    2009   Uzbekistan - Second Phase of the Basic Education Project
Namibia       2009   Namibia - Second Development Policy Loan in Support of the Education and Training Sector Imp
Uganda        2009   Uganda - Post Primary Education and Training Adaptable Program Lending Project
Guinea        2009   Guinea - (Additional Financing) Education For All Project (EFA)
Congo, Rep.   2009   Congo, Rep. - (Additional Financing) Support to Basic Education Project
Haiti         2009   Haiti - Emergency School Reconstruction Project
Colombia      2008   Colombia - Antioquia Upper Secondary Education Project
Colombia      2008   Colombia - Second APL for Rural Education Project
Bolivia       2008   Bolivia - Secondary Education Transformation Project for the Municipality of La Paz
Yemen, Rep.   2008   Yemen - Secondary Education Development and Girls Access Project
Jamaica       2008   Jamaica - Early Childhood Development Project
Indonesia     2008   Indonesia - Better Education through Reformed Management and Universal Teacher Upgrading
Tanzania      2008   Tanzania - Science and Technology Higher Education Project
Jordan        2008   Jordan - Employer Driven Skills Development Project
Honduras      2008   Honduras - Education Quality, Governance and Institutional Strengthening Project
Azerbaijan    2008   Azerbaijan - Second Education Sector Development Project
Kosovo        2008   Kosovo - Institutional Development for Education Project
India              2008   India - Second Elementary Education Project (AFR II)
Afghanistan        2008   Afghanistan - Skills Development Project
Colombia           2008   Colombia - Second Student Loan Support Project
Panama             2008   Panama - Second Basic Education Project (Additional Financing)
Afghanistan        2008   Afghanistan - Second Education Quality Improvement Project
Haiti              2008   Haiti - Meeting Teacher Needs for Education for All Project
Eritrea            2008   Eritrea - Second Integrated Early Childhood Development Project
Nepal              2008   Nepal - Education for All Project (Additional Financing)
Burkina Faso       2008   Burkina Faso - International Institute for Water and Environmental Engineering Project
Burkina Faso       2008   Burkina Faso - Basic Education Sector Project (Additional Financing)
Mongolia           2008   Mongolia - Rural Education and Development (READ) Project (Additional Financing)
Burundi            2007   Burundi - Education Sector Reconstruction Project
Nigeria            2007   Nigeria - Federal Science & Technical Education at Post-Basic Levels Project
Vietnam            2007   Vietnam - Second Higher Education Project
Congo, Dem. Rep.   2007   Democratic Republic of Congo - Education Sector Report
Yemen, Rep.        2007   Yemen - Second Vocational Training Project
Namibia            2007   Namibia - First Education and Training Sector Improvement Program
Kenya              2007   Kenya - Education Sector Support Project
Ecuador            2007   Ecuador - Support for the Strategy of Inclusion and Quality Education Project
Senegal            2007   Senegal - Quality Education for All Project
Guatemala          2007   Guatemala - Education Quality And Secondary Education Project
Nepal              2007   Nepal - Second Higher Education Project
Mali               2007   Mali - Second Education Sector Investment Program Project
Uzbekistan         2007   Uzbekistan - Basic Education Project
Bulgaria           2007   Bulgaria - First Social Sector Institutional Reform Development Policy
Argentina          2007   Argentina - Lifelong Learning and Training Project
Uruguay            2007   Uruguay - Promoting Innovation to Enhance Competitiveness Project
Timor-Leste        2007   Timor-Leste - Education Sector Support Project
Nigeria            2007   Nigeria - State Education Sector Project
St. Lucia          2007   St. Lucia - OECS Skills for Inclusive Growth Project
Pakistan           2007   Pakistan - Second North West Frontier Province Development Policy Credit
Georgia            2007   Georgia - Education System Realignment and Strengthening Project II
India              2007   India - Vocational Training Improvement Project
Haiti              2007   Haiti - First Phase of the Education for All Project : Adaptable Program Lending
Pakistan           2007   Pakistan - First Sindh Education Sector Development Policy Credit Project
Pakistan           2007   Pakistan - Fourth Punjab Education Development Policy Credit Project
Tanzania           2007   Tanzania - Zanzibar Basic Education Improvement Project
Bangladesh         2007   Bangladesh - Third Education Sector Development Support Credit Project
Argentina          2006   Argentina - Rural Education Improvement (PROMER) Project
Tunisia            2006   Tunisia - Second Higher Education Reform Support Project
Gambia, The        2006   Gambia - Third Education Phase Two Sector Program
Albania            2006   Albania - Education Excellence and Equity Project
El Salvador        2006   El Salvador - Excellence and Innovation in Secondary Education (EXITO) Project
Madagascar         2006   Madagascar - Second Poverty Reduction Support Credit Project
Bangladesh         2006   Bangladesh - Second Programmatic Education Sector Development Support Credit Project
Sri Lanka          2006   Sri Lanka - Education Sector Development Project
Mexico             2006   Mexico - Tertiary Education Student Assistance Project
Uganda             2006   Uganda - Millennium Science Initiative Project
Croatia            2006   Croatia - Education Sector Development Project
Djibouti           2006   Djibouti - Second School Access and Improvement Program Project
Mozambique         2006   Mozambique - Technical and Vocational Education and Training Project
Chile               2006   Chile - Tertiary Education Finance for Results Project
Mexico              2006   Mexico - School-based Management (APL) Project
Indonesia           2006   Indonesia - Early Childhood Education and Development Project
Moldova             2006   Moldova - Quality Education in the Rural Areas Project
Pakistan            2006   Pakistan - Third Punjab Education Development Policy Credit
Philippines         2006   Philippines - National Program Support for Basic Education Project
Pakistan            2006   Pakistan - Balochistan Education Support Project
Iraq                2006   Iraq - Third Emergency Education Project
Mongolia            2006   Mongolia - Rural Education and Development (READ) Project
Pakistan            2006   Pakistan - Second Education Sector Development Policy Credit - Punjab Province - Project
Burkina Faso        2006   Burkina Faso - Post-Primary Education Project
Morocco             2005   Morocco - Basic Education Reform Support Project
Costa Rica          2005   Costa Rica - Equity and efficiency of education project
Turkey              2005   Turkey - Secondary Education Project
Brazil              2005   Brazil - Pernambuco Integrated Development: Education Quality Improvement
Cambodia            2005   Cambodia - Education Sector Support Project
Malawi              2005   Malawi - First Education Sector Support Project
Nepal               2005   Nepal - Education for All Project
Cameroon            2005   Cameroon - Education Development Capacity Building
Yemen, Rep.         2005   Yemen - Basic Education Development Project
Ukraine             2005   Ukraine - Equal Access to Quality Education in Ukraine Project
Bangladesh          2005   Bangladesh - Programmatic Education Sector Adjustment Credit
Ethiopia            2005   Ethiopia - Post Secondary Education Project
Kyrgyz Republic     2005   Kyrgyz Republic - Rural Education
Nicaragua           2005   Nicaragua - Education Project (PASEN)
                    2005
Bosnia and Herzegovina     Bosnia and Herzegovina - Education Restructuring Project
Tonga               2005   Tonga - Education Support Project
Brazil              2005   Brazil - Human Development Technical Assistance Project
Egypt, Arab Rep.    2005   Egypt - Early childhood education enhancement
Afghanistan         2005   Afghanistan - Education Quality Improvement Program
Congo, Rep.         2005   Congo - Support to Basic Education
Montenegro          2005   Montenegro - Education Reform Project
Vietnam             2005   Vietnam - Targeted Budget Support for National Education For All Plan Implementation Program
Indonesia           2005   Indonesia - Managing Higher Education for Relevance and Efficiency Project
Mexico              2005   Mexico - Basic Education Development Adaptable Program Lending III
Mauritania          2005   Mauritania - Higher Education
Afghanistan         2005   Afghanistan - Strengthening Higher Education Program
Slovak Republic     2005   Slovak Republic - Human Capital Technical Assistance Project
Egypt, Arab Rep.    2004   Egypt - A Skills Development Project
Ghana               2004   Ghana - An Education Sector Project
India               2004   India - An Elementary Education Project
Niger               2004   Niger - A Basic Education Project
Macedonia, FYR      2004   Macedonia - An Education Modernization Project
China               2004   China - Basic Education in Western Areas Project
Paraguay            2004   Paraguay - An Education Reform Program
Bhutan              2004   Bhutan - An Education Development Project
Armenia             2004   Armenia - An Education Quality and Relevance Project
Bangladesh          2004   Bangladesh - The Second Primary Education Development Project
Russian Federation 2004    Russian Federation - An E-Learning Support Project
Colombia            2004   Colombia - A Cundinamarca Education Quality Improvement
Lao PDR             2004   Lao PDR - A Second Education Development Project
Kenya                 2004 Kenya - The Development Learning Centre Project
Lesotho               2004 Lesotho - The Second Education Sector Development Project (Phase II)
Mali                  2004 Mali - Development Learning Center
Tunisia               2004 Tunisia - Education Quality Improvement Program II (EQIP)
Tanzania              2004 Tanzania - A Secondary Education Development Program
Pakistan              2004 Pakistan - Punjab Education Reform Program
                      2004 St
St. Vincent and the Grenadines . Vincent and the Grenadines - OECS Education Development Project
Bangladesh            2004 Bangladesh - Reaching Out of School Children Project
Chad                  2003 Chad - Education Sector Reform Project
Vietnam               2003 Vietnam - Primary Education for Disadvantaged Children Project
Sri Lanka             2003 Sri Lanka - Improving Relevance and quality of Undergraduate Education
Dominican Republic 2003 Dominican Republic - Early Childhood Education Project
Peru                  2003 Peru - Rural Education Project
Turkey                2003 Turkey - Second Basic Education Project
Tajikistan            2003 Tajikistan - Education Modernization Project
Eritrea               2003 Eritrea - Education Sector Improvement Project
Brazil                2003 Brazil - Second Bahia Education Project
Azerbaijan            2003 Azerbaijan - Education Sector Development Project
Nigeria               2003 Nigeria - Universal Basic Education Project
Jamaica               2003 Jamaica - Reform of Secondary Education Project II
India                 2003 India - Technical/Engineering Education Quality Improvement Project
Romania               2003 Romania - Rural Education Project
Colombia              2003 Colombia - Higher Education-Improving Access
Sierra Leone          2003 Sierra Leone - Rehabilitation of Basic Education
Morocco               2003 Morocco - Alpha Maroc Project
Jordan                2003 Jordan - Education Reform for Knowledge Economy Program
Burkina Faso          2003 Burkina Faso - Development Learning Center Project
Chile                 2003 Chile - Science for The Knowledge Economy
Pakistan              2003 Pakistan - National Education Assessment System
Grenada               2003 Grenada - (OECS) Education Development Program
Kosovo                2003 Kosovo - Education Participation Improvement Project
Brazil                2003 Brazil - First Programmatic Human Development Sector Reform Loan
Kenya                 2003 Kenya - Free Primary Education Support Project
Nepal                 2003 Nepal - Community School Support Project
Burkina Faso          2002 Burkina Faso - Basic Education Sector Project
Bangladesh            2002 Bangladesh - Female Secondary School Assistance Project
Guinea                2002 Guinea - Education For All Project
Vietnam               2002 Vietnam - Primary Teacher Development
Egypt, Arab Rep.      2002 Egypt - Higher Education Enhancement Project
Mexico                2002 Mexico - Basic Education Development Phase II
Brazil                2002 Brazil - Fundescola IIIA (Third School Improvement Project)
Chile                 2002 Chile - Lifelong Learning and Training Project
Mozambique            2002 Mozambique - Higher Education Project
Lithuania             2002 Lithuania - Education Improvement Project
Uruguay               2002 Uruguay - Third Basic Education Quality Improvement Project
Tanzania              2002 Tanzania - Primary Education Development Program Project
Mauritania            2002 Mauritania - Education Sector Development Program
Indonesia             2002 Indonesia - Global Development Learning Network Project
Uganda                2002 Uganda - Decentralized Service Delivery: A Makerere University Training Pilot
         #N/A         2002 Serbia & Montenegro - Republic of Serbia Education Improvement Project
St. Kitts and Nevis   2002 St. Kitts and Nevis - Education Development Project (OECS)
Yemen, Rep.         2002   Yemen - Higher Education Learning and Innovation Project
St. Lucia           2002   St. Lucia - Education Development Project (OECS)
Afghanistan         2002   Afghanistan - Emergency Education Rehabilitation and Development Project
Vanuatu             2001   Vanuatu - Second Education Project
Honduras            2001   Honduras - Community-Based Education Project
Mali                2001   Mali - Education Sector Expenditure Program
Yemen, Rep.         2001   Yemen - Basic Education Expansion Project
Djibouti            2001   Djibouti - School Access and Improvement Program
Guatemala           2001   Guatemala - Universalization of Basic Education Project
Russian Federation 2001    Russian Federation - Education Reform Project
India               2001   India - Third Technical Education Project
Bangladesh          2001   Bangladesh - Post-Literacy and Continuing Education for Human Development
Panama              2001   Panama - Second Basic Education Project
Bulgaria            2001   Bulgaria - Education Modernization Project
Georgia             2001   Georgia - Education System Realignment and Strengthening Program
India               2001   India - Rajasthan Second District Primary Education Project
Zambia              2001   Zambia - Technical Education Vocational & Entrepreneur Training (TEVET) Development Progra
Brazil              2001   Brazil - Bahia Education Project
Brazil              2001   Brazil - Ceara Basic Education Quality Improvement Project
Argentina           2001   Argentina - Buenos Aires Second Secondary Education Project
West Bank and Gaza 2001    West Bank and Gaza - Education Action Project
Dominican Republic 2001    Dominican Republic - Global Distance Learning Network Project
Indonesia           2001   Indonesia - Library Development Project
Ethiopia            2001   Ethiopia - Distance Learning LIL Project
Timor-Leste         2001   Timor-Leste - Emergency School Readiness Project
Mauritania          2001   Mauritania - Global Distance Learning Center
Rwanda              2000   Rwanda - Human Resources Development Project
Lebanon             2000   Lebanon - General Education Project
Senegal             2000   Senegal - Quality Education for All
Yemen, Rep.         2000   Yemen - Child Development Project
Colombia            2000   Colombia - Rural Education Project
Nicaragua           2000   Nicaragua - Second Basic Education Project
India               2000   India - Uttar Pradesh Third District Primary Education Project
Tunisia             2000   Tunisia - Education Quality Improvement Program (EQIP)
Côte d'Ivoire       2000   Cote d'Ivoire - Pilot Literacy Project
Maldives            2000   Maldives - Third Education and Training Project
                    2000
Bosnia and Herzegovina     Bosnia and Herzegovina - Education Development Project
Mali                2000   Mali - Improving Learning in Primary Schools
Cambodia            2000   Cambodia - Education Quality Improvement Project
Côte d'Ivoire       2000   Cote d'Ivoire - Distance Learning Project
Nigeria             2000   Nigeria - Second Primary Education Project
Venezuela, RB       2000   Venezuela - Millennium Science Initiative
Benin               2000   Benin - Distance Learning Project
Eritrea             2000   Eritrea - Integrated Early Childhood Development Project
Albania             2000   Albania - Education Reform Project
Senegal             2000   Senegal - Distance Learning Project
Jordan              2000   Jordan - Higher Education Development Project
Kosovo              2000   Kosovo - Education and Health Project
Benin               2000   Benin - Labor Force Development Project
Ghana               1999   Ghana - National Functional Literacy Program
Mozambique          1999   Mozambique - Education Sector Strategic Program Project
Zambia             1999   Zambia - Basic Education Subsector Investment Program
Vietnam            1999   Vietnam - Higher Education Project
Gambia, The        1999   Gambia - Third Education Sector Project
Indonesia          1999   Indonesia - Early Child Development Project
Indonesia          1999   Indonesia - Sumatera Basic Education Project
Nepal              1999   Nepal - Basic and Primary Education Project
Indonesia          1999   Indonesia - Sulawesi and Eastern Islands Basic Education Project
Uruguay            1999   Uruguay - Second Basic Education Quality Improvement Project
India              1999   India - Rajasthan District Primary Education Project
China              1999   China - Higher Education Project
Latvia             1999   Latvia - Education Improvement Project
Egypt, Arab Rep.   1999   Egypt - Secondary Education Enhancement Project
Colombia           1999   Colombia - Youth Development Project
Brazil             1999   Brazil - Second School Improvement Program - Fundescola II
Cape Verde         1999   Cape Verde - Education and Training Consolidation and Modernization Project
Chile              1999   Chile - Higher Education Improvement Project
Lesotho            1999   Lesotho - Second Education Sector Development Project
Guinea             1999   Guinea - Pre-service Teacher Education Project
Tajikistan         1999   Tajikistan - Education Reform Project
Azerbaijan         1999   Azerbaijan - Education Reform Project
Malaysia           1999   Malaysia - Education Sector Support Project
Chile              1999   Chile - Millennium Science Initiative Project
Ethiopia           1998   Ethiopia - Education Sector Development Project
Madagascar         1998   Madagascar - Education Sector Development Project
Malawi             1998   Malawi - Secondary Education Project
Tanzania           1998   Tanzania - Human Resources Development Pilot Project
Uganda             1998   Uganda - Education Sector Adjustment Operation
Tunisia            1998   Tunisia - Higher Education Reform Support Project
Bolivia            1998   Bolivia - Education Quality and Equity Strengthening Project
Colombia           1998   Colombia - Antioquia Basic Education Project
Armenia            1998   Armenia - Education Financing and Management Reform Project
Hungary            1998   Hungary - Youth Training Project
Turkey             1998   Turkey - Basic Education Project
Bangladesh         1998   Bangladesh - Primary Education Development Project
Bhutan             1998   Bhutan - Second Education Project
Sri Lanka          1998   Sri Lanka - Second General Education Project
Côte d'Ivoire      1998   Cote d'Ivoire - Education and Training Support Project
Pakistan           1998   Pakistan - Northern Education Project
Pakistan           1998   Pakistan - Second Social Action Program Project
India              1998   India - Third District Primary Education Project
Macedonia, FYR     1998   Macedonia - Education Rehabilitation Project
Lebanon            1998   Lebanon - Vocational and Technical Education Project
Brazil             1998   Brazil - Science and Technology Reform Support Project
Hungary            1998   Hungary - Higher Education Reform Project
Indonesia          1998   Indonesia - West Java Basic Education Project
Mexico             1998   Mexico - Basic Education Development (PAREIB) Project
El Salvador        1998   El Salvador - Secondary Education Project
Mexico             1998   Mexico - Knowledge and Innovation Project
Romania            1998   Romania - School Rehabilitation Project
Colombia           1998   Colombia - Pasto Education Project
Mexico             1998   Mexico - Higher Education Financing Project
El Salvador   1998   El Salvador - Education Reform Project
India         1998   India - Second Uttar Pradesh Basic Education Project (UP BEP II)
Argentina     1998   Argentina - Third Secondary Education Project
Brazil        1998   Brazil - School Improvement Project (Fundescola I)
Cameroon      1998   Cameroon - Higher Education Technical Training Project
Moldova       1998   Moldova - General Education Project
d FY2011 + FY11 operations approved by other Sector Boards with education activities totaling more than U
                    Approved by
          Region   the Education Report # Project ID
                   Sector Board?
            ECA    ESB              50768   P102177
            SAS    ESB              59308   P104015
            EAP    ESB              49311   P106605
            LAC    ESB              53927   P110018
            EAP    ESB              55039   P116353
            EAP    ESB              57662   P116520
            EAP    ESB              52987   P116521
            LAC    ESB              52760   P117590
            SSA    ESB              59100   P118101
            SSA    ESB              59529   P118112
            SAS    ESB              53639   P118177
            MNA    ESB              56959   P118187
            SAS    ESB              59153   P118779
            SSA    ESB              57333   P118974
            SSA    ESB              61389   P123673
            SAS    ESB              59138   P124913
            SSA    ESB              60595   P125127
            LAC    ESB              60030   P125288
            SSA    Non-ESB          53731   P101232
            LAC    Non-ESB          51690   P111665
            LAC    Non-ESB          53781   P116215
            SSA    Non-ESB          56941   P117495
            EAP    Non-ESB          56720   P118150
            EAP    Non-ESB          59170   P118931
            SSA    Non-ESB          57094   P120005
            ECA    Non-ESB          53342   P120338
            SAS    Non-ESB          56481   P121394
            SSA    Non-ESB          59064   P121727
            LAC    Non-ESB          56835   P121778
            ECA    Non-ESB          61287   P121796
            ECA    Non-ESB          58792   P122179
            LAC    Non-ESB          57441   P122370
            ECA    Non-ESB          59629   P123073
            SAS    ESB             AB5463   P118673
            SAS    ESB              53549   P090807
            LAC    ESB              51925   P101369
            SAS    ESB              50380   P102549
            SAS    ESB              47994   P102607
            LAC    ESB              50283   P107407
            EAP    ESB             AB5527   P110693
            MNA    ESB              52703   P110733
            SSA    ESB              50993   P111592
            LAC    ESB              50682   P111662
            LAC    ESB              53669   P112262
SAS   ESB    49190   P113402
SAS   ESB    50157   P113441
ECA   ESB    53448   P114313
SSA   ESB    53051   P114847
SSA   ESB    53952   P114866
LCR   ESB    52955   P115347
EAP   ESB    50641   P117107
LAC   ESB    52146   P117244
MNA   ESB    52749   P117838
EAP   ESB    51882   P118494
EAP   ESB   AB5444   P119125
SSA   ESB    54011   P120783
SAS   ESB    52830   P120804
EAP   ESB    54268   P120890
LCR   ESB    53717   P121193
SAS   ESB    54368   P121805
LAC   ESB    44132   P082927
EAP   ESB    47522   P091747
LAC   ESB    43942   P095681
EAP   ESB    46488   P096707
MNA   ESB    46823   P102487
SAS   ESB    47591   P102608
EAP   ESB    47492   P104694
MNA   ESB    46824   P105036
SAS   ESB    43955   P106161
LAC   ESB    43184   P106208
SAS   ESB    44827   P106216
SSA   ESB    47453   P106280
LAC   ESB    43757   P106686
SSA   ESB    45140   P106855
LAC   ESB    46217   P107146
SAS   ESB    47642   P107300
EAP   ESB    45043   P107661
ECA   ESB    47225   P107772
ECA   ESB    48349   P107845
SSA   ESB   AB3873   P109333
SSA   ESB    44764   P110803
SSA   ESB    45016   P111304
SSA   ESB    48057   P113508
LAC   ESB    47403   P115261
LAC   ESB    39088   P052608
LAC   ESB    40977   P082908
LAC   ESB    32065   P083965
MNA   ESB    41773   P089761
LAC   ESB    42192   P095673
EAP   ESB    39299   P097104
SSA   ESB    40775   P098496
MNA   ESB    41218   P100534
LAC   ESB    40514   P101218
ECA   ESB    40973   P102117
ECA   ESB    41307   P102174
SAS   ESB   41114   P102547
SAS   ESB   T7709   P102573
LAC   ESB   41309   P105164
LAC   ESB   39744   P105555
SAS   ESB   41325   P106259
LAC   ESB   42449   P106621
SSA   ESB   43957   P107254
SAS   ESB   41346   P107558
SSA   ESB   43072   P108791
SSA   ESB   43635   P110642
EAP   ESB   43424   P111059
SSA   ESB   38438   P064557
SSA   ESB   38496   P074132
EAP   ESB   38399   P079665
SSA   ESB   39704   P086294
MNA   ESB   38500   P086308
SSA   ESB   38571   P086875
SSA   ESB   32629   P087479
LAC   ESB   31694   P087831
SSA   ESB   35798   P089254
LAC   ESB   36712   P089898
SAS   ESB   34916   P090967
SSA   ESB   36189   P093991
ECA   ESB   33484   P094042
ECA   ESB   38470   P094967
LAC   ESB   38924   P095514
LAC   ESB   36600   P095520
EAP   ESB   38474   P095873
SSA   ESB   38436   P096151
LAC   ESB   38260   P097141
SAS   ESB   38517   P097471
ECA   ESB   36513   P098217
SAS   ESB   39697   P099047
LAC   ESB   38600   P099918
SAS   ESB   38709   P100846
SAS   ESB   38884   P101243
SSA   ESB   38855   P102262
SAS   ESB   39740   P102541
LAC   ESB   33215   P070963
MNA   ESB   35575   P075809
SSA   ESB   35797   P077903
ECA   ESB   34919   P078933
LAC   ESB   32955   P078993
SSA   ESB   32516   P083326
SAS   ESB   35015   P084567
SAS   ESB   33481   P084580
LAC   ESB   31727   P085593
SSA   ESB   33265   P086513
ECA   ESB   29914   P086671
MNA   ESB   30239   P086994
SSA   ESB   33174   P087347
LAC   ESB   31336   P088498
LAC   ESB   33894   P088728
EAP   ESB   35326   P089479
ECA   ESB   33424   P090340
SAS   ESB   35441   P090346
EAP   ESB   35445   P094063
SAS   ESB   34999   P094086
MNA   ESB   T7662   P096234
EAP   ESB   35058   P096328
SAS   ESB   31519   P097636
SSA   ESB   36096   P098956
MNA   ESB   30721   P043412
LAC   ESB   28326   P057857
ECA   ESB   27983   P066149
LAC   ESB   29935   P069934
EAP   ESB   29921   P070668
SSA   ESB   30006   P070823
SAS   ESB   27890   P074633
SSA   ESB   28272   P075964
MNA   ESB   29043   P076185
ECA   ESB   32175   P077738
SAS   ESB   28371   P077789
SSA   ESB   28169   P078692
ECA   ESB   29954   P078976
LAC   ESB   29042   P078990
ECA   ESB   31840   P079226
EAP   ESB   32213   P079657
LAC   ESB   28392   P082523
MNA   ESB   31182   P082952
SAS   ESB    7626   P083964
SSA   ESB   29908   P084317
ECA   ESB   31450   P084597
EAP   ESB   31735   P085260
EAP   ESB   31644   P085374
LAC   ESB   29091   P085851
SSA   ESB   28176   P087180
SAS   ESB    7655   P089040
ECA   ESB   30440   P092786
MNA   ESB   25756   P049702
SSA   ESB   26090   P050620
SAS   ESB   27703   P055459
SSA   ESB   25688   P061209
ECA   ESB   26267   P066157
EAP   ESB   25172   P073002
LAC   ESB   25630   P073526
SAS   ESB   25802   P074114
ECA   ESB   26266   P074503
SAS   ESB   27630   P074966
ECA   ESB   27757   P075387
LAC   ESB   25933   P077757
EAP   ESB   25477   P078113
SSA   ESB   24513   P078209
SSA   ESB   25520   P081269
SSA   ESB   28960   P082187
MNA   ESB   26869   P082999
SSA   ESB   27631   P083080
EAP   ESB   27528   P083228
LAC   ESB   29047   P086664
SAS   ESB   29019   P086791
SSA   ESB   23797   P000527
EAP   ESB   23846   P044803
SAS   ESB   25386   P050741
LAC   ESB   24558   P054937
LAC   ESB   23843   P055232
ECA   ESB   21831   P059872
ECA   ESB   25806   P069055
SSA   ESB   25909   P070272
LAC   ESB   26118   P070827
ECA   ESB   25284   P070989
SSA   ESB   23934   P071494
LAC   ESB   24782   P071589
SAS   ESB   24239   P072123
ECA   ESB   25101   P073967
LAC   ESB   23993   P074138
SSA   ESB   23413   P074320
MNA   ESB   23918   P075808
MNA   ESB   25309   P075829
SSA   ESB   24357   P076159
LAC   ESB   25324   P077282
SAS   ESB   25856   P077288
LAC   ESB   26042   P077759
ECA   ESB   25571   P079260
LAC   ESB   25351   P080746
SSA   ESB   25651   P082378
SAS   ESB   25789   P082646
SSA   ESB   22618   P000309
SAS   ESB   23594   P044876
SSA   ESB   20405   P050046
EAP   ESB   20276   P051838
MNA   ESB   23332   P056236
LAC   ESB   23295   P057531
LAC   ESB   23297   P057653
LAC   ESB   23632   P068271
SSA   ESB   22962   P069824
ECA   ESB   24157   P070112
LAC   ESB   23825   P070937
SSA   ESB   P7466   P071012
SSA   ESB   22529   P071308
EAP   ESB   23867   P073970
SSA   ESB   23762   P074078
ECA   ESB   23761   P075189
LAC   ESB   24159   P075978
MNA   ESB   24245   P076183
LAC   ESB   24159   P077712
SAS   ESB   T7534   P077896
EAP   ESB   21671   P004823
LAC   ESB   21851   P007397
SSA   ESB   20295   P040650
MNA   ESB   20898   P043255
MNA   ESB   20803   P044585
LAC   ESB   21846   P048652
ECA   ESB   21782   P050474
SAS   ESB   20298   P050658
SAS   ESB   20914   P050752
LAC   ESB   20334   P052021
ECA   ESB   20234   P055158
ECA   ESB   20952   P055173
SAS   ESB   21955   P055455
SSA   ESB   21417   P057167
LAC   ESB   21424   P059565
LAC   ESB   21428   P059566
LAC   ESB   21010   P064614
MNA   ESB   20804   P065593
LAC   ESB   20950   P068753
EAP   ESB   22287   P068949
SSA   ESB   21766   P069083
EAP   ESB   20528   P070268
SSA   ESB   23066   P071881
SSA   ESB   19990   P045091
MNA   ESB   20152   P045174
SSA   ESB   19610   P047319
MNA   ESB   19461   P050483
LAC   ESB   20099   P050578
LAC   ESB   19560   P050613
SAS   ESB   19822   P050667
MNA   ESB   20467   P050945
SSA   ESB   19148   P055073
SAS   ESB   20069   P055944
ECA   ESB   20170   P058512
SSA   ESB   19601   P058770
EAP   ESB   19065   P059971
SSA   ESB   20519   P066353
SSA   ESB   20073   P066571
LAC   ESB   19853   P066749
SSA   ESB   20097   P067329
SSA   ESB   20373   P068463
ECA   ESB   20019   P069120
SSA   ESB   20505   P069198
MNA   ESB   20028   P069326
ECA   ESB   20288   P069516
SSA   ESB   20308   P070204
SSA   ESB   18997   P000974
SSA   ESB   18681   P001786
SSA   ESB   19008   P003249
EAP   ESB   17235   P004828
SSA   ESB   17903   P035643
EAP   ESB   18151   P036049
EAP   ESB   18634   P040196
EAP   ESB   19002   P040612
EAP   ESB   18635   P041895
LAC   ESB   18122   P041994
SAS   ESB   18934   P045050
EAP   ESB   19146   P046051
ECA   ESB   19133   P049172
MNA   ESB   18923   P050484
LAC   ESB   17904   P050576
LAC   ESB   19228   P050763
SSA   ESB   18581   P055468
LAC   ESB   17887   P055481
SSA   ESB   18388   P056416
SSA   ESB   17894   P057188
ECA   ESB   18985   P057953
ECA   ESB   18991   P057959
EAP   ESB   18890   P058681
LAC   ESB   19130   P063386
SSA   ESB   17739   P000732
SSA   ESB   16666   P001559
SSA   ESB   17320   P001670
SSA   ESB   16519   P002789
SSA   ESB   P7185   P002972
MNA   ESB   17372   P005741
LAC   ESB   17912   P006204
LAC   ESB   17113   P006891
ECA   ESB   16474   P008281
ECA   ESB   16463   P008485
ECA   ESB   17877   P009089
SAS   ESB   17271   P009550
SAS   ESB   17335   P009574
SAS   ESB   17056   P010525
SSA   ESB   17770   P035655
SAS   ESB   15830   P037834
SAS   ESB   17398   P037835
SAS   ESB   17102   P038021
ECA   ESB   16686   P038391
MNA   ESB   17273   P038687
LAC   ESB   17178   P038947
ECA   ESB   16536   P039449
EAP   ESB   17266   P039644
LAC   ESB   17535   P040199
LAC   ESB   16991   P041680
LAC   ESB   17896   P044531
ECA   ESB   16555   P044614
LAC   ESB   17112   P046112
LAC   ESB   17174   P049895
LAC   ESB   17415   P050612
SAS   ESB   17103   P050638
LAC   ESB   17498   P050714
LAC   ESB   17402   P050762
SSA   ESB   17375   P055684
ECA   ESB   15967   P059947
er Sector Boards with education activities totaling more than USD $10 million.

                                               Project Description

          The development objective of the Technical and Vocational Education Modernization Project for Kazakhstan is to raise the rele
          The development objective of the Enhanced Vocational Education and Training Project is to expand the supply of skilled and em
          The development objective of the Higher Education Quality and Capacity Improvement Project for Cambodia is to: (a) improve
          The objective of the Improving Teacher Education Project for Guyana is to assist the recipient to improve the effectiveness and
          The objective of the Second Operation of the Higher Education Development Policy Program for Vietnam is to strengthen gove
          The development objectives of this Second Chance Education Project are: 1) to increase the number of out-of-school youth an
          The development objective of this Flexible and Open Distance Education (FODE) Project is to increase the number of out-of-sc
          The objectives of the Strengthening the National System of Science, Technology, and Innovation Project for Colombia are to st
          The objective of the Skills Development Project is to improve access to quality and demand responsive vocational training. The
          The objectives of the Skills and Technology Development Project are to stimulate improvements in productivity and expand em
          The objective of the Sindh Skills Development Project for Pakistan is to support the Government of Sindh in strengthening its tr
          The development objectives of Second Education Development Project for Lebanon are to: a) improve teaching quality and the
          The objective of the Tertiary Education Support Project for Pakistan is to improve the conditions of teaching, learning and resea
          The objectives of the Skills Development Support Project for Mauritania are to improve the quality, efficiency of training institutio
          The project development objective of the Tertiary Education Governance and Financing for Results Project is to enhance the e
          The objective of the additional financing for the Sindh Education Sector Project (SEP) for Pakistan is to support the governmen
          The objective of the Education Sector Support Project for Mozambique is to improve access to and, quality and equity of educa
          The objective of the University of Guyana (UG) Science and Technology Support Project for Guyana is to strengthen the four s
          The Eighth Poverty Reduction Support Credit Program (PRSC 8) is the first in a series of operations prepared in a Joint Budget
          The objective of the Fiscal Consolidation for Efficiency and Growth Development Policy Loan Program is to assist the municipa
          This development policy loan (DPL) is the first of a new programmatic series of two loans, each one amounting to US$100 milli
          This operation contributes to the strategic outcomes of the Country Assistance Strategy (CAS) by focusing support on two Econ
          The development objective of the Scholarships Program for Strengthening Reforming Institutions Project for Indonesia is to bui
          This program document describes a single-tranche development policy loan (DPL) to the Republic of the Philippines for US$25
          The objective of the Gas and Oil Capacity Building Project is to improve the public management and regulatory capacity while e
          The objectives of the Financial Education and Financial Literacy Project are to (i) improve the financial literacy of Russian citize
          The objective of the Khyber Pakhtunkhwa and Federally Administered Tribal Areas (FATA) Emergency Recovery Project for Pa
          This project paper seeks the approval of the Executive Directors to provide additional grant and credit financing to the Federal D
          This document describes the program for a Second Development Policy Loan (SDPL) aimed at improving Performance and Ac
          The objectives of the Second Safety Net and Social Reform Program for Latvia are (i) to protect vulnerable groups with emerge
          The objective of the Additional Financing for the Istanbul Seismic Risk Mitigation and Emergency Preparedness Project for Tur
          The objective of the Emergency Support for Social Services Project is to preserve health and education services following seve
          The objective of the Second Restoring Equitable Growth and Employment Programmatic Development Policy Loan (REGE-DP
          The additional credit for the Second Elementary Education Project in India would enable increased activities related to improved
          The project development objective of the Skills and Training Enhancement Project for Bangladesh is to strengthen selected pu
          The development objective of the Compensatory Education Project is to improve access to Early Childhood Education (ECD) s
          The second phase of the Technical/Engineering Education Quality Improvement Project seeks to strengthen selected institution
          The Higher Education Support Program (HESP) will support the Government of Pakistan (GOP) initiatives to increase participa
          The objective of the Education Transformation Capacity Building Project for Jamaica is to build the capacity of the emerging ke
          The New Model University Project (NMUP) aims to set up and pilot a new policy framework for the governance, financing and q
          The project development objective of the Higher Education Quality Improvement Project for the Republic of Yemen is to create
          The Higher Education Science and Technology Project for Mozambique will increase the number and raise the quality of gradu
          This project paper provides an additional loan to the Oriental Republic of Uruguay for the Third Basic Quality Improvement Proj
          The Government of Mexico has requested a Development Policy Loan (DPL) for Upper Secondary Education Reform Program
The development objective of the Higher Education for the Twenty First Century Project for Sri Lanka is to enhance the capacit
The objective of the School Sector Reform Program (SSRP) Project for Nepal is to increase access to and improve quality of s
The overall goal of the Additional Financing and Restructuring for the Education Modernization Project is to stave off further dec
The development objective of the Improve Education Quality Project for Malawi is to increase access and equity and enhance q
The objective of the Second Secondary Education Development Program Project (SEDP II) for Tanzania is to improve the qual
The objective of the School Based Management Project is to improve the education coverage, social participation, and educatio
The project development objective of the Liaoning and Shandong Technical and Vocational Education and Training Project is to
This Fiscal Sustainability, Human Development, and Competitiveness Development Policy Loan Program is designed to assist
The First Education Development Policy Loan Program for Morocco aims to support the implementation of the Government's E
This project paper provides an additional International Development Association (IDA) grant to the Lao People's Democratic Re
The additional loan for the Knowledge Improvement for Transparency and Accountability Project (BOS-KITA) in Indonesia will r
The objective of the Additional Financing for the Third Education Sector Project is to improve access to undeserved communitie
The project development objective (PDO) of the proposed additional financing would be the same as that for the original projec
The Education Sector Support Project (ESSP) for the Democratic Republic of Timor-Leste will support the Ministry of Education
The additional financing to Haiti for First Phase of the Education for All Adaptable Program Lending Project will help finance the
The objective of the Additional Financing for Strengthening of Higher Education Project (SHEP) is to assist in restoring the basi
The overall development objective Promoting Innovation and Competitiveness Project will be to enhance Chile's policy and inst
The objective of the School Education Quality Assurance Program (SEQAP) Project for Vietnam is to improve learning outcome
The objective of the Organization of Easter Caribbean States (OECS) Skills for Inclusive Growth Project is to support Grenada
The development objective of the Guangdong Technical and Vocational Education Training Project for China is to expand capa
                                                                                                 s
The Higher Education Reform for the Knowledge Economy Project will support the Government’ program to improve equitable
The objectives of the Punjab Education Sector Project for Pakistan are to improve access and equity, and the quality and releva
The Higher Education Development Policy Program (HEDPP), along with the Second Higher Education Project (HEP2) and the
The development objective of the Second Education Reform for the Knowledge Economy Project (ERfKE II) is to provide stude
The objectives of the Secondary Education Quality and Access Enhancement Project for Bangladesh are to improve the quality
The development objectives of the Pernambuco Education Results and Accountability (PERA) Project for Brazil are to: (a) impr
The objective of the Higher Education Quality Enhancement Project in Bangladesh is to improve the quality and relevance of th
The objective of the Lagos Eko Secondary Education Project for Nigeria is to improve the quality of public junior and senior sec
The objectives of the Education Quality Improvement Project for finance are improve: (i) the quality of non-formal initial, basic (
The objective of the General Education Quality Improvement Program Project (GEQIP) for Ethiopia is to improve the quality of
The Acre Social and Economic Inclusion and Sustainable Development Project for Brazil development objective is to contribute
The development objective of the Sindh Education Sector Project (SEP) of Pakistan is to support the Government of Sindh's M
The objective of the School Operational Assistance (BOS) Knowledge Improvement for Transparency and Accountability Projec
The development objectives of the Second Adaptable Program Lending (APL2) for the Education Quality and Relevance Projec
The overall objective of the Second Phase of the Basic Education Project is to continue supporting the Government of Uzbekis
The second phase of the Development Policy Loan series (DPL2) in support of the Education and Training Sector Improvemen
The objectives of the Post Primary Education and Training Adaptable Program Lending Project in Uganda are: (i) increase acce
This project paper concerns to provide an additional financing (AF) to the Republic of Guinea for the Education for All Project. T
The objective of the Additional financing for Support to Basic Education Project is to improve the efficiency, quality, and equity i
The Emergency School Reconstruction Project (ESRP) is a core part of the Bank's overall response to the emergency situation
The Upper Secondary Education Project of Colombia will support the Department of Antioquia's long-term vision to improve the
The objectives of the Second Adaptable Program Lending (APL) for Rural Education Project in Colombia are to improve access
The Bolivia Secondary Education Transformation Project aims to support the Municipal Government of La Paz's education stra
The objective of the Secondary Education Development and Girls Access Project is to support the Government of Yemen's pro
The objectives of the Early Childhood Development Project for Jamaica are to: (i) improve the monitoring of children's developm
The development objective of the Better Education through Reformed Management and Universal Teacher Upgrading Project (
The objective of the Science and Technology Higher Education Project for Tanzania is to increase the quantity and quality of hi
The development objective of the Employer Driven Skills Development Project for Jordan is to realign policy formulation with em
The Education Quality, Governance and Institutional Strengthening Project's Development Objectives are to: (i) expand pre-sch
The Second Education Sector Development Project for Azerbaijan objectives of the second phase adaptable program lending (
The Kosovo Institutional Development for Education Project aims to support the government in the implementation of the Strate
The Second Elementary Education Project (SSA II) for India development objective is to significantly increase the number of 6-
The project development objective (PDO) of the Skills Development Project of Afghanistan is to increase the number of immed
The Second Student Loan Support Project for Colombia objectives are to: (a) improve coverage by increasing the enrollment a
(Additional Financing) The Second Basic Education Project for Panama development objectives will remain unchanged. Thus t
Afghanistan is a country that has been besieged by civil strife for almost three decades. The Second Education Quality Improve
The Meeting Teacher Needs for Education-For-All Project will support the Government of Haiti (GoH) in the development and im
The development objective of the Second Integrated Early Childhood Development Project for Eritrea is to improve the health,
(Additional Financing) The Education for All Project's long-term development objective is to improve access to, and benefit from
The objective of the International Institute for Water and Environmental Engineering (2iE) Project for Burkina Faso is to increas
(Additional Financing) The objective of the Basic Education Sector Project for Burkina Faso is to assist the recipient in its effort
(Additional Financing) The Government of Mongolia for the Rural Education and Development (Read) Project additional resour
The project development objectives of the Education Sector Reconstruction Project of Burundi are: (a) to improve the capacity
This Project Appraisal Document (PAD) proposes financing for Science and Technology Education at the Post-Basic (STEPB)
The Second Higher Education Project (HEP2) aims to increase the quality of teaching and research in universities in ways that
The objective of the Education Sector Project of the Democratic Republic of Congo is to prevent further deterioration in the deli
The objectives of the project are to provide the public training system with improved mechanisms for responsiveness to employ
This loan is the first of two single-tranche sector Development Policy Loans (DPLs). It supports the implementation of the first p
The objective of the Education Sector Support Project is to support the Kenyan Government's program to provide basic educat
The Support for the Strategy of Inclusion and Quality Education Project will contribute towards the achievement of the universa
The Quality Education for All Project for Senegal will improve teaching and learning practices in the classroom in order to assis
The objectives of the Guatemala Education Quality And Secondary Education Project are to improve access to a quality lower s
The objectives of the Nepal Second Higher Education Project are (a) enhanced quality and relevance of higher education and r
The Second Education Sector Investment Program for Mali aims to increase the proportion of Malian children completing a qu
The Basic Education Project for Uzbekistan aims to improve effectiveness of teaching in general secondary education and pre-
The proposed loan for Bulgaria first social sectors institutional reform project is intended to support the Government of Bulgaria
The Lifelong Learning and Training Project in Argentina aims at supporting the Government of Argentina to consolidate, streng
The project development objective is to strengthen Uruguay's capacity to generate, transfer and adapt knowledge and technolo
The Timor-Leste Education Sector Support Project aims to strengthen the capacity of the Ministry of Education and Culture (Mo
The development objective of the Project is to improve the quality of basic education in targeted Local Government Areas (LGA
The objective of the OECS Skills for Inclusive Growth Project (Adaptable Program Lending) is to assist the Government of St. L
The North-West Frontier Province second development policy credit for Pakistan is the middle operation of a series of three de
The objective of the Education System Realignment and Strengthening Project, the second phase of the Education System Re
The objective of the Vocational Training Improvement Project of India is to improve the employment outcomes of graduates fro
The objective for the Education for All Project is to improve access to primary education for poor children aged 6- 12 in a sustai
The Sindh Education Sector Development Policy Credit (SEDPC) is the first of a programmatic series of three development pol
The Fourth Punjab Education Sector Development Policy Credit will be the first in a second series of three development policy
The development objective of Tanzania's Zanzibar Basic Education Improvement Project is to improve completion of lower sec
The Third Education Sector Development Support Credit Project of Bangladesh will assist the Ministry of Education (MoE) in un
The Rural Education Improvement (PROMER) Project seeks to support national Government policy to improve the coverage, e
The Tunisia Second Higher Education Reform Support Project aims to support the implementation of the Government's progra
The Second Phase of the Education Sector Program for Gambia aims to: (a) Improve conditions for teaching and learning in ba
The Education Excellence and Equity Project (EEE) for Albania will support the government in the implementation of the first ph
The Excellence and Innovation in Secondary Education (EXITO) Project for El Salvador will increase equitable opportunities for
A series of single tranche Poverty Reduction Support Credits (PRSCs), provided in the form of budget support, aims to support
The Second Programmatic Education Sector Development Support Credit Project will assist the Ministry of Education (MoE) in
The Education Sector Development Project (ESDP) in Sri Lanka will support the country's Education Sector Development Fram
The Tertiary Education Student Assistance (First Phase) Project seeks to foster the sustainable and equitable expansion of tert
The Millennium Science Initiative Project's development objective is for Ugandan universities and research institutes to produce
The Croatia Education Sector Development Project aims to improve student learning and system performance. The medium- te
This is the Second School Access and Improvement Program Project, and will continue to support classroom expansion, but w
The Technical and Vocational Education and Training (TVET) Project for Mozambique will facilitate the transition of the existing
The program will support Chile's development into a knowledge-based economy, by strengthening its tertiary education system
The long-term development objective of the Mexico School-Based Management Project is to improve the quality of education a
The Early Childhood Education and Development (ECED) Project aims to improve poor children's overall development and rea
The Quality Education in Rural Areas Project supports the Government's education program, articulated in the Economic Grow
This purpose of this proposed third development policy credit is to support the Punjab Province's three year Education Sector R
The National Program Support for Basic Education Project aims to improve quality and equity in learning outcomes for all Filipin
The Balochistan Education Support Project for Pakistan aims to promote public-private and community partnerships to improve
The main objective of the Third Emergency Education Project is to alleviate overcrowding in primary, and secondary schools th
The Mongolia Rural Education and Development (Read) Project aims to help enhance education quality in rural primary school
Within the wide-range reform agenda of the Government of Pakistan, the Second Education Sector Development Policy Credit
This Post Primary Education Project aims at supporting the Government strategy to increase the number, and quality of studen
The principal objective of the Basic Education Reform Support Program (Programme d'appui a la reforme du systeme educatif
The Equity and Efficiency of Education Project for Costa Rica will: (i) reduce existing rural education gaps in primary education
The Secondary Education Project for Turkey aims at improving the quality, economic relevance, and equity of secondary educa
The objectives of the Pernambuco Integrated Development: Education Quality Improvement Project are to improve the quality,
The Education Sector Support Project (ESSP) for Cambodia aims to assist the Borrower to implement the ESSP goals to expa
The First Education Sector Support Project for Malawi will provide immediate financing to support the education sector in Malaw
The Education for All Project's long-term development objective is to improve access to, and benefit from basic, and primary ed
The objective of the Education Development Capacity Building Project is to: (i) increase the efficiency and equity of primary and
The objective of the Basic Education Development Project is to assist Yemen in expanding the provision of quality basic educa
The Equal Access to Quality Education Project for Ukraine aims to provide equal access to quality education and improved effic
The Programmatic Education Sector Adjustment Credit Project, will assist the Ministry of Education (MOE) in undertaking the fi
The Post Secondary Education Project will directly support one of the Government's primary national development, and sectora
The Rural Education Project for Kyrgyz Republic aims to improve learning and learning conditions in primary and secondary sc
The objective of the Education Project (PASEN) is to bring together donors and lenders to help the Government of Nicaragua im
The overall objectives of the Education Restructuring Project in Bosnia-Herzegovina are to: (a) increase participation in genera
The Tonga Education Support Project aims to establish a consistent and equitable mechanism that will empower schools and c
The Human Development Technical Assistance Project for Brazil will assist the government in developing institutional capacity
The Early Childhood Education Enhancement Project for Egypt aims to achieve its development objectives through the followin
Support for the education sector at this point in Afghanistan's history - transition from emergency recovery assistance to long-te
The development objectives of the Support to Basic Education Project, are to improve efficiency in the allocation and managem
The Montenegro Education Reform Project aims at strengthening the capacity of the education system to make continuous imp
The Targeted Budget Support for National Education for All Plan Program Project will provide targeted budgetary support for se
The Project for Managing Higher Education for Relevance and Efficiency seeks to create an enabling environment for the evolu
The Basic Education Development Project, an Adaptable Program Loan (APL) will support Mexico's compensatory education p
The Higher Education Project will help the Government of Mauritania's strategy on improving qualified graduates skills, needed
The government has requested the Bank to play a leading role in helping the government design a long-term higher education
The objective of the Human Capital Technical Assistance Project in the Slovak Republic is the development of institutional capa
The Skills Development Project will assist the Government in the implementation of a pilot program to stimulate the private sec
The Education Sector Project (EdSeP) is rooted in a sectoral and macroeconomic context. In 1986, the Government kicked off
The Elementary Education Project will assist the Government in its efforts to attain its goals of universal elementary education,
The Basic Education Project for Niger's objectives are: (i) to increase enrollment and completion in basic education programs a
The Government's objectives are: (i) the Framework Agreement (including the rights for equal access to "uniform" quality of ed
The development objectives for the project are to improved access to and completion of affordable and quality basic education
The development objectives of the Paraguay Education Reform Program are to improve a) management and efficiency of the s
The project will support Bhutan's education development program under its 9th Five-Year Plan (2002-2007) to expand access t
The Project Development Objective is to improve the quality and relevance of the Armenian school system to meet the challeng
The objective of the Second Primary Education Development Project is to improve quality, equitable access, and efficiency in p
The purpose of the Education Modernization Program is to support the Government through the orientation of the educational s
The purpose of the Cundinamarca Education Quality Improvement Project is to assist the Government of the Department of Cu
The development objective of the Laos Second Education Improvement Project is increased primary school enrollment and com
The main purpose of the Development Learning Centre Project is to test the effectiveness, and sustainability of a development
The Development Objective of the proposed Second Education Sector Development Project (Phase 02) is to further improve th
The main purpose of the Development Learning Center Project is to test the effectiveness and sustainability of a Development
The main objective of Education Quality Improvement Program (EQIP) is to promote excellence in teaching and learning throug
The Secondary Education Development Program (SEDP) Project support reforms by the Government of the United Republic o
The purpose of this Education Sector Adjustment Credit for Pakistan is to provide financing for the Province of Punjab, which h
The overall objective of the horizontal APL program is to build human capital in the OECS - Organization of Eastern Caribbean
The key aim of the of the Reaching Out-of-School Children Project for Bangladesh is to reduce the number of out-of-school chi
The main objective of the Chad Education Sector Reform Project (PARSET) is to develop the policy framework, strategies, and
The objective of the Primary Education for Disadvantaged Children Project for Vietnam is to improve access to primary school
The project for Improving Relevance and Quality of Undergraduate Education for Sri Lanka will support the Government's long-
The purpose of the Early Childhood Education Project is to assist the government of the Dominican Republic to increase the av
The Rural Education Project in Peru will support the Government's strategy for improving the quality, and equity of basic educa
The Second Basic Education Project will support implementation of the Government basic education program, over the years 2
The Education Modernization Project in Tajikistan, seeks to avoid further decline in the education system, to instead support th
The Education Sector Investment Project in Eritrea, seeks a more equitable, and increased enrollment in basic education, and
The purpose of the Bahia Education Program for Brazil is to assist the Government of Bahia in its effort to improve the educatio
The Education Sector Development Project for Azerbaijan is committed to sectoral reforms in the education sector based on th
The Universal Basic Education Project will support the Government of Nigeria implement a program to achieve universal basic
In support of Jamaica's fifteen-year program to reform secondary education, the Project will improve the quality, and equity of s
The Technical/Engineering Education Quality Improvement Project for India supports the production of high quality technical pr
The overall objective of the Rural Education Project for Romania is to have rural school students benefit from improved access
The Higher Education - Improving Access Project aims to increase the equity, and improve the quality of Colombia's tertiary ed
The Rehabilitation of Education Project for Sierra Leone's key objective is the immediate rehabilitation of schools by re-establis
The Alpha Maroc Project, as a learning and Innovation Loan (LIL), aims at testing new approaches to quality teaching, and adu
The objective of the Education Reform for Knowledge Economy Project (ERfKE) is to support the Government of Jordan to tran
The Development Learning Center Project will test the viability of a distance learning institution in Burkina Faso, as well as its a
The Science for the Knowledge Economy Project for Chile seeks two development objectives, which, in agreement with the Go
The National Education Assessment System for Pakistan aims to design and administer assessment mechanisms to establish
The overall objective of the Second OECS Education Development Project for Grenada is to build human capital in the OECS w
The educational attainment at the primary and secondary levels will be improved, and access of vulnerable groups to education
The First Programmatic Human Development Sector Reform Loan for Brazil basic objective is to reduce poverty by improving q
The project development objective is to improve pupil performance and retention through ensuring an adequate supply and bet
The Community School Support Project will provide block, performance, supplementary, and other grants, including scholarship
The Basic Education Sector Project will support the education ten year program, within this first phase which will lay the founda
The Second Female Secondary School Assistance Project aims to improve the quality of, and girls access to, secondary educa
This is Phase I of the Education for All Program Project, which will support the Government's program objective to ensure equit
The objective of the Primary Teacher Development Project for Vietnam is to lay the foundation for a nationwide program to upg
The Higher Education Enhancement Project aims at laying the foundation for improving the quality of the higher education syst
The Second Basic Education Development (APL) is the second phase of a three-phase program which supports implementatio
The Fundescola III project is the third step in Brazil's ten-year Fundescola School Improvement Program. It is to help the Minist
The Lifelong Learning and Training Project will assist the Government of Chile in laying the foundation for an articulated, and ex
The Development objectives of the Higher Education Project for Mozambique are to: a) enhance internal efficiency and expand
In an aim to improve student achievement in basic education, and to make a more efficient use of financial, human, and physic
The objective of the Third Basic Education Quality Improvement Project is to increase equity, quality, and efficiency in providing
The Primary Education Development Program Project will support the Government of Tanzania reform its primary education sy
The Education Sector Development Program Project aims at supporting the Government's education program in its entirety, by
The Global Development Learning Network Project will test a variety of distance learning, and state-of-the-art communications
The Decentralized Service Delivery (Makerere University Training Pilot) Project seeks to support Uganda's efforts at building ca
The project development objective of the Republic of Serbia Education Improvement Project is to build capacity and produce sy
The overall program objective of the OECS Education Development Project is to build human capital in the Organization of Eas
The development objective of the Higher Education Learning and Innovation Project, is to assist in the preparation of a higher e
The overall program objective of the OECS Education Development Project is to build human capital in the Organization of Eas
The project overall objective is to selectively support the Government's emergency education program, by specifically helping in
The objective of the Second Education Project (Learning and Innovation Loan) is to identify an efficient, replicable, and sustaina
The Community Based Education Project will improve the quality of preschool, and lower basic education grades, in targeted ru
The overall objective of the first phase of the Mali Education Sector Expenditure Program (ESEP) is to provide increased and e
The Basic Education Expansion Project, supports the education sector strategy in Yemen, providing basic education, through im
The objective of the School Access and Improvement Program Project in Djibouti, is to enhance the quality of education, and to
The Universalization of Basic Education Project aims at improving coverage, and equity at the primary school level, as well as i
The Education Reform Project aims to provide assistance to the Ministry of Education and competitively selected regions of Ru
The Third Technician Education Project in India, will assist the industrially, and economically under-developed, in remote states
The Post-Literacy and Continuing Education for Human Development Project aims to increase the functional application of liter
The Second Basic Education Project in Panama, aims at improving the quality, and efficiency of basic education, and accessib
The purpose of the Education Modernization Project in Bulgaria, is to improve resource management, and the quality of teachin
The Education System Realignment and Strengthening Program Project, will improve the quality, and relevance of primary, and
The Rajasthan Second District Primary Education Project is the seventh in the series of the National District Primary Education
The Technical Education Vocational and Entrepreneurship Training (TEVET) Development Program Support Project aims to de
The Bahia Education Project will target fundamental schools in the State's poorest municipalities, to assist the Government in im
The promotion for greater equity, and quality of education services, is the main objective of the Ceara Basic Education Quality I
The Second Buenos Aires Secondary Education Project is part of the continued Bank support to the education reform process
The Education Action Project aims to strengthen the capacity of the Ministry of Education (MOE) to manage the education syst
The Global Distance Learning Network (GDLN) Project for the Dominican Republic aims to 1) test the effectiveness and sustain
The Library Development Project, aims at developing innovative approaches, to increase the use of reading materials in comm
The Distance Learning Project in Ethiopia, will test comparative learning outcomes, cost and cost-effectiveness, and the sustain
Because what previously existed has been swept away, East Timor has an historic opportunity to build a new, modern educatio
The Global Distance Learning Center (DLC) Project for Mauritania aims to test public and private sector partnership to promote
Through education, and skills development, the Human Resources Development Project will implement a program of capacity
The General Education Project in Lebanon, aims at enhancing the capacity of the Ministry of National Education, Youth and Sp
The Quality Education for All Project for Senegal supports Senegal's educational framework which aims for quality universal ba
The Child Development Project, aims at implementing the coordinated efforts of the pilot area-based program in Yemen, and im
The Rural Education Project for Colombia aims to improve access to quality basic education in rural areas. There are four proje
The Second Basic Education Project for Nicaragua consolidates and expands the actions taken under the First Basic Education
The Uttar Pradesh Third District Primary Education Project assists the government in its efforts towards building capacity for en
The Education Quality Improvement Program (EQIP) Project's objective is to support the government's efforts to a) achieve ne
The Pilot Literacy Project aims to develop and test effective arrangements for delivering demand-driven adult functional literacy
The Third Education and Training Project will improve quality of education in Maldives, increase equitable access, and strength
The Education Development Project, will improve teaching, and learning processes in Bosnia and Herzegovina, therefore impro
The Improving Learning in Primary Schools Project aims to further develop and assess the merits of bilingual education in Mali
The Education Quality Improvement Project for Cambodia aims to develop a demonstration model, shown to be effective for ex
The Distance Learning Project, will test the viability, and sustainability of distance learning as a means of increasing access to h
The Second Primary Education Project for Nigeria assists the Government in improving its primary education program to prepa
The Millennium Science Initiative Project for Venezuela aims to strengthen the government'' capacity so that the country can ga
The Distance Learning Project in Benin, will facilitate distance learning for accessing high-quality, up-to-date, and cost-effective
The Integrated Early Childhood Development Project for Eritrea promotes the healthy growth and holistic development of Eritre
The Education Reform Project for Albania aims to assist the education ministry in planning and managing the delivery of educa
The Distance Learning Project for Senegal aims to increase access to high-quality, up-to-date and cost-effective training for pu
The Higher Education Development Project aims to initiate improvements in the quality, relevance, and efficiency of Jordan's h
The Education and Health Project for Kosovo aims to improve efficiency and equity in public resource allocation for education;
The Labor Force Development Project in Benin, will assist in the start up, and pilot testing of a new government program that a
The National Functional Literacy Program Project aims to increase the number of Ghanaians adults (15-45 years), particularly w
The Education Sector Strategic Program Project (ESSP) provides increased and equitable access to higher quality education th
Zambia has a high percentage of poverty, amounting to 88 percent in rural areas. The government's revenue and GDP has dec
The Higher Education Project seeks to: a) increase coherence, flexibility, and responsiveness of higher education to the changi
The Third Education Sector Program Project will support the implementation of the second half of the Government's Education
The Early Child Development (ECD) Project seeks to a) protect children between the ages of six months and two years against
The Sumatera Basic Education Project seeks to 1) mitigate the effect of the economic crisis by maintaining primary and junior s
The Basic and Primary Education Project aims to strengthen institutional capacities at national, district, and school levels for m
The Sulawesi and Eastern Islands Basic Education Project seeks to 1) mitigate the effect of the economic crisis by maintaining
The general objectives of the Second Basic Education Quality Improvement Project are to: (a) expand coverage and improve q
The Rajasthan District Primary Education Project assists the government of India in building and strengthening state, district, a
The Higher Education Reform Project for China aims to improve the quality and relevance of undergraduate basic science and
The Education Improvement Project will increase the education sector capacity in Latvia, and strengthen the management of b
The latest Country Assistance Strategy (CAS) for Egypt, dated 1997, specifies the need for a skilled labor force to sustain a lon
The Youth Development Project for Colombia aims to test and evaluate alternative multi-sectoral and participatory approaches
The Second School Improvement Project (FUNDESCOLA II) for Brazil is the second in a series of projects designed to improve
The Education and Training Consolidation and Modernization Project extends the Basic Education and Training Project (report
The Higher Education Improvement Project aims at improving the performance of the Chilean higher education system in: a) co
The Second Education Sector Development Project's objective is to increase the number of Basotho that benefit from the educ
The overall objective of the Pre-Service Teacher Education Project is to develop an innovative, school-based teacher education
The Education Reform Project for Tajikistan aims to improve access to high quality education as well as to raise learning achie
The overall development of the Education Reform Project is to improve the effectiveness of teaching and learning in selected g
The Education Sector Support Project follows the sector objectives of the Country Assistance Strategy (CAS) dated March 199
The Millennium Science Initiative Project is to demonstrate improved performance in a highly selected segment of the Chilean s
The first five-year phase of the Education Sector Development Project, an expenditure program to restructure and expand Ethio
The Education Sector Development Project for Madagascar aims to produce more and better trained students at all levels of ed
The Secondary Education Project's objective is to increase the number of students from disadvantaged groups who graduate fr
The Human Resources Development Pilot Project will contribute to the Country Assistance Strategy (CAS) objective of increas
The purpose of this Education Sector Adjustment Operation is to provide core budget support to promote and further develop U
The objectives of the Higher Education Reform Support Project are to: i) promote access to higher education; ii) improve intern
The Education Quality and Equity Strengthening Project aims at a) providing integrated infrastructure and educational process
The development objectives of the Antioquia Basic Education Project in Colombia are to 1) contribute to the Antioquia's goal of
The objectives of the Education Financing and Management Reform Project for Armenia are to (a) improve the quality of gener
The objective of the Youth Training Project for Hungary is to help adolescents and young adults make the transition from schoo
The Basic Education Project supports the first phase of the basic education program. The objectives of the program are to: a) a
The Primary Education Development Project's objectives are to: a) improve school quality and system efficiency; b) establish a
The Second Education Project will assist Bhutan in building and strengthening physical and institutional capacity to provide a hi
The objectives of the Second General Education Project for Sri Lanka are to improve the quality, access, management and fina
The Education and Training Support Project for Cote d'Ivoire supports the sectoral strategy set out in the National Education an
The Northern Education Project's objectives are: a) to improve the quality of education, increase learning achievement and imp
Only the education components in this project are found in this database. The overall goal of the Second Social Action Program
The development objective of the Third District Primary Education Project is to assist the Government of Bihar (GOB) to build a
The Education Rehabilitation Project for Macedonia has three objectives: 1) to improve the learning environment in high povert
The development objective of the Vocational and Technical Education Project is to improve the performance of the Vocational a
The objective of the Science and Technology Reform Support Project is to improve the overall performance of Brazil's science
The Higher Education Reform Project aims at developing a system of higher education that: a) responds to the nation's change
The West Java Basic Education Project will: (i) improve quality of basic education (grades 1-9) expand access to junior second
The Basic Education Development (PAREIB) Project for Mexico is Phase I of the proposed Adaptable Program Loan (APL), wh
The Secondary Education Project for El Salvador aims to expand coverage with improved quality and efficiency of public and p
The Knowledge and Innovation Project for Mexico promotes the generation, diffusion, and application of knowledge for innovat
The School Rehabilitation Project supports Romania's efforts to rehabilitate schools up to the safety standards and pedagogic n
The development objectives of the Pasto Education Project in Colombia are to: 1) improve the capacity of schools, education c
The Higher Education Financing Project aims to assist Mexico in promoting greater equity and quality in the preparation of univ
The Education Reform Project aims at improving and expanding coverage, quality, and efficiency of initial, preschool, and basic
The Second Uttar Pradesh Basic Education Project (UP BEP II) responds to the government's request to reallocate presently u
The Third Secondary Education Project aims to: i) increase access to third cycle of basic education and polymodal secondary l
The development objective of the School Improvement Project --FUNDESCOLA I-- for Brazil is to strengthen primary schools a
The objectives of the Higher Education Technical Training Project are to: (i) encourage existing private sector enterprises to be
The General Education Project aims at supporting the first phase of Moldova's education sector reforms, focusing on mandator
r Kazakhstan is to raise the relevance, quality, and efficiency of technical and vocational education (TVE) through an improved policy framew
pand the supply of skilled and employable labor by increasing access to quality training programs, and by strengthening the technical and voc
  or Cambodia is to: (a) improve the quality of teaching, management, and research in project-supported entities; and (b) pilot the targeting of
o improve the effectiveness and efficiency in the delivery of quality teacher education. There are three components to the project, the first co
 r Vietnam is to strengthen governance, rationalize financing, improve the quality of teaching and research, improve accountability for perform
umber of out-of-school youth and young adults who complete recognized equivalency programs; and 2) to decrease number and/or rate of le
ncrease the number of out-of-school youth who complete recognized secondary diploma and certificate equivalency programs. There are fou
 n Project for Colombia are to strengthen Administrative Department of Science, Technology and Innovation (COLCIENCIAS') capacity to pro
 ponsive vocational training. There are three components to the project, the first component being delivery of quality and relevant vocational t
 s in productivity and expand employment in designated and priority economic sectors and in participating enterprises, through the production
nt of Sindh in strengthening its training programs to improve the skills set and employability of trainees. There are three components to the pr
mprove teaching quality and the learning environment in general education and in preschool; and b) increase governance and managerial ca
s of teaching, learning and research for enhanced access, quality and relevance of tertiary education. There are two components to the proje
 ity, efficiency of training institutions and create an enabling environment for a more market-driven Technical and Vocational Education Traini
  ults Project is to enhance the efficiency and quality of the higher education system and the oversight and accountability of higher education i
  an is to support the government of Sindh's medium-term Sindh Education Sector Reform Program (SERP). The objectives of SERP are to in
 and, quality and equity of education. There are four components to the project, the first component being improving access to education. In 2
  yana is to strengthen the four science and technology faculties at UG through infrastructure, research and curricular improvements while bui
 tions prepared in a Joint Budget Support Framework (JBSF) with development partners. It is the first of three development policy lending (DP
  ogram is to assist the municipality of Rio de Janeiro in creating fiscal space which will be used for investments to improve the quality and eff
  one amounting to US$100 million. The series supports the implementation of a program of policy reforms in three main areas: public sector
by focusing support on two Economic Development and Poverty Reduction Strategy (EDPRS) flagship programs: growth for jobs and exports
ns Project for Indonesia is to build participating agencies' capacity by strengthening their human resources in core functional areas; and enha
blic of the Philippines for US$250 million. It is being proposed as the first of a programmatic series of three DPLs to support the Philippines' e
 t and regulatory capacity while enhancing transparency; and strengthen local technical skills in Ghana's emerging oil and gas sector. There a
nancial literacy of Russian citizens (especially, among the school-age and college students, and active and potential low and middle income u
ergency Recovery Project for Pakistan is to support the Government of Pakistan, and specifically the Khyber Pakhtunkhwa (KP) province and
  credit financing to the Federal Democratic Republic of Ethiopia for the Second Phase of the Protection of Basic Services Program (PBS2). T
  improving Performance and Accountability of Social Sectors (PASS) in the Dominican Republic (DR). This operation is being as the second
   vulnerable groups with emergency safety net support during the economic contraction; (ii) to mitigate the social costs of fiscal consolidation
cy Preparedness Project for Turkey is to assist the Borrower improve the city of Istanbul's preparedness for a potential earthquake, through e
ducation services following severe flooding and other natural disasters that took place in Guatemala between May and September 2010. The
 opment Policy Loan (REGE-DPL2) Program for Turkey is to support equitable growth and job creation over the medium term. Turkey has re
sed activities related to improved learning outcomes at the elementary level (grades 1-8), increased access and completion rates at the uppe
esh is to strengthen selected public and private training institutions to improve training quality and employability of trainees, including those fro
  y Childhood Education (ECD) services and learning outcomes of children in the most marginalized municipalities of Mexico. There are three
 to strengthen selected institutions to produce more employable and higher quality engineers and prepare more post-graduate students to red
 ) initiatives to increase participation, enhance quality and relevance, and strengthen the efficiency and sustainability of Higher Education Inst
 the capacity of the emerging key agencies (National Education Inspectorate (NEI), Jamaica Teaching Council (JTC), Regional Education Au
  he governance, financing and quality assurance of one new-model research university. The proposed NMUP, along with HEP2 and HEDPP
  Republic of Yemen is to create enabling conditions for the enhancement of the quality of university programs and graduate employability. Th
er and raise the quality of graduates at the undergraduate and graduate levels, and strengthen the national research capacities to produce re
 Basic Quality Improvement Project, including the extension of the project's closing date by 36 months from December 31, 2009 to December
  ary Education Reform Program in the amount of $700 million to support its ongoing upper secondary education reform program, focusing in
 Lanka is to enhance the capacity of the higher education system, institutions, and human resources to deliver quality higher education servic
 cess to and improve quality of school education, particularly basic education (Grades 1-8), especially for children from marginalized groups. T
 Project is to stave off further decline in the education system in Tajikistan and to support the process of rebuilding. The project has contribute
 ccess and equity and enhance quality of the teaching and learning environment in basic education. The project are three components: (i) imp
 Tanzania is to improve the quality of secondary education with a focus on underserved areas. There are four components to the project. The
social participation, and educational outcomes in Mexico. There are three components to the project. The first component of the project is sc
ucation and Training Project is to improve the quality and relevance of technical education in eight schools in Liaoning and Shandong provinc
n Program is designed to assist the Government of the State of Rio de Janeiro (GORJ) in sustaining its strategic efforts to improve fiscal man
mentation of the Government's Education Emergency Program 2009-20 12 to improve the effectiveness and efficiency of service delivery and
  he Lao People's Democratic Republic (PDR) for the Second Education Development Project (EDP II). The operation will support the Ministry
  t (BOS-KITA) in Indonesia will reimburse a portion of the Government’s BOS grants made to public and private primary and junior secondary
ccess to undeserved communities to, and quality of, education in The Gambia with a particular focus on primary education (lower-basic educ
me as that for the original project: “To reduce the number of out-of-school children through improved access, quality and efficiency in primary
  upport the Ministry of Education (MoEd) to: i) provide all primary schools with adequate student and teacher furniture, ii) implement a succes
 ding Project will help finance the costs associated with the implementation of modified project activities in response to the earthquake that af
   is to assist in restoring the basic operational performance of higher education institutions so as to enhance the quality of tertiary education. T
   enhance Chile's policy and institutional innovation framework for competitiveness and improve the impact of priority innovation programs. M
m is to improve learning outcomes and education completion for primary education students, particularly disadvantaged primary education stu
 h Project is to support Grenada to increase the employability of youth through public private sector partnerships for technical and life skills tra
 ject for China is to expand capacity and improve the quality and relevance of technical and vocational education and training in secondary an
  ’ program to improve equitable access for male and female students to a higher education system in Jordan. The project will support policy
  s
equity, and the quality and relevance of education in Punjab. The project will support, which aims to: (i) enhance fiscal sustainability and the e
ducation Project (HEP2) and the New-Model Universities Project (NMUP), is designed to support the Governments implementation of its 'Soc
 ct (ERfKE II) is to provide students enrolled in pre-tertiary education institutions in Jordan with increased levels of skills to participate in the k
 adesh are to improve the quality of secondary education, systematically monitor learning outcomes, and to increase access and equity in pro
Project for Brazil are to: (a) improve the quality, efficiency, and equity of public education in Pernambuco; and (b) introduce management refo
 e the quality and relevance of the teaching and research environment in higher education institutions through encouraging both innovation an
 y of public junior and senior secondary education in Lagos state. There are four components to the project, the first being promoting seconda
 ality of non-formal initial, basic (grades 1-9) and secondary (10-12) education programs; (ii) the coverage and internal efficiency of initial and
 opia is to improve the quality of general education throughout the country. The Program will be monitored closely through a set of key perform
opment objective is to contribute to the Government of Acre's efforts to promote social and economic inclusion of the poorest/most disadvant
  rt the Government of Sindh's Medium Term Education Sector Reform Program (SERP). The objectives of SERP are to increase school part
 arency and Accountability Project (KITA) for Indonesia is to improve access to quality education for all children of ages 7 to 15 by strengthen
on Quality and Relevance Project for Armenia are enhance school learning in general education and improve the school readiness of children
 ing the Government of Uzbekistan's (GoU) efforts to improve the effectiveness of teaching and learning through: (1) targeted interventions in
 nd Training Sector Improvement Program for Namibia reinforces and extends sector policy, legal, financial and institutional reforms initiated
  in Uganda are: (i) increase access to lower secondary education; (ii) improve the quality of lower secondary education; and (iii) enhance the
  r the Education for All Project. The AF will finance the costs associated with the payment of remuneration and incentives to primary and seco
 e efficiency, quality, and equity in the provision of basic education in the Republic of Congo with a view to achieving universal quality primary
 onse to the emergency situation caused by the passing of Tropical Storm Fay and Hurricanes Gustav, Hanna and Ike (FGHI) in August and S
    long-term vision to improve the employability of young people and increase the competitiveness of the labor force by: (i) increasing equitabl
 Colombia are to improve access to quality education in approximately 120 to 210 municipalities within 30 selected departments, while suppo
 ment of La Paz's education strategy, by: (i) increasing access to secondary education for adolescents and young people and improving their
 he Government of Yemen's program for improving gender equity, quality, and efficiency of secondary education in selected districts with a p
monitoring of children's development, the screening of household-level risks affecting such development, and early intervention systems of th
 sal Teacher Upgrading Project (BERMUTU) in Indonesia is to contribute to the improvement of the overall quality and performance of teache
  se the quantity and quality of higher education graduates, with special emphasis on science, technology, and education, through an improve
 ealign policy formulation with employment, technical and vocational education and training (E-TVET) operational mechanisms through the de
  ctives are to: (i) expand pre-school coverage in disadvantaged communities; (ii) improve completion rates in Proyecto de Educacion Comun
ase adaptable program lending (APL) are to achieve: (i) more effective teaching and improved learning results in general secondary schools
 the implementation of the Strategy for the Development of Pre-University Education in Kosovo and Strategy and the Strategy for the Develop
  antly increase the number of 6-14 year old children, especially from special focus groups, enrolled, regularly attending and completing eleme
   increase the number of immediately-employable graduates by building, in stages, a high quality Technical Vocation and Education Training
e by increasing the enrollment and graduation rates of students in tertiary education; (b) improve equity by increasing enrollment and graduat
s will remain unchanged. Thus the additional financing will continue to support the project's key development objectives, including: (i) improvi
  cond Education Quality Improvement Project development objective is to increase equitable access to quality basic education especially for
 (GoH) in the development and implementation of an accelerated teacher preparation program. This project will support the GoH in increasing
Eritrea is to improve the health, nutrition, and access to pre-school education of Eritrean children aged 6 and under in the project villages. Th
 rove access to, and benefit from basic and primary education for children, especially girls and children from disadvantaged groups, and from
 ct for Burkina Faso is to increase the number of highly skilled professionals in the areas of water, energy, environment, and infrastructure en
o assist the recipient in its efforts to implement the ten-year program. In addition, the Government of Burkina Faso (GoBF) has requested tha
  Read) Project additional resources will help finance the costs associated with scaling up activities under READ in rural schools in Mongolia.
are: (a) to improve the capacity of schools to educate a rapidly increasing number of primary-level students; and (b) for the Government of B
 tion at the Post-Basic (STEPB) level in selected federal institutions in Nigeria. The project will support capacity enhancement in post-basic sc
 arch in universities in ways that improve the employability of graduates and the relevance of research in Vietnam. The project will achieve its
  t further deterioration in the delivery of essential services for primary education and prepare ground for a sustainable development and finan
ms for responsiveness to employment needs, and to enhance the capacity and effectiveness of the Skills Development Fund (SDF) in articula
  the implementation of the first phase of Namibia's Education and Training Sector Improvement Program (ETSIPl). It is also the first Internati
  rogram to provide basic education and improve the quality of education for all children by 2010. The Program consists of 23 investment prog
 he achievement of the universal primary completion Millennium Development Goal (MDG) by strengthening the human resources managem
   the classroom in order to assist the Government in improving education quality while maintaining its focus on reaching universal primary com
prove access to a quality lower secondary education for low income students, especially indigenous communities, through improved primary
 vance of higher education and research through a set of incentives for promoting effective management and financial sustainability of acade
Malian children completing a quality first cycle of basic education and improve the overall efficiency of resources used in the education secto
al secondary education and pre-schools located in targeted poor areas and the capacity of the MPE to efficiently allocate resources, to monit
port the Government of Bulgaria to meet some of the challenges of European Union accession and integration. In particular the DPL will supp
Argentina to consolidate, strengthen, and increase the coverage of a lifelong learning and competency-based training system for disadvantag
    adapt knowledge and technology by supporting: (i) the institutional framework for science, technology, and innovation (STI); (ii) investments
  ry of Education and Culture (MoEC) for effective policy development, resource management, and innovation. The project components includ
    Local Government Areas (LGAs) in the participating States focusing particularly on girls' participation. The project will consist of four main c
 o assist the Government of St. Lucia to increase the employability of youth through private-sector driven training. This objective will be pursue
operation of a series of three development policy credits designed to assist the NWFP policy reform program. The objectives of the program
  se of the Education System Realignment and Strengthening Program, is to increase the quality and efficiency of primary and secondary edu
ment outcomes of graduates from the vocational training system, by making the design and delivery of training more demand responsive. Th
  r children aged 6- 12 in a sustainable manner, while improving equity, quality and governance of the education sector. The objective of the F
 series of three development policy credits designed to support the Government of Sindh's Medium Term Education Sector Reform Program
 es of three development policy credits to support the Government of Punjab's Education Sector Reform Program (PESRP) which has entere
mprove completion of lower secondary education with successful performance among students. The project will provide infrastructure for exp
Ministry of Education (MoE) in undertaking the third phase of a medium-term reform agenda. The credit attempts to address systemic govern
 olicy to improve the coverage, efficiency, quality, and governance of the Argentine education system. It contributes to improving the growth p
  ion of the Government's program to develop the higher education system by increasing the capacity and efficiency in expanding access and
 s for teaching and learning in basic education; (b) Strengthen capacity building and performance management for improved management an
 he implementation of the first phase of Albania's National Education Strategy (NES). The objective of EEE is improved quality of learning con
  ease equitable opportunities for young people to complete their secondary education with high quality general and/or relevant specialized co
budget support, aims to support implementation of Madagascar's Poverty Reduction Strategy Paper (PRSP). The series of PRSCs will contri
e Ministry of Education (MoE) in undertaking the second phase of a medium-term reform agenda, aimed at addressing systemic governance
  ation Sector Development Framework and Program (ESDFP) 2006-2010 by: promoting equitable access to basic education (grades 1-9) an
   and equitable expansion of tertiary education, through student assistance. To this end, the project components will: 1) Support the National
nd research institutes to produce more and better qualified science and engineering graduates, and higher quality and more relevant researc
 m performance. The medium- term goal is that teachers and students will use a wider range of appropriate methods in teaching and learning
  ort classroom expansion, but with greater attention paid to middle school construction and equipment. The demand for middle school places
 tate the transition of the existing TVET system to a demand-led training system and provide beneficiaries with more market relevant skills an
  ng its tertiary education system. To this end, the financing system for tertiary education will be revamped in order to enhance the quality, and
  prove the quality of education as measured by coverage, social participation, and educational outcomes. The project has three components:
n's overall development and readiness for further education within a sustainable quality ECED system. The project consists of the following c
  ticulated in the Economic Growth and Poverty Reduction Strategy, and also nested in the first strategy and action plan for the education sect
 s three year Education Sector Reform Program (PESRP). This proposed credit will complete the series of annual programmatic developmen
n learning outcomes for all Filipinos in basic education. There are four project components. Component 1 develops and strengthens school-b
mmunity partnerships to improve access to quality primary education for girls in particular. Project components consist of: (a) establishing com
mary, and secondary schools through school construction, and provision of furniture and equipment. The project will also lay the groundwork
 n quality in rural primary school grades 1-5. There are three project components. Component 1 aims to support rural schools by increasing t
 ctor Development Policy Credit Project - Punjab Province - key pillars will support: a) public finance reforms to increase public spending for e
 e number, and quality of students graduating from secondary school at reduced costs for parents, with increased equity of access by gender
 la reforme du systeme educatif marocain-- PARSEM), is to support Government efforts to provide basic education of improving quality to all
ation gaps in primary education quality, equity, and internal efficiency; (ii) develop cost-effective strategies to increase access to, and improve
 , and equity of secondary education to support lifelong learning. The project has the following two components: Component 1) Secondary Ed
oject are to improve the quality, efficiency, and inclusiveness of the public education system; modernize and strengthen the managerial, finan
 lement the ESSP goals to expand access to educational services by addressing supply, demand, quality and efficiency constraints, with spe
ort the education sector in Malawi. This financing will be complementary to existing donor financed projects or programs to either fill a gap or
  nefit from basic, and primary education for children, especially girls and children from disadvantaged groups, and from literacy programs for
ciency and equity of primary and secondary education, with a focus on the disadvantaged areas (ZEP); and (ii) improve the relevance of seco
 provision of quality basic education to all (grades 1-9) with special attention on gender equity. The project consists of three components. The
 lity education and improved efficiency of the education system to prepare Ukraine's graduates for the knowledge society. The project has the
 tion (MOE) in undertaking the first phase of a medium-term reform agenda, aimed at addressing systemic governance issues in order to rais
 tional development, and sectoral goals as identified in Ethiopia's Poverty Reduction Strategy: the expansion and strengthening of human cap
 ns in primary and secondary schools, with priority attention to rural areas. The project has the following six components: Component 1) will s
 the Government of Nicaragua implement its National Education Policy, including the Education For All (EFA) goals. To carry this out, the pro
  ncrease participation in general and broad-based secondary education programs; and (b) improve the efficiency of education delivery, espec
 that will empower schools and communities to improve the quality of schooling, producing an upward trend in educational outcomes. The pro
developing institutional capacity to monitor the progress and impact of its social policies, a critical step towards institutionalizing performance-
 t objectives through the following three components: (1) Increase Access; (2) Improve Quality; and (3) Build Capacity. The Access compone
 y recovery assistance to long-term reconstruction and development - is critical. The Bank's experience in the education sector, in developing
y in the allocation and management of resources, improve the quality of the education services, and reduce inequities in the provision of thes
 system to make continuous improvements, especially in the quality of teaching and learning in schools and in the efficient use of budgetary r
argeted budgetary support for selected subcomponents of the Educational National Targeted Program (NTP), designed to enhance the qualit
 abling environment for the evolution of autonomous, and accountable public higher education institutions (HEIs), and to develop effective sup
 ico's compensatory education program, and as the final phase of the three-phase APL program, aims to fine tune the delivery mechanisms,
ualified graduates skills, needed for increased productivity, and diversification of its economy. The project is designed to improve the quality o
 n a long-term higher education development program which can mobilize various foundations, private sector contributions and foster linkage
development of institutional capacity for evidence-based policy making within the Ministry of Labor, Social Affairs and Family (MOLSAF), and
 ram to stimulate the private sector demand for skills training development, through a demand-driven, and competitively-based mechanism. P
986, the Government kicked off a series of reforms in reaction to the degradation of the education sector, once one of the most respected in
universal elementary education, and, support educational development that contributes to participative economic growth and poverty alleviatio
n in basic education programs and (ii) to improve management at all levels by improving the use of existing resources, focusing on rural area
  ccess to "uniform" quality of education, some extra support to ethnic minorities in terms of access); (ii) the Government Education Strategy o
  ble and quality basic education for poor boys and girls in Sichuan, Gansu, Yunnan Provinces, Ningxia Hui and Guangxi Zhuang Autonomous
nagement and efficiency of the system and b) educational outcomes and equity in opportunity at the secondary education level. There are thr
(2002-2007) to expand access to primary and secondary education, and improve educational quality at all levels. This program is underpinne
  ool system to meet the challenges of the knowledge society. The key indicator will be that 70 percent of teachers are engaged in activities lik
  able access, and efficiency in primary education through a sub-sector program approach. Specifically, the program will assist the Governme
e orientation of the educational system to the global information society, in line with the Government's e-Russia and e-Education Programs. T
 rnment of the Department of Cundinamarca to develop the skills in basic and secondary school students that will improve their productivity, c
 mary school enrollment and completion (reduce repetition and drop-out rates) in the 19 poorest provinces. There are four project componen
  sustainability of a development learning centre (DLC) in Kenya, as part of a global knowledge-sharing network to strengthen the capacity of
 hase 02) is to further improve the access, equity, and quality of primary and secondary education, promote lifelong learning through building
sustainability of a Development Learning Center (DLC) in Mali as part of a global knowledge-sharing network to strengthen the capacity of pu
e in teaching and learning throughout the school sector, while continuing the push for equity by ensuring the inclusion of all children at all leve
 nment of the United Republic of Tanzania. The SEDP aims to: (1) increase the proportion of the relevant age group completing secondary e
  he Province of Punjab, which has embarked on a wide-ranging reform agenda to improve fiscal management, promote devolution and impro
 anization of Eastern Caribbean States - which, in turn, will contribute to the diversification of their economy, and more sustainable growth. Th
 the number of out-of-school children through improved access, quality and efficiency in primary education, especially for the disadvantaged c
 olicy framework, strategies, and means for quality universal basic education and to implement corresponding activities. The focus will be on
prove access to primary school and the quality of education for disadvantaged girls and boys. Disadvantaged children are broadly defined as
 support the Government's long-term tertiary education reform program by enhancing institutional capacities to achieve greater relevance and
  can Republic to increase the availability of high quality educational services for young children ages zero through five by means of targeted e
uality, and equity of basic education, through investments in rural areas with the lowest education indicators, and through systemic reforms of
  ation program, over the years 2002-2005, and builds on the actions supported under the first operation, through the development of prescho
on system, to instead support the rebuilding process, through improved learning conditions, school enrollment, and educational completion th
ollment in basic education, and an enhanced quality in basic, and secondary education. The project components are as follows: 1) increasing
  ts effort to improve the educational system and respond to the demands and needs of the Bahian population. The program complements nu
he education sector based on the Education Reform Program of 1999. The purpose of the reform program is to address key sectoral issues,
gram to achieve universal basic education (UBE), by increasing the capacity of states, and local governments to manage, and implement it e
prove the quality, and equity of secondary education, and expand access to upper secondary education, as well as strengthen the capacity of
 ction of high quality technical professionals through reforms in the technical/engineering education system in order to raise productivity and c
 s benefit from improved access to quality education, as evidenced by higher achievement scores and completion and transition rates. This w
 quality of Colombia's tertiary education system, and, to support a coherent, and efficient system by enhancing the legal, and technical framew
 litation of schools by re-establishing education services in the post-conflict situation, and prepare the grounds for building up the education s
hes to quality teaching, and adult literacy program management, which if proven effective, will enable the Government of Morocco implemen
he Government of Jordan to transform the education system at the early childhood, basic, and secondary levels to produce graduates with th
  n Burkina Faso, as well as its ability in approaching international knowledge, to improve implementation of the Poverty Reduction Strategy P
which, in agreement with the Government's strategy, are expected to place Chile on the path to a knowledge-based economy: First, and forem
sment mechanisms to establish administrative infrastructure and capacity for assessment administration, analysis and report writing, and to i
 ild human capital in the OECS which in turn will contribute to the diversification of their economy and more sustainable growth. This objective
f vulnerable groups to education enhanced with the implementation of the Education Participation Improvement Project, achieved through the
 o reduce poverty by improving quality and efficiency of public spending in education, health and social assistance, and protecting the poores
 ing an adequate supply and better use of instructional materials. The project would support the Government's new policy of Free Primary Ed
 her grants, including scholarships, and technical assistance (TA) for capacity building, to support communities taking over the management
  phase which will lay the foundation for accelerating the development of basic education, ensuring adequate quality, and financial sustainabil
  irls access to, secondary education in rural areas of Bangladesh. There are three project components, each of which has several sub-comp
 ogram objective to ensure equitable access to a high-quality education system, relevant to the communities in Guinea, and to their economic
  or a nationwide program to upgrade the quality of the primary teaching service. The project has four main components. The first develops te
  lity of the higher education system in Egypt, through legislative reform, institutional restructuring, and establishment of independent quality a
m which supports implementation of the Government of Mexico's compensatory education program, as outlined in the National Education Pro
  Program. It is to help the Ministry of Education improve Brazil's education performance by assisting the states and municipalities in the poor
ndation for an articulated, and extended learning, and training system, with the participation of the private sector. Through its four main comp
 e internal efficiency and expand the output of graduates; b) improve equitable access (gender, location, and socio-economic); and c) improv
  of financial, human, and physical resources, the Education Improvement Project, will support municipalities in optimizing school networks, im
uality, and efficiency in providing preschool and primary education. There are two project components. The first comprises several subcompo
   reform its primary education system, whose objectives are to improve education quality, expand school access, and increase school retentio
cation program in its entirety, by implementing bilingual education at primary, and secondary education, by improving access, and equity of e
 tate-of-the-art communications technologies, and, expand access to development management information, strengthen capacities in both th
  t Uganda's efforts at building capacity for improving the quality of decentralized public services delivery at the local government level. Its key
 to build capacity and produce systemic information to help government promote effective education reform. There are four project componen
 apital in the Organization of Eastern Caribbean States (OECS) which in turn will contribute to the diversification of their economy and more s
 t in the preparation of a higher education reform strategy, and to pilot initial phases of its implementation, which, if successful, would prod the
 apital in the Organization of Eastern Caribbean States (OECS) which in turn will contribute to the diversification of their economy and more s
  ogram, by specifically helping in increasing access to education in both the formal, and non-formal education systems for under-served grou
efficient, replicable, and sustainable model that provides instruction in vernacular languages and in English and French, in rural areas of Van
 education grades, in targeted rural areas in Honduras, and will as well, improve the quality of inter-cultural, and bilingual education among in
P) is to provide increased and equitable access to higher quality education. There are three project components. The first improves the quali
  ding basic education, through improved education quality. The components will: 1) expand access to education, by increasing the number o
e the quality of education, and to increase enrollment in primary schools. The components will: 1) finance the rehabilitation of new classroom
primary school level, as well as improving the quality of education. It will further seek to facilitate the design, and execution of a program to en
petitively selected regions of Russia to reform general and initial vocational education in order to improve quality and standards; promote the
 der-developed, in remote states of the Northeastern region, to expand capacity, and improve the quality of technician education, in order to m
  he functional application of literacy skills by providing post-literacy and continuing education to neo-literates through a more comprehensive
 f basic education, and accessibility to pre-school, primary, and lower secondary education, for children in rural, and poor urban areas. Projec
ement, and the quality of teaching, and learning in the country's general primary, and secondary education, as well as that of higher education
 y, and relevance of primary, and general secondary learning outcomes, by better preparing students to meet the demands of a market econo
 ional District Primary Education Program (DPEP) (DPEP) in India which was launched in 1994 to target educational improvements in low lite
gram Support Project aims to develop a system that has the potential to improve skills for both the formal and informal sectors of the econom
 s, to assist the Government in improving the educational system, and responsiveness to the demands, and needs of the State's population. T
 Ceara Basic Education Quality Improvement Project, for better education, both in academic achievement, and learning environment. The co
o the education reform process in the Province of Buenos Aires, and its focus is on improving the equity, and quality of, and access to secon
  ) to manage the education system more effectively through improving policy-making, planning, and budgeting at central and district levels. T
est the effectiveness and sustainability of a Distance Learning Center (DLC) as part of a global knowledge-sharing network, expanding acces
  e of reading materials in community, and primary school libraries, at motivating students, and communities alike, in the use of valuable inform
 st-effectiveness, and the sustainability of several, different distance learning approaches in the country. The components include a range of
  o build a new, modern education system, relevant to its own needs and context, that meets both quality and affordability standards. The Em
  e sector partnership to promote better access to and dissemination of information relevant for country development and policy reforms. The
 plement a program of capacity building, in order to re-dress, and develop a critical mass of trained human resources in Rwanda. The compo
ational Education, Youth and Sport (MNEYS), in an effort to manage education effectively, and restore credibility in the public education syste
 ich aims for quality universal basic education in 2008-09. There are three main project components. The first component increases access t
  ased program in Yemen, and improve the health, and nutritional status of children under five, and the educational status of girls in primary s
 rural areas. There are four project components. The first enhances educational access and quality by 1) financing research and evaluation o
   under the First Basic Education Project (report no. 13705). The project's development objective is to promote a more equitable and effectiv
  towards building capacity for ensuring that all 6-10 year-old children in 42 districts of the state, especially from socially disadvantaged groups
nment's efforts to a) achieve near-universal completion of basic education (Grade 1 through 9); b) provide a greater number of students with
 d-driven adult functional literacy programs of acceptable quality through nongovernmental providers to the rural poor, notably women and gir
   equitable access, and strengthen institutional capacity. The components are: 1) Education quality improvement, to raise learning achieveme
nd Herzegovina, therefore improve the quality of primary education, and will promote equitable use, and coordination of public resources to b
 its of bilingual education in Mali, in terms of its financial and educational sustainability in order to support the Government's objective of impro
 del, shown to be effective for extension to other provinces, of a participatory approach to school quality improvement and performance-base
 means of increasing access to high quality, up dated, and cost effective training for public, and private decision-makers, and improve in turn,
 ary education program to prepare the groundwork for universal basic education by upgrading the quality of primary education, improving res
pacity so that the country can gain access to global knowledge and improve its knowledge base in areas key to its economic and social deve
 y, up-to-date, and cost-effective training to public, and private educators, and, decision-makers, thus, improving their own capacity to design
nd holistic development of Eritrean children. The project expands access to and improves the quality of services that address young children'
  managing the delivery of educational services and strengthening its accountability to stakeholders for that delivery. The project has five com
  nd cost-effective training for public and private decision-makers and implementers to increase their capacity to design, plan, and manage ec
  ce, and efficiency of Jordan's higher education; and to support the government's program to reform sector governance. There are four proje
source allocation for education; create a knowledge base for education; and improve the efficiency of public financing for health services. The
new government program that aims at: increasing the availability, quality, and cost effectiveness of labor force training; and, at strengthening
dults (15-45 years), particularly women and rural poor, to acquire literacy and functional skills. There are seven project components. 1) Basic
ess to higher quality education through improvement in the management of education in order to promote economic and social development
 ent's revenue and GDP has declined, with the lowest government allocation for education and training in Africa. Needless to say, education i
 f higher education to the changing demands of society and the market economy; b) improve efficiency and resource utilization in higher educ
  of the Government's Education Sector Policy Framework, 1998-2005. First, the basic education expansion program will a) better use existin
 x months and two years against the effects of malnutrition and enhance such children's growth and development; and b) improve the access
 maintaining primary and junior secondary enrolment rates and transition rates from primary to junior secondary for the poor, preventing qual
  district, and school levels for more efficient and better quality education services. There are three project components. 1) Strengthening insti
   economic crisis by maintaining primary and junior secondary enrolment rates and transition rates from primary to junior secondary for the po
expand coverage and improve quality of preschool and elementary education, and (b) achieve greater social equity by targeting the expansio
d strengthening state, district, and sub-district capacities to ensure good quality primary education (five years) for all primary-age children, es
  dergraduate basic science and engineering programs through integrated reform activities in curriculum and teaching methodology. There ar
  rengthen the management of both resource inputs and learning processes. Furthermore, the space utilization and energy efficiency of educa
  illed labor force to sustain a long-term economic development, and, establish an equitable education system to meet these social and econo
al and participatory approaches to developing and delivering services and providing activities for low-income youth. There are two main comp
   of projects designed to improve the performance of public primary education in selected areas of the North, Northeast, and Center-West reg
 ion and Training Project (report no. 13568). This project aims to a) maintain and consolidate the recent reforms in primary education and in d
  igher education system in: a) coherence and efficiency; b) quality and relevance; and c) equity. The project consists of three components. F
sotho that benefit from the education system and graduate with skills enabling them to meet labor market demand. It consist of four project c
 school-based teacher education system with sufficient capacity to respond to Guinea's decision to provide primary education to all children. T
 s well as to raise learning achievements of students. The project has three components. The first builds capacity by training teacher trainers
ching and learning in selected grades of general schools in Azerbaijan. There are two main components. The first, supports curriculum reform
 trategy (CAS) dated March 1999, and will assist the Government in restoring expenditure priorities in education. The CAS highlights the nee
elected segment of the Chilean science and technology (S&T) system through supporting advanced training of human capital by world-class
   to restructure and expand Ethiopia's educational system, improves overall educational attainment while achieving greater social equity. The
 ained students at all levels of education at sustainable cost. The project components are five. The first universalizes quality primary educatio
antaged groups who graduate from public and private secondary schools with higher performance. There are five components in this project
  tegy (CAS) objective of increasing investment in human capital by seeking to strengthen Tanzania's education sector through the following c
o promote and further develop Uganda's universal primary education (UPE) policy. This operation is designed to support the government's ow
her education; ii) improve internal and external efficiency as well as the coherence of the public higher education sector; and iii) enhance the
ucture and educational process improvements; b) increasing the participation of parents and teachers in the educational reform; c) strengthen
  ribute to the Antioquia's goal of improving student learning, access, and school retention among the rural and urban poor at-risk-of-violence
  (a) improve the quality of general education by promoting school-level initiatives, by increasing opportunities and incentives for innovation th
   make the transition from school to work, thus reducing youth unemployment. To reach this objective, the project will provide equipment, sof
ctives of the program are to: a) achieve universal coverage in an expanded, eight-year basic education cycle, b) improve the quality and relev
system efficiency; b) establish a sustainable, cost-effective and better managed education system; and c) ensure universal coverage and equ
 itutional capacity to provide a higher quality basic education to more children, particularly from rural areas. The project's objectives are 1) to
y, access, management and financing of existing education programs, and so increase education's responsiveness to economic needs and r
 out in the National Education and Training Development Plan (NETDP), for which one of the objectives is to achieve universal primary educa
e learning achievement and improve completion rates in elementary education; b) to increase access, equity, and retention of students, partic
  e Second Social Action Program Project (SAPP II) is to improve the quality of social services, and to increase practical access to and use of
 nment of Bihar (GOB) to build and strengthen state, district, and sub-district institutional capacity to ensure that more children, especially from
ning environment in high poverty and predominantly rural areas; 2) to improve the quality of educational inputs; and 3) to strengthen the Educ
  performance of the Vocational and Technical Education (VTE) system by making it more demand driven and responsive to market needs. It
performance of Brazil's science and technology (S&T) sector by undertaking activities that promote scientific research and technological inno
responds to the nation's changed and changing social and economic needs; b) operates efficiently; and c) mobilizes greater private finance a
expand access to junior secondary education (grades 7-9) at the district level; (ii) improve educational planning and management as well as
  ptable Program Loan (APL), which supports the government's compensatory education programs, as outlined in its Education Development
ty and efficiency of public and private secondary schools, building on the successes and new demands generated by the basic education refo
 cation of knowledge for innovation that supports economic and social development. There are three components. The first, the Science and
afety standards and pedagogic norms established by the Ministry of Education in accordance with the Education Reform Project. The objecti
capacity of schools, education communities, and the municipality to provide their respective education services effectively and in a participato
quality in the preparation of university graduates. The project has two components. The first component develops a private sector student loa
cy of initial, preschool, and basic education systems, especially in rural and marginal urban areas. There are four project components. 1) Exp
 equest to reallocate presently unallocated resources in the Uttar Pradesh Basic Education Project, approved in FY1993 and ending in the ye
 tion and polymodal secondary level; ii) improve the learning process in the targeted polymodal schools; and iii) improve the skills of polymod
 to strengthen primary schools and the public institutions that are responsible for them within a coordinated management framework, in order
 private sector enterprises to become involved in the management, the selection of courses, and the development of curricula in public secto
  reforms, focusing on mandatory general education. The project's key objective is to modernize and improve the quality of primary and lower
 h an improved policy framework and institutional capacity. There are three components to the project. The first component of the project is d
 thening the technical and vocational education and training system in Nepal. There are four components to the project. The first component
   and (b) pilot the targeting of disadvantaged students for enhanced retention. There are four components to the project. The first component
 nts to the project, the first component being improving the quality and efficiency of teacher education delivery. This component will focus on t
ove accountability for performance, and enhance transparency in financial management within the higher education sector. The program has
 ase number and/or rate of leavers from each program and level, thus increasing internal efficiency of the program. There are four componen
ency programs. There are four components to the project. Component one: updating of curriculum and instructional materials. Component on
OLCIENCIAS') capacity to promote human capital for the knowledge economy, research and development (R&D) and innovation; and raise a
ality and relevant vocational training. This component seeks to strengthen the Technical-Vocational Education and Training (TVET) system th
 rises, through the production of more relevant skills and increased adoption of technologies in firms. There are four components to the proje
e three components to the project. The first component is support to the Benazir Bhutto Shaheed Youth Development Program (BBSYDP): th
 vernance and managerial capacity of Ministry of Education and Higher Education (MEHE), regional education departments and schools. The
 two components to the project, the first component being program financing. This component will consist of four subcomponents, aligned wi
d Vocational Education Training System (TVET). There are two components to the project. The first component of the project is strengthenin
 ntability of higher education institutions (HEI).The proposed project supports the Government's sector program/strategy/policy and integrates
e objectives of SERP are to increase school participation, reduce gender and rural-urban disparities, increase progression, and improve the m
ving access to education. In 2005, the Government accelerated classroom construction through the decentralization of the competencies for
cular improvements while building the basis for improved facilities management and future growth. There are three components to the projec
 velopment policy lending (DPL) operations to support Uganda's poverty reduction strategy. The operations cover the period 2010-13. The go
 o improve the quality and efficiency of public service delivery, especially in poor areas, through innovative programs in health, education, and
 ee main areas: public sector management, competitiveness, and social inclusion. It assisted in sustaining economic growth by reducing mac
s: growth for jobs and exports, and governance. It adopts policies and reforms that support more efficient governance and contribute to broad
 e functional areas; and enhancing their ability to initiate and manage reforms. There are three components to the project. The first compone
s to support the Philippines' efforts to foster more inclusive growth by consolidating fiscal discipline, improving competitiveness, strengthenin
ng oil and gas sector. There are three components to the project. The first component of the project is institutional development and sector m
 ntial low and middle income users of financial services) and (ii) strengthen the foundations for improving consumer protection in financial ser
khtunkhwa (KP) province and FATA, in their recovery efforts through (a) providing safety net support grants to poor and vulnerable househol
   Services Program (PBS2). The additional credit/grant will help cover the costs associated with financing gaps, both in the Basic Service Blo
ration is being as the second of a series of three sequential programmatic operations. The strategic vision of the PASS is to improve results
   costs of fiscal consolidation; and (iii) to ensure that structural reforms lay a foundation for sustainable improvements in the social sectors. T
 tential earthquake, through enhancing the institutional and technical capacity for disaster management and emergency response, strengthen
ay and September 2010. The loan would provide emergency assistance to preserve social expenditures in education and health as Guatema
 medium term. Turkey has recovered strongly from the effects of the 2008-09 global crises. The Turkish economy contracted by 4.7 percent i
 completion rates at the upper primary level (grades 6-8), improved quality, including curricular reform and enhanced teaching effectiveness,
of trainees, including those from disadvantaged socioeconomic backgrounds. There are four components to the project. Component one: imp
 s of Mexico. There are three components to the project. The first component of the project is early childhood development intervention. This
post-graduate students to reduce faculty shortage. The project has two components: Component 1: Improving Quality of Education in Selec
bility of Higher Education Institutions (HEIs). HESP will contribute to the rehabilitation of the higher education sector of Pakistan by helping su
JTC), Regional Education Authorities (REA), and National Education Trust, or NEC) that are being established to support the national Educa
along with HEP2 and HEDPP, is designed to support the Government’s implementation of its SEDP 2006-2010 and its HERA, by increasing
nd graduate employability. There are four components to the project. The first component of the project is quality improvement for university
 arch capacities to produce research outputs of relevance to the country's strategic economic sectors. The project supports three main comp
ember 31, 2009 to December 31, 2012, to allow for the completion of the project activities and the achievement of the project targets. The ad
  reform program, focusing in particular on obstacles to increasing the numbers and skill level of graduates entering the labor market. The loa
uality higher education services in line with equitable social and economic development needs. There are four components to the project. The
n from marginalized groups. There are three components to the project. The first component of the project is basic education. The primary ob
ng. The project has contributed to a substantial increase in community and local school participation in decision making and promotion of the
are three components: (i) improving access to and equity of education through a mix of demand- and supply-side interventions; (ii) enhancing
 mponents to the project. The first component of the project is upgrading existing schools infrastructure. The objective of this component is to
omponent of the project is school grants. This component provision of support to PEC (Program of Quality Schools - Programa Escuelas de
 oning and Shandong provinces and produce lessons from this experience as a guide for future school reforms and policy development. The
   efforts to improve fiscal management, competitiveness and social service delivery in the context of a temporary fall in revenues associated
ciency of service delivery and educational outcomes. The Government has overseen an impressive political, economic and social transforma
 ation will support the Ministry of Education (MOE) to: i) scale up community-based construction of primary schools and community grants for
 primary and junior secondary schools under the auspices of MoNE for school years 2010-11 and 2011-12, undertake activities that will enha
 education (lower-basic education) and teacher quality. The additional financing will finance the costs associated with: a) supporting new met
ality and efficiency in primary education, especially for the disadvantaged children, in support of GoB’s national EFA goals." The additional fi
niture, ii) implement a successful learning materials policy, especially for early grades, and iii) improve early grade learning achievement. The
nse to the earthquake that affected Haiti on January 12, 2010. Specifically, it will: (a) increase the number of beneficiaries under the school f
 quality of tertiary education. The Government of Afghanistan has requested additional financing for SHEP, as increasing the number of Afgh
 ority innovation programs. More specifically, the project's objectives are to: (i) to strengthen the ministry of economy's (MoE's) capacity on in
 ntaged primary education students, through supporting the Government's full-day schooling (FDS) reform program. There are four compone
 for technical and life skills training that is demand driven. This objective will be pursued through three means: (a) training to increase job rela
   and training in secondary and tertiary institutions and the efficiency of its delivery with enhanced policy development. There are two compon
                                                                                   s
 he project will support policy reforms that will: (i) improve the Government’ capacity to diversify and improve financing mechanisms; (ii) mod
  fiscal sustainability and the effectiveness of public expenditures including in education; (ii) enhance the quality of school education; (iii) impro
nts implementation of its 'Socio-Economic Development Plan 2006-2010' (SEDP)' and it's 'Higher Education Reform Agenda' (HERA). In par
of skills to participate in the knowledge economy. There are five components to the project. The first component of the project is establishme
 ase access and equity in project upazilas. This project, covering 121 upazilas, will consist of: (a) improving education quality and monitoring
 ) introduce management reforms that will lead to greater efficiency in the use of the Government of the State of Pernambuco's (GOP's) publ
 couraging both innovation and accountability within universities and by enhancing the technical and institutional capacity of the higher educa
 irst being promoting secondary school effectiveness through school development grants. The objective of the school development grants is
ternal efficiency of initial and basic education; and (iii) the strategic planning and institutional performance of the Ministry of Education at the
y through a set of key performance indicators. The first phase of the GEQIP will also support the development of a robust monitoring and eva
 f the poorest/most disadvantaged populations living in both urban and isolated/remote rural areas of the state. There are five components to
P are to increase school participation, reduce gender and rural-urban disparities, increase progression, and improve the measurement of stu
 f ages 7 to 15 by strengthening school based management and community participation, improving existing fiduciary arrangements for great
e school readiness of children entering primary education; and support the integration of Armenian tertiary education system into the Europea
 : (1) targeted interventions in selected general secondary education schools and preschools in poor, rural areas; (2) development of institutio
 nstitutional reforms initiated during DPL1. It supports the development of: (i) specific policies, legal and financing frameworks that underpin p
ucation; and (iii) enhance the enabling environment for post primary education and training. There are three components to the project. The f
ncentives to primary and secondary public school. It is also the project is restructured, which will involve: (i) a change to the project objective
 ing universal quality primary education by 2015. The additional grant will help to finance the costs associated with the scaling-up of all projec
nd Ike (FGHI) in August and September, 2008. The Project will contribute to rebuilding and refurbishing an estimated 15 public primary schoo
 ce by: (i) increasing equitable access and retention in upper-secondary education, (ii) improving equitable educational achievement in upper
ed departments, while supporting the development of social capital. Under the First Phase, triggers were met to begin Phase II namely, incre
g people and improving their permanence in the education system; (ii) improving quality and relevance of primary and secondary education;
   in selected districts with a particular focus on girls in rural areas. The first project components is to improving equity and reducing gender ga
 rly intervention systems of the borrower to promote such development; (ii) enhance the quality of early childhood schools and care facilities;
 y and performance of teachers through enhancing teachers' knowledge of subject matter and pedagogical skills in the classroom. There are
ducation, through an improved learning environment. There are two components to the project. The first component (A) is the investments in
 l mechanisms through the development of employers' participation in: (i) sector policy formulation: (ii) institutional development and reform; a
oyecto de Educacion Comunitaria (PROHECO) schools; (iii) improve teacher accountability; and (iv) improve accountability of schools to citiz
   general secondary schools (a) which receive new school libraries, and (b) where teachers adopt improved teaching practices as a result of
d the Strategy for the Development of Higher Education. The specific objective of the proposed project is to strengthen systems, institutions a
 ending and completing elementary school and demonstrating basic learning levels. SSA II is the second phase of the Development Partners'
ation and Education Training (TVET) system that is equitable, market responsive, and cost-effective. This above project development objecti
asing enrollment and graduation rates of tertiary education students from economically disadvantaged backgrounds; and (c) increase and div
  ectives, including: (i) improving the quality and efficiency of basic education; (ii) improving equity of access to preschool and basic education
 asic education especially for girls through school grants, teacher training and strengthened institutional capacity with support from communiti
support the GoH in increasing the number of new teachers entering the system from less than 500 per year to more than 2,500 per year. Rec
der in the project villages. There are three components to the project. The first component of the project is maternal and child health and nutr
advantaged groups, and from literacy programs for poor adults. The project will achieve three strategic goals: a) improving access to, and eq
 nment, and infrastructure engineering which are vital fields for Africa's development. It will do so by supporting the development of 2iE as a r
 so (GoBF) has requested that the Bank supports the implementation of a targeted safety net program through school feeding program to mit
  n rural schools in Mongolia. Specifically, the additional financing will support the distribution of learning materials (customized children's lapto
   (b) for the Government of Burundi to carry out policy analysis, strategic planning and program implementation. There are three components
enhancement in post-basic science and technology (S&T) education. Its design benefits from a lengthy and inclusive participatory process in
m. The project will achieve its objective through: (i) developing policy and building capacity at the central government level in the areas of gov
nable development and financing of the sector that will facilitate donor coordination and future transition to a sector wide program. There are
 pment Fund (SDF) in articulating and financing the training needs of enterprises. The project has three components. The first component wil
Pl). It is also the first International Bank for Reconstruction and Development (IBRD) lending operation for Namibia. ETSIPl is the first implem
onsists of 23 investment programs, grouped into four areas of improvement. 1) Ensuring equity of access to basic education, includes: prima
  human resources management capacity for enhancing system efficiency, by increasing the number and improved distribution of teachers, an
eaching universal primary completion by 2015. The project will do this by: (a) improving both access and retention by expanding the number
 s, through improved primary education completion rates for overage students, strengthened flexible lower secondary education modalities an
 ancial sustainability of academic institutions; and (b) improved access for academically qualified under-privileged students, including girls, da
 s used in the education sector. The proposed three-year project will: (1) improve the quality of basic education; (2) increase access to educa
   allocate resources, to monitor its investment programs and to evaluate the impact of its programs. The project consists of the following com
  n particular the DPL will support the adoption and implementation of policies to (i) improve the institutional framework in the labor and social
aining system for disadvantaged adults 18 years or older with the objectives for those who participate of: (i) enhancing employability and (ii) s
ovation (STI); (ii) investments in human capital and high-quality research teams; (iii) technology transfer and private sector innovation; and (iv
 he project components include: 1. capacity building for policy, planning and program development; 2. learning materials -- this component wi
 ect will consist of four main components: (a) School Development Scheme in which schools in targeted LGAs will receive school developme
 . This objective will be pursued through three means: (i) establishment of a competitive training scheme that finances private sector-driven tr
he objectives of the program are to improve human development, promote economic growth and reduce poverty. The reform program is bas
 f primary and secondary education in Georgia. The project has three components. The first component will support changes in curriculum co
more demand responsive. There are 3 components to the Project: Component 1, Improving Quality of Vocational Training, focuses on: (a) im
sector. The objective of the First Phase is to improve access and equity of primary education, operationalize partnerships between public and
 tion Sector Reform Program (SERP). The objectives of the program are to improve participation, retention and transition, reduce gender and
m (PESRP) which has entered its second phase. The operation will provide continued support to an ongoing reform program which is being d
  provide infrastructure for expansion of junior and senior secondary education and will provide learning materials and textbooks for upper prim
   to address systemic governance issues in order to raise the quality and cost-effectiveness of service delivery, and improve equity of access
 tes to improving the growth potential of Argentina and reducing social inequality in Argentina's rural sector. The project has two components:
ncy in expanding access and improving the quality of education and institutional performance. There are three project components. Compone
 or improved management and enhanced monitoring and evaluation; and (c) Continue expansion of effective access to under-served commu
 proved quality of learning conditions for all students and increased enrollment in general secondary education, especially for the poor. The pr
 nd/or relevant specialized competencies. Project components: Component 1) will promote high-quality relevant, secondary education by sup
  e series of PRSCs will contribute to Madagascar reaching its development goals. Specifically, the reforms supported will strengthen the insti
 essing systemic governance issues in order to raise the quality, and cost-effectiveness of service delivery, and improve equity of access to s
  ic education (grades 1-9) and secondary education (grades 10-13); improving the quality of education, enhancing the economic efficiency an
   will: 1) Support the National Scholarship Program for Higher Education - PRONABES - and the development of the national regulatory fram
  y and more relevant research, and for firms to utilize these outputs to improve productivity for the sake of enhancing Science and Technolog
hods in teaching and learning, and that system management (including policy development, implementation, monitoring and fiduciary oversig
  and for middle school places is expected to increase sharply by 2006-2007, and it is expected the additional classrooms will accommodate t
more market relevant skills and improved economic opportunities. The project consists of the following components: Component A) will reform
er to enhance the quality, and relevance of tertiary education; ensure access to tertiary education; and, improve internal efficiency, and accou
roject has three components: Component 1, school grants; Component 2, monitoring and program oversight; and Component 3, policy deve
ect consists of the following components: Component 1: The community-driven development approach has been proven to be an effective m
on plan for the education sector (2006-2008), currently under preparation. Component 1 - improved teaching and learning in rural schools - w
al programmatic development policy credits (DPC) in support of PESRP. Phase II of PESRP is being prepared by the Punjab Government, a
  ps and strengthens school-based management (SBM), legislated in The Governance of Basic Education Act of 2001 (RA 9155). Componen
 onsist of: (a) establishing community schools in rural areas, (b) supporting private schools; and (c) capacity building for the Balochistan Educ
   will also lay the groundwork for broader education reform, and system reconstruction. The project components are as follows: 1) School Co
  rural schools by increasing the amount of learning materials available to students and teachers while supporting teachers and their school n
ncrease public spending for education (and other pro-poor services) and to ensure fiscal sustainability; b) reforms that strengthen devolution
 d equity of access by gender and by area (rural-urban). The project consists of four components: 1) the increased access to secondary educ
  on of improving quality to all children ages six to fourteen in a financially sustainable manner in Morocco. The project consists of three comp
 rease access to, and improve the quality of, secondary education rural modalities; (iii) improve the impact of equity programs for low-income
Component 1) Secondary Education Programs: will revise and implement new general education and vocational education curriculum progra
engthen the managerial, financial, and administrative capacity of the Secretariat of Education. The project has the following four components
  iciency constraints, with special focus on the poor and underserved communes. The project has the following three components: Componen
 ograms to either fill a gap or complement these to generate a higher return on the overall investment. The project has the following six comp
nd from literacy programs for poor adults. The project will achieve three strategic goals: a) improving access to, and equity of basic and prima
mprove the relevance of secondary and higher education to the needs of the economy. The project consists of the following four components
sts of three components. The first, expanding access, focuses on the increase of enrollment and retention of students in impoverished distric
e society. The project has the following three components: Component 1) will raise the awareness, professional knowledge and competence
 rnance issues in order to raise the quality, and cost-effectiveness of service delivery, and improve equity of access in secondary education. T
   strengthening of human capacity, to lead the transition from an agrarian economy, to a service and production oriented one. The two main p
ponents: Component 1) will support the development of an improved performance management system for teachers and principals, and pay
 als. To carry this out, the project wishes to: a) increase enrollment for Preschool, Primary and Secondary education; b) improve attention to
y of education delivery, especially in secondary education. The project consists of three components. The first, the Secondary Education Gra
ducational outcomes. The project consist of the following components: Component 1) will first develop a capacity within Ministry of Education
nstitutionalizing performance-based management. The project consists of the following components: Component 1) for the Brazilian Institute
pacity. The Access component will: (1) support the public construction and maintenance program; (2) support expansion through kindergarte
  ucation sector, in developing as well as other post-conflict countries, positions it well to support the development and implementation of a lon
  uities in the provision of these services. The Project will pursue a three-fold agenda of action: 1) build the capacity of the Ministry of Primary
  e efficient use of budgetary resources. The project has the following two components: Component 1) will extend the number of primary and
esigned to enhance the quality of basic education, and, will strengthen the administration of the Education National Targeted Program. In add
 , and to develop effective support mechanisms for the improvement of the quality, relevance, efficiency, and equity of higher education. The
ne the delivery mechanisms, based on a fully developed decentralized model. Its objectives are to consolidate, and expand quality improvem
 gned to improve the quality of the learning environment, and the relevance of courses in regards to the labor market, and in addition, to esta
ntributions and foster linkages with high-quality universities abroad. The Bank can make significant contributions in at least two areas. First, t
s and Family (MOLSAF), and the Ministry of Education (MOE). The project will assist the Government in modernizing its systems of employm
etitively-based mechanism. Project components are as follows: 1) the awareness program, and monitoring and evaluation component will fin
one of the most respected in Africa. The project has the following three components. Component 1) "Capacity building" in this project is defin
   growth and poverty alleviation. The proposed instrument is a Sector Investment Credit (SIC) for which the Partners will pool funds with the G
  urces, focusing on rural areas to achieve greater equity and poverty reduction in the medium to long term. The Project has three component
ernment Education Strategy of preserving or improving the quality of education; and (iii) the ongoing process of decentralization of public adm
Guangxi Zhuang Autonomous Regions. There are three components to the project. Component 1. The objective of this component is to impr
education level. There are three project components. Component 1 improves tools for educational planning and management. Specifically, it
  . This program is underpinned by the education sector strategy for achieving Bhutan's Vision 20/20, which provides a framework of developm
  s are engaged in activities likely to develop the necessary knowledge and competencies in their students. The project has the following five
  am will assist the Government to: (a) improve the quality of teaching and learning, and raise student achievement; (b) increase access to sc
and e-Education Programs. The program is designed to set up enabling conditions to assist with the system-wide introduction, and enhanced
 ll improve their productivity, competitiveness and overall social skills. The development objectives of the Cundinamarca Education Quality Im
 e are four project components. The first increases access and completion of primary education in the poorest districts by financing for 1) Com
 o strengthen the capacity of public, private, and civil society decision makers, and implementers in designing, planning, and managing socia
 ng learning through building capacity in early childhood, technical and vocational, higher and non-formal education, and strengthening the in
 strengthen the capacity of public, private, and civil society decision makers to design, plan, and manage social and economic development p
usion of all children at all levels of the basic education system. Progress against this objective is measured by enrollment and completion rate
 oup completing secondary education, (2) improve learning outcomes of students, especially among girls, and (3) enable the public administr
promote devolution and improve service delivery starting with education. The credit is the first of a series of three adjustment credits to suppo
   more sustainable growth. The program supports the education development of St. Vincent and the Grenadines, Dominica, Grenada, St. Luc
  cially for the disadvantaged children, in support of GOB'S national "Education for All" goals. There are four project components that support
ctivities. The focus will be on building the institutional capacity for a more effective partnership between the State and the communities, and m
 ildren are broadly defined as school-aged children who are not enrolled or are at-risk of not completing their primary education; children who
  chieve greater relevance and quality in undergraduate programs. The project is expected to be the first in a series of Credit operations to su
 h five by means of targeted early childhood interventions. With a particular focus on the poor, the project will expand access to and improve
   through systemic reforms of teacher policy, and education management. The project components are as follows. The first component will in
   the development of preschool education, as an integral part of basic education and educational special needs. The project components will
 nd educational completion through grade 5. Specifically, the project components will: 1) provide school grants to improve the quality of educa
s are as follows: 1) increasing equitable enrollment in basic education, will be achieved by improving access to education, through a low-cost
 he program complements numerous Government actions and focuses on improving fundamental' and secondary school quality, increasing a
 address key sectoral issues, some of which need to be prioritized on the basis of additional analytical work, to improve the quality of educatio
  manage, and implement it effectively. During project preparation, each state would have prepared an overall UBE plan for the next five year
 as strengthen the capacity of the central ministry, and regional offices to manage, and monitor the reform. The components of the Second R
der to raise productivity and competitiveness of the Indian economy. There are two project components. The first component, Institutional De
 n and transition rates. This wil be achieved through four project components. Component 1 improves teaching and learning by financing sch
he legal, and technical framework, to consolidate the education quality assurance system. Through its components, it will improve equity in a
  r building up the education sector. Specifically, the project will: a) assist participating schools to achieve basic operational level (BOL); and b
 nment of Morocco implement nation-wide programs that result in lasting literacy outcomes. Through its two main components, the project wi
 to produce graduates with the skills needed for the knowledge economy. There are four project components. Component 1 re-orients educa
Poverty Reduction Strategy Paper (PRSP), Bank financed projects, and in the coordination of local training institutions as regards national ca
sed economy: First, and foremost, the project will support the development of an effective innovation system. It will do so by establishing a st
 is and report writing, and to increase stakeholder knowledge and acceptance of assessment. There are three components to the project: 1)
ainable growth. This objective will be achieved by: (i) increasing equitable access to secondary education; (ii) improving the quality of the teac
 Project, achieved through the following components. The schools development grants component would help increase student enrollment, a
  e, and protecting the poorest and vulnerable groups from adverse impacts of economic crisis by strengthening Brazil's safety net programs.
 ew policy of Free Primary Education (FPE), and it would also assist the country to move towards the Millennium Development Goal of having
aking over the management of government-funded schools. To this end, the project components will: 1) provide incentive grants for commun
ality, and financial sustainability. Its main components will: 1) improve access to basic education, by increasing the primary school enrollment
 which has several sub-components. The first component improves the quality of secondary education by financing teacher education, trainin
Guinea, and to their economic well-being. Three components cover the first four-year phase of the program, as follows. The first component w
  onents. The first develops teacher professional standards (profile) by supporting a Profile Coordination Team, applies the profile to training c
ment of independent quality assurance mechanisms, and monitoring systems. The first component will support the Government's efforts to re
 in the National Education Program (PNE) of the current and former administrations. There are two main project components. Component 1
  nd municipalities in the poorest regions of the country, the northeast, north, and center-west reduce the educational inequalities in their syste
   Through its four main components, the project will: 1) finance the promotion for an increased private-public supply of basic, and secondary
  io-economic); and c) improve the quality of the teaching-learning process and the relevance of the curriculum. There are three project comp
  ptimizing school networks, improving energy and space utilization, in an initial group of targeted schools. The components will: 1) enhance th
 comprises several subcomponents, including expanding the existing pedagogical model of urban, full-time schools and adapting the urban fu
 , and increase school retention at the primary level. Project objectives aim at increased resource availability, and improved resource allocatio
oving access, and equity of education, and by enhancing the efficiency of the education system, while improving the vocational, technical, an
 engthen capacities in both the public, and private sectors, and, improve levels of regional dialogue in policy-related issues. The two main pro
 cal government level. Its key objective is to develop an effective, sustainable, and replicable mechanism--that is fully integrated with the Gov
 re are four project components. The first component provides school improvement grants to 650 basic schools and 50 general secondary sc
 of their economy and more sustainable growth. St. Lucia and St. Kitts and Nevis are the first of the OECS countries to join the program. The
   if successful, would prod the development of a second, medium-term phase of the reform, likely to require donor support, and further Bank
 of their economy and more sustainable growth. St. Lucia and St. Kitts and Nevis are the first of the OECS countries to join the program. The
  stems for under-served groups, in particular women and girls, Moreover, the project will prod education management reforms at all levels, in
French, in rural areas of Vanuatu. Specifically, the project pilot-tests whether Vanuatu can effectively deliver a package of innovations intend
 bilingual education among indigenous communities. The four project components will: 1) support the application of the national curriculum in
 . The first improves the quality of education by supporting early childhood development, pre-service and in-service teacher education, a curri
 , by increasing the number of schools, through construction, and rehabilitation of schools, in an efficient, and demand-based selection of sch
habilitation of new classrooms for primary, and middle schools, expected to increase school enrollment capacity. Additionally, rehabilitation w
  execution of a program to enhance cultural diversity, and pluralism as specified by the Guatemalan Peace Accords, and the National Congre
   and standards; promote the efficient and equitable use of scarce public resources for education; modernize the education system; and impr
nician education, in order to meet specific economic needs of each state. It will also increase the access of disadvantaged groups - i.e., wom
  ugh a more comprehensive and enhanced system of non-formal education. There are four project components. The first component promo
and poor urban areas. Project components will: 1) improve the quality of basic education, through enhanced teacher training in primary, and
 ell as that of higher education institutions, aiming at maintaining the high levels of access to education, and, at improving equity in higher edu
e demands of a market economy within a democratic society. The project components will: 1) develop, and implement an outcome-based na
onal improvements in low literacy districts , especially from socially and economically disadvantaged groups, have access to a five-year prima
  formal sectors of the economy through creating a high-quality, sustainable, demand-driven, and equitable training system. The project consi
 ds of the State's population. The components include: 1) school quality improvement, assuring minimum operational standards for schools, c
earning environment. The components will: 1) implement in-service, and continuing teacher development programs through various models,
 ality of, and access to secondary education services. The components include: 1) creation of additional school spaces under the basic gene
 t central and district levels. The project consists of two main components. The first component, which is made up of two sub-components, is
 ng network, expanding access to high quality training, strengthening the capacity of public and private sector decisionmakers and improving
e, in the use of valuable information, and, at developing a supportive strategy among involved communities, nongovernmental organizations
mponents include a range of distance learning approaches, developed by the Institute of Distance Education (IDE), so as to reach a potential
ordability standards. The Emergency School Readiness Project is the first in a series of steps in that direction, concentrating on East Timor's
ment and policy reforms. The project comprises three components. The first finances construction and equipment of the Distance Learning C
urces in Rwanda. The components will: 1) support the Community-Based Rehabilitation and Development Program (CSRDP), through classr
   in the public education system, by improving the quality of, and access to education. The two main components are: 1) the management an
  mponent increases access to education by building early childhood development centers, constructing and renovating primary schools, crea
  al status of girls in primary schools, specifically, in those districts currently under-served in health, and educational aspects. The component
ng research and evaluation of innovative educational models, strategies, and curriculum for grades K-12; and disseminates the results of this
a more equitable and effective basic education system with community involvement in school governance. Specifically, this project increases
  ocially disadvantaged groups, complete a five-year primary education cycle of appropriate quality. This project contributes to further increasi
 ater number of students with opportunities for post-basic education; and c) modernize the sector in ways that improve the quality of outputs a
  poor, notably women and girls in the North, the area of lowest school enrollments for girls. The goal is to develop flexible systems and proce
 t, to raise learning achievements at the primary, lower and upper secondary levels. Teacher training will be provided through atoll-based in-s
 ation of public resources to build a professional basis for the education system. The components will: 1) establish a Quality Fund to finance s
 vernment's objective of improving the performance of the Malian educational system, especially its quality, equity, and access to learning. Th
 ment and performance-based resource management. The project has two main components. The first component finances a quality improve
 makers, and improve in turn, their capacity to design, plan and manage, economic, and social development policies. The project component
 ary education, improving resource allocation, increasing enrollments, strengthening institutions, and facilitating future planning. There are five
 ts economic and social development. The project demonstrates the effectiveness of transparent, merit-based allocation of procedures and in
   their own capacity to design, plan, and manage economic, and social development policies. Distance learning will be further expanded throu
  that address young children's basic needs. There are five project components. The first improves child health by providing on-the-job and pr
ery. The project has five components. The first component strengthens the generic functions of the Ministry to improve the sector: policy ana
 design, plan, and manage economic and social development policies. A second aim is to establish a center of excellence in the region for dis
  rnance. There are four project components. The first 1) helps improve essential infrastructure for inter- and intra-university information techn
ncing for health services. There are three main project components. This component focuses on education: 1) It assists the policy design, im
aining; and, at strengthening the public sector capacity to monitor, and evaluate labor force training needs, and, at improving the private sect
project components. 1) Basic literacy and development activity program will teach basic literacy, numeracy, and functional skills in 15 Ghanai
 mic and social development in Mozambique. There are four main project components. The first improves the quality of education by expand
  Needless to say, education is inadequate, student enrollment has stagnated, and standard performance is poor. Within the objectives of the
 urce utilization in higher education; and c) improve the quality of curriculum, teaching, learning, and research in higher education. The projec
  ram will a) better use existing facilities by expanding double-shift and multi-grade teaching; b) construct and rehabilitate classrooms; c) prov
  t; and b) improve the access to and the quality and utilization of the Government's ECD programs. The project consists of two components.
 for the poor, preventing quality of education from deteriorating further, and realizing efficiency gains wherever possible; and 2) support recov
onents. 1) Strengthening institutional capacity, at the national level, will provide staff development and training to strengthen the technical sup
 to junior secondary for the poor, preventing quality of education from deteriorating further, and realizing efficiency gains wherever possible; a
uity by targeting the expansion of the new pedagogical single-shift (full-time) model of teaching within preschool education and elementary ed
  r all primary-age children, especially those from disadvantaged groups. There are three project components. The first expands access to pri
ching methodology. There are three project components. The first a) renews and restructures the science and engineering disciplines by red
 nd energy efficiency of educational facilities will be improved, and institutional management capacity will be strengthened. The main compon
  meet these social and economic requirements. The inadequacy of secondary education is reflected in the many shortcomings within the cur
uth. There are two main components. Component 1 establishes a national institutional framework to 1) deliver technical assistance for the de
 rtheast, and Center-West regions. There are five components. The first raises schools to minimum operational standards by funding minor s
  in primary education and in demand-driven training and apprenticeship programs initiated under the earlier project; and b) assist the governm
sists of three components. First, policy framework and capacity building will develop definitions of the appropriate roles of higher education in
nd. It consist of four project components. 1) Early childhood development (ECD) will develop policy options to widely increase coverage and
ary education to all children. The project's specific objectives are to: (i) make teacher education institutions more productive and less costly; (
 y by training teacher trainers and providing in-service training in teacher methodologies in pilot school, supporting parent meetings, and prov
 st, supports curriculum reform by providing 1) international and local consultant support on main areas of curriculum development, including
   The CAS highlights the need for improved skills in science, mathematics, and information technology. The development objectives of the pr
 uman capital by world-class scientists engaged in cutting edge research. There are three project components. 1) Management structure sup
 ng greater social equity. The project has six components. Basic education, the first, builds, upgrades, and renovates new primary schools, re
 lizes quality primary education by supporting community and school-based projects that improve access and learning outcomes by a) suppor
  e components in this project. First, expanding access to secondary education comprises all civil works activities related to the construction o
sector through the following components: 1) raising enrollments and quality/learning outcomes of primary education through increased paren
   support the government's own priority in achieving UPE while also complementing other donors' interventions. In addition to providing budge
n sector; and iii) enhance the financial sustainability of public higher education institutions. The project consists of five components. First, the
 cational reform; c) strengthening the ability of the municipalities to plan and carry out integrated investments in infrastructure and educationa
 rban poor at-risk-of-violence communities; 2) improve the capacity of schools/communities, municipalities, and the Department to effectively
d incentives for innovation throughout the system, and by improving the supply of textbooks and teaching materials; and (b) help build the ne
ct will provide equipment, software, and technical assistance and training to continue development and strengthening youth vocational orienta
 improve the quality and relevance of basic education, and c) make basic education schools a learning resources for the community. The pro
e universal coverage and equitable access to quality primary schooling. The first project components -- improving school quality and system
project's objectives are 1) to increase the number of graduates from basic education and provide enough entrants to existing training program
ess to economic needs and reducing poverty. There are nine components: 1) curriculum development, which prepares a strategy implement
  ieve universal primary education by 2010. The project seeks to improve sector efficiency and school effectiveness, and to increase access t
  d retention of students, particularly girls; c) to strengthen institutional capacity to plan and manage educational programs; and d) to encourag
 ractical access to and use of these basic services, particularly for women and girls and more generally for the poor. While SAPP II will work
 more children, especially from socially disadvantaged groups (female, scheduled caste {SC} and scheduled tribe {ST} students, working chil
and 3) to strengthen the Education and Physical Culture Ministry's capacity to carry out teacher training, student assessment and curriculum
  sponsive to market needs. Its components are: 1) Institutional strengthening and capacity building through: a) strengthening MVTE's manag
 earch and technological innovation in an efficient manner. It will support reform efforts and finance investments designed to: a) stimulate priv
  izes greater private finance and distributes the costs of education more equitably. There are six components in this project. First, Policy and
 and management as well as develop institutional and interagency capacity, with clearer assignment of responsibility, at the provincial and dis
n its Education Development Program (PDE) through CONAFE (National Agency for Educational Development), working exclusively with und
ed by the basic education reform process; to upgrade the quality of entrants to the labor market to increase the country's competitiveness in t
 s. The first, the Science and Technology Research component, improves the quantity, quality, and relevance of research and human capital
   Reform Project. The objectives of the project are to: 1) restore school buildings in imminent danger of collapse, and mitigate the educationa
effectively and in a participatory way; 2) contribute to the municipality's goal of improving student learning, school access, and retention rates
 s a private sector student loan program to improve access to private education for students who are academically qualified but financially ne
r project components. 1) Expansion of access to preschool and basic education will include construction of new classrooms and payment of
FY1993 and ending in the year 2000, in order to deal with the surge in primary school enrollments that has resulted in large classes and an a
mprove the skills of polymodal graduates in order to facilitate entrance in the labor market. There are three components in this project. First,
agement framework, in order to increase the participation, promotion and graduation rates, and achievement levels of children in the North a
 nt of curricula in public sector higher education institutions; (ii) involve private sector enterprises in the training of higher education students i
e quality of primary and lower secondary education. Its four components consist of curriculum development, textbook production and financin
component of the project is developing standards and quality assurance for TVE. This component will support: (a) the development of a natio
project. The first component of the project is strengthening Technical Education and Vocational Training (TEVT) regulatory activities and cap
  project. The first component of the project is strengthening the capacity of the higher education system. This component will focus primarily
 his component will focus on the delivery of the newly established associate's degree in education and the Bachelor's of Education (the 'two p
 tion sector. The program has the following components: (1) Governance: improve efficiency, quality, and responsiveness of higher education
  m. There are four components to the project. The first component of the project aims to support the development of quality equivalency curr
  nal materials. Component one aims to improve the quality of distance learning curricula and the quality and availability of instructional mater
 ) and innovation; and raise awareness of science, technology and innovation in the Colombian society. There are four components to the pro
nd Training (TVET) system through interventions aimed at improving quality and relevance of training delivery in eight selected priority occup
four components to the project. The first component of the project is institutional strengthening of skills development. This component includ
pment Program (BBSYDP): the program aims to train unemployed youth through short-term training on a contract-basis with performance be
 epartments and schools. There are three components to the project. The first component of the project is Early Childhood Education (ECE).
r subcomponents, aligned with the Government's overall program: (i) improved fiscal sustainability and expenditure effectiveness; (ii) enhanc
 of the project is strengthening and diversifying TVET. This component will improve the quality, effectiveness and relevance of the training pro
strategy/policy and integrates the implementation of policy reforms into its design. The project will support investment and policy reforms that
 ogression, and improve the measurement of student learning. The additional financing will leverage its resources to support the launch of tw
 tion of the competencies for classroom construction to the provinces. This was part of the overall strategy to expand access to primary educ
  ee components to the project. the first component is improving education quality: this component will support to a) carrying out of a science
  r the period 2010-13. The government's previous poverty reduction strategies reduced the share of households living in poverty from 44 perc
 ams in health, education, and private sector development. Other investments will strengthen the institutional framework for efficient service d
omic growth by reducing macroeconomic vulnerability and by contributing to increased Foreign Direct Investment (FDI) and trade flows. It als
nance and contribute to broad based growth by easing the key constraints posed by low agriculture productivity, low skills base, and the high
he project. The first component of the project is degree scholarships program for Ministry of Finance. This component include two sub-compo
ompetitiveness, strengthening governance and promoting human capital accumulation. The need for more inclusive growth was made eviden
 al development and sector management. This component has five sub-components: 1) diverse support to the Ministry of energy and the futu
mer protection in financial services. This project has five components. Component one comprises of developing a financial literacy strategy a
 oor and vulnerable households affected by the militancy crisis in the target areas; (b) providing conditional cash transfers (CCTs) for human
 both in the Basic Service Block Grants (sub-program A1), providing an additional two years of International Development Association (IDA) f
   PASS is to improve results in social sectors (mainly social protection, education and health), preserving in the short term, and enhancing in
ments in the social sectors. This operation is part of the special lending support by the World Bank for the Republic of Latvia. This is the seco
ergency response, strengthening critical public facilities for earthquake resistance, and supporting measures for better enforcement of buildin
 ation and health as Guatemala devotes significant fiscal resources to recovery and reconstruction after severe flooding and other natural dis
  y contracted by 4.7 percent in 2009 but bounced back to grow by more than 8 percent. In 2010 this recovery was underpinned by economic
nced teaching effectiveness, and enhanced ability to measure student learning in Grades 3, 5 and 8. The expected outcomes of these activit
  project. Component one: improve the quality and relevance of training - support public and private institutions offering diploma-level and sho
 velopment intervention. This component will finance training of parents, relatives, and caregivers of children aged 0-4 to improve their compe
 Quality of Education in Selected Institutions will support around 200 competitively selected Engineering Education institutions through two fu
ctor of Pakistan by helping sustain momentum of the core program and key accompanying reforms being undertaken by the Higher Educatio
o support the national Education System Transformation Program (ESTP). There are three components to the project. The first component i
and its HERA, by increasing the quality of teaching and research in universities, in ways that improve the employability of graduates and the
y improvement for university programs. This component will raise the quality of selected priority undergraduate programs in established publi
ct supports three main components: (A) system governance and management strengthening; (B) improving quality teaching, learning, and re
 of the project targets. The additional financing will address the financing gap arising from the increase in project costs associated with a chan
 ing the labor market. The loan is the first in a series of three operations that will support the Government's ambitious upper secondary educa
omponents to the project. The first component of the project is institutionalizing norms for the higher education sector. This component will de
 sic education. The primary objective of this component is to ensure equitable access and quality of basic education for all children in age gro
 making and promotion of the value of education. Of note are also the achievements under the Student Assessment Department (SAD) estab
 e interventions; (ii) enhancing the teaching and learning environment by providing the necessary learning materials and increasing the corps
 ective of this component is to increase the number of secondary schools meeting minimum infrastructure requirements, moving them toward
 ols - Programa Escuelas de Calidad), through the provision of school grants to eligible schools to implement school improvement plans. The
and policy development. The project has two components. The first component is School-based Reforms and Innovation, which will introduc
 y fall in revenues associated with the recent global financial crisis and economic slowdown. Rio de Janeiro state and federal Government of B
  nomic and social transformation, with a marked acceleration of structural reforms in recent years. Improving the quality of outcomes in the e
 ols and community grants for the schools; ii) provide teacher training for multi-grade teaching; and iii) build capacity in the Ministry of Educati
ertake activities that will enhance the implementation of BOS-KITA, and help “scale up” the project's development effectiveness. While the st
d with: a) supporting new methods of delivering in-service training through Information and Communication Technology (ICT) to ensure the a
EFA goals." The additional financing would: (i) ensure that all current ROSC students have an opportunity to complete Grade 5 (primary com
 de learning achievement. The financing is expected to: i) improve primary education services through the procurement of furniture for 54,000
 neficiaries under the school feeding program from 75,000 person/years to 210,000 person/years; (b) increase the number of students receivi
 creasing the number of Afghan professionals, academics and researchers is one of the priorities of the government's capacity building agen
 omy's (MoE's) capacity on innovation and ensure its coherence with other policies for competitiveness; (ii) strengthen National Commission
 am. There are four components to the project; the first component of the project being improve policy framework for the implementation of th
  ) training to increase job related competencies among unemployed youth through the establishment of a competitive training mechanism tha
 ment. There are two components to the project. The first component of the project is school-based reforms and innovation. This component
 ancing mechanisms; (ii) modernize the governance and management efficacy of the sector; and (iii) strengthen quality assurance and accred
of school education; (iii) improve and expand access through improvements in school participation and completion rates and reduction in gen
  orm Agenda' (HERA). In particular, HEDPP aims to strengthen governance, rationalize financing, improve the quality of teaching and resear
  of the project is establishment of a national school-based development system. The project will support the creation of an effective, school-b
cation quality and monitoring learning levels in project areas; (b) improving equity and access in project areas through provision of stipends to
  Pernambuco's (GOP's) public resources in the education sector, all through the carrying out of interventions in State Secretariat of Planning
  capacity of the higher education sector. There are four components to the project. The first component of the project is promoting academic
 chool development grants is to raise education outcomes in junior and senior secondary education by providing public secondary schools in
  Ministry of Education at the central, regional and local levels. Improving equity is considered a universal/cross-cutting principle and therefore
 f a robust monitoring and evaluation sub-component, and will assist the Ministry of Education (MOE) in further improving the existing educati
There are five components to the project. The first component of the project is basic services for isolated communities. This component will s
 rove the measurement of student learning. There are two components to the project, the first component of the project being financing of SE
  ciary arrangements for greater transparency and accountability of the BOS program and, consequently, bringing about better utilization of BO
ation system into the European higher education area. There are three components to the project. The first component of the project is enha
  ; (2) development of institutional capacity to assess student learning; and (3) adoption of predictable and transparent school budgets in selec
 g frameworks that underpin planned sector reforms; (ii) specific systems and tools required to give effect to policies, legal and funding frame
  ponents to the project. The first component of the project will increase access to lower secondary education through supporting expansion o
 ange to the project objective to better align it with project activities, including those under the AF; and (ii) the refinement of certain performan
 th the scaling-up of all project activities and support the finalization and implementation of a full-fledged sector strategy, in order to enhance
mated 15 public primary schools, as well as reducing the vulnerability of educational infrastructure through the use of enhanced construction s
 ational achievement in upper-secondary education, and (iii) increasing the proportion of public school secondary-education graduates who co
  begin Phase II namely, incremental increases in coverage and learning achievement, accompanied by reduction in repetition rates in the tar
  y and secondary education; and (iii) strengthening the decentralized education management capacity of the Municipality of La Paz. The proje
 quity and reducing gender gaps through demand and supply-side interventions by: (i) upgrading and furnishing school facilities; (ii) providing
 d schools and care facilities; and (iii) strengthen early childhood organizations and institutions. There are two components to the project. The
s in the classroom. There are 4 components to the Project: 1) Reforming University-based Teacher Education, which will build capacity of the
nent (A) is the investments in priority disciplines for economic growth. This component funds subproject proposals from higher education inst
 al development and reform; and (iii) skill development program design and delivery. The project will implement the following activities: (i) effe
 countability of schools to citizens. There are 4 components to the Project: Component 1. Enhancing and Scaling-Up Interventions that Addre
  hing practices as a result of in-service training; and (ii) improved efficiency of spending in education. The project components are following:
ngthen systems, institutions and management capacities needed for education quality improvements. The proposed project would support fo
of the Development Partners' (DPs) support to the Government's ongoing and evolving SSA program. SSA is a national Centrally Sponsored
   project development objective is to be operationalized through the project components described below: Component 1: Develop Regulatory
nds; and (c) increase and diversify the sources of alternative funding available to Instituto Colombiano de Credito Educativo y Estudios Tecn
 eschool and basic education; (iii) expanding coverage of preschool and early childhood education; and (iv) strengthening the planning, supe
 with support from communities and private providers. The objective will be achieved through the following components: (1) School Grants: T
  ore than 2,500 per year. Recent high school graduates will be selected for three years of teacher preparation. Upon finishing their institution
 rnal and child health and nutrition. This component will strengthen the community based health system in order to expand and sustain the ho
  improving access to, and equity of basic and primary education; b) enhancing educational quality and relevance; and, c) improving efficiency
 he development of 2iE as a regional center of excellence, in particular by: (i) further increasing the capacity of the 2iE campuses in Kamboin
 chool feeding program to mitigate dropout risks in a time of food crisis due to rising prices and exogenous shocks. The additional financing w
 s (customized children's laptop computers with Mongolia-specific educational content) to children in selected pilot rural primary schools, in ad
 There are three components of this project. Component 1 deals with the expansion of school facilities. The objective of this component is to
  sive participatory process in which workshops, formal and informal stakeholder dialogues and a year's worth of analytic work preceded its fo
ment level in the areas of governance, financing and quality assurance; and (ii) building capacity, relevance and autonomy at the university le
 tor wide program. There are 4 components to the Project. Component 1 will increase access and equity at primary level by providing resourc
ents. The first component will strengthen sector capacity for planning, monitoring and evaluation, information management and project mana
bia. ETSIPl is the first implementation phase of the government's 15-year strategic plan for the improvement of the education and training sec
 ic education, includes: primary school infrastructure; non-formal schools; special needs education; adult basic education; expanding educati
ed distribution of teachers, and, by increasing coverage at the basic education level in the most disadvantaged areas, particularly at the first
  n by expanding the number of middle school places in the system, improving conditions in existing elementary schools, and by supporting ad
ndary education modalities and school management. The project has 3 components. Component 1 -- primary education completion and qual
d students, including girls, dalits and educationally disadvantaged janajati to higher education through financial assistance and enhanced cap
 2) increase access to education; and (3) strengthen institutional management capacities in education sector and program coordination mana
 consists of the following components: Component 1: will improve the quality of teaching and learning in selected schools by providing them w
ework in the labor and social sectors to more closely align their policies with EU standards; and (ii) improve the efficiency of the health, educa
  ncing employability and (ii) strengthening career ladder opportunities. The project has several components whose primary focus is to expand
 ate sector innovation; and (iv) cross-sectoral and international research collaboration and mobility of researchers between public institutions
  aterials -- this component will assist MoEC to develop and operationalize its textbook and learning materials policies and will also assist the
 ill receive school development grants to improve the quality of teaching and learning, while strengthening the capacity of schools to participa
ances private sector-driven training and traineeships, (ii) development of an improved policy framework for delivering training by enhancing O
y. The reform program is based on four mutually supportive and internally consistent pillars: accelerating human development; improving fisc
port changes in curriculum content, teaching methodology, student assessment, initial teacher education and continued teacher professional
 l Training, focuses on: (a) improving quality and relevance of training imparted in 400 eligible Industrial Training Institutes (ITIs) selected com
 tnerships between public and non public sectors, and build capacity to assess learning outcomes. There are four components: Component 1
 ransition, reduce gender and regional disparities, and improve quality in elementary and secondary education (grades 1-10). There are 4 com
orm program which is being deepened and carried forward by a government that has demonstrated its commitment, ownership, and a good t
s and textbooks for upper primary classes and for all secondary classes. In addition, the project will provide for significant support of teacher
and improve equity of access to secondary education. The reform agenda focuses on: 1) Accountability and systemic improvement. Reforms
project has two components: Component A: Improving Quality and Coverage of Rural Education: This component is designed and implemen
 roject components. Component 1 expands access to public higher education; Component 2 modernizes the higher education system by stre
cess to under-served communities. The project consist of the following components: Component 1) The project will support: School-level ped
  specially for the poor. The priority areas of the proposed project are: (i) strengthening leadership, management and governance of the educa
   secondary education by supporting measures to improve learning in core subjects, teaching-learning environments, and the relevance of tec
 orted will strengthen the institutional infrastructure needed to improve the public sector's capacity to carry out its role more effectively. In add
 mprove equity of access to secondary education. The reform agenda focuses on: 1) Accountability, - with reforms enforcing the establishme
ng the economic efficiency and equity of resource allocation, and distribution within the education system, and, by strengthening education go
   the national regulatory framework for tertiary education student assistance. This component will promote the equitable expansion of tertiary
ncing Science and Technology-led (S&T) growth. The project consists of the following components: Component 1) the MSI Funding Facility, p
 nitoring and fiduciary oversight) is strengthened. There are four project components or priorities. Priority One is enriching the classroom by r
 ssrooms will accommodate the increased flow of students from primary through the middle school cycle. The project will also expand covera
nts: Component A) will reform the governance and management structures for the training system and develop options for the reform of a sy
 internal efficiency, and accountability for results. The Tertiary Education Finance for Results Project's development objective is to increase th
  d Component 3, policy development and evaluation.
n proven to be an effective mode of service delivery to poor communities. Fifty districts chose to participate in the project were selected. Com
d learning in rural schools - will enhance the quality of teaching and learning in rural schools, in particular that of the upper grades in the seco
by the Punjab Government, and the Bank has been requested to support it through a new series of annual DPCs. Key pillars of the PESRP a
  2001 (RA 9155). Component 2 improves teaching effectiveness through two major policy interventions: a) refining current work on teacher c
ding for the Balochistan Education Foundation, the implementing agencies, the parent education committees, and teachers. The latter comp
  are as follows: 1) School Construction - will finance the construction, and equipment and furniture provision in new schools; 2) Institutional S
g teachers and their school networks in the use of learning materials. Component 1 establishes classroom libraries and promotes reading thr
ms that strengthen devolution and improve the fiduciary environment and governance; and, c) education sector reforms to improve quality, ac
ed access to secondary education component will support the expansion of post-primary education, particularly lower secondary education th
 roject consists of three components. The first, generalize basic education to ensure that basic education is available to most school-age child
uity programs for low-income students; and (iv) enhance the efficiency of the education sector's institutional and economic resources allocate
 l education curriculum programs to provide students with core skills for the knowledge economy and lifelong learning. Information and Comm
  e following four components: 1) This component seeks to improve the quality and efficiency of the 1,086 state schools in Pernambuco. 2) Th
hree components: Component 1) the proposed activity would support the ESSP 2004-08 Education Facilities Development Program providin
  ct has the following six components: Component 1) will complement government and donors' efforts to improve quality and expand capacity
 and equity of basic and primary education; b) enhancing educational quality and relevance; and, c) improving efficiency, and institutional cap
 he following four components; Component 1) will improve the administrative management of the education system through improvements in
  dents in impoverished districts by building, extending, rehabilitating, equipping, and furnishing classrooms. The second, improving the quality
  knowledge and competences of teachers and school directors in order to implement the reforms underway in teaching and learning in gener
ess in secondary education. The focus will be on reforms, to include a rigorous, and enforced criteria, that governs the establishment of instit
 oriented one. The two main project components will: 1) improve university undergraduate and post-graduate education, through a) institution
 hers and principals, and payment of related performance incentives for teachers and principals for two complete academic years (2006/07 a
  tion; b) improve attention to quality and relevance of learning; c) improve systems of governance and accountability; and d) harmonize dono
 he Secondary Education Grants Program will provide grants to schools to: (a) facilitate the development and implementation of broad based
 y within Ministry of Education (MoE), specifically with respect to the Tonga School Grants Program (TSGP) that will be financed under Comp
  t 1) for the Brazilian Institute of Geography and Statistics, a legally autonomous agency of the Federative Republic of Brazil, technical assista
xpansion through kindergartens registered through the Ministry of Insurance and social Affairs and community provided facilities; and (3) add
  t and implementation of a long-term sector development program with financial and technical assistance. This project (EQUIP) aims to impro
city of the Ministry of Primary and Secondary Education to prepare the system for decentralization, in particular, providing support to the Regi
d the number of primary and general secondary schools included in the Government's reform program. About 50 schools, additional to those
nal Targeted Program. In addition, the project will also promote an overarching policy framework in education finance, planning, and governa
uity of higher education. The project comprises two components: 1) The first component will support the Government in the to implementatio
  nd expand quality improvements in initial, and basic education, covering, inter alia, infrastructure improvements, didactic materials provision
arket, and in addition, to establish pedagogic, administrative, and financial management systems in the Institutions of Higher Education (IHEs
   in at least two areas. First, the Bank is in a unique position to introduce a comparative global perspective on recent tertiary education develo
  izing its systems of employment, education and social cohesion by developing an effective policy infrastructure to implement, manage, and e
 evaluation component will finance the provision of technical advisory services to promote outreach programs; implement monitoring and eva
 uilding" in this project is defined as a product of several factors including: (i) the division of labor among organizations in the sector, and withi
 ners will pool funds with the Government to support Savia Shiksha Abhiyan (SSA) through a sector-wide approach. Targets for SSA are all 6
 Project has three components. The first, to improve access to primary education will have three subcomponents: support to primary school c
decentralization of public administration, including a recent Law on Local Self-governance, empowering the municipal governments to establ
   of this component is to improve access to quality primary and junior secondary education, by providing schools which are close to where ch
 management. Specifically, it improves system management capacity, including planning and management of human resources, information,
 des a framework of development principles to improve quality of life of its citizens, and is the result of an extensive nationwide consultative p
project has the following five components: Component 1) will provide a more relevant and inclusive general education curriculum and a syste
  nt; (b) increase access to schooling for the disadvantaged; and, (c) strengthen planning and management of primary education, including es
 e introduction, and enhanced use of Information and Communication Technologies (ICT) in Russian general, and initial vocational schools. T
  amarca Education Quality Improvement Project are to: (i) improve the quality and relevance of the education system and (ii) improve the inte
  stricts by financing for 1) Community Based Contracting for classroom construction; 2) Community Grants for schooling program to lower th
 anning, and managing social, and economic development policies, and programs. The first component, construction and installation, entails
 ion, and strengthening the institutional capacity of the Ministry of Education and Training. The following are components to the project. Prima
and economic development programs.
nrollment and completion rates, disaggregated by gender. EQIP II comprises four components and ten subcomponents. The first two compo
3) enable the public administration to manage secondary education more effectively. In order to expand enrollments with equity. The SEDP in
e adjustment credits to support the Government of Punjab's medium-term sector-wide reform program to enhance access and quality of edu
 , Dominica, Grenada, St. Lucia, and St. Kitts and Nevis. Each country joins the program as it meets the following established criteria for parti
ect components that support (1) improving access to quality education for out-of-school children to facilitate their completion of primary schoo
   and the communities, and more equitable access to education. The project seeks also to develop the technical capacity necessary for over
mary education; children who attend schools that do not meet fundamental quality standards; and disabled children or children from other hig
  es of Credit operations to support the Government in carrying out its long-term reform of tertiary education. The project has two major comp
 pand access to and improve the quality of integrated services that address young children's basic needs, including preprimary education, psy
ws. The first component will increase access to, and quality of initial, pre-school, and secondary education for children in rural areas. Initial, an
  The project components will: 1) extend basic education coverage, by supporting continued rehabilitation, and extension of rural, and low-inc
o improve the quality of education, the student enrollment rates, and the schools' infrastructure. Thematic grants will seek to encourage enrol
  ducation, through a low-cost construction of classrooms, and facilities at elementary, and middle schools. By identifying appropriate location
  y school quality, increasing access to secondary schools, and improving system management. The program is designed as a 5 year effort; T
mprove the quality of education, and to realign the entire sector. The project has 5 components: 1) Quality and relevance of general educatio
BE plan for the next five years, based on data analysis, and existing conditions, developing an implementation strategy. Under the first compo
components of the Second Reform of the Secondary Education Project will: 1) finance grants to selected secondary schools, on the basis of
 t component, Institutional Development, comprises three sub-components: 1) promoting academic excellence; 2) networking institutions for
and learning by financing school-based professional development for teachers, providing career development opportunities; upgrading basic
 nts, it will improve equity in access to tertiary education a) by investments in student-aid (loans and grants), and, b) by introducing monitoring
 perational level (BOL); and b) build up the capacity of the Ministry of Education, Science and Technology (MEST) to plan and manage educa
n components, the project will: 1) Improve program quality, aiming at the reform of the educational dimension of programs in the "campagne
omponent 1 re-orients education policy objectives and strategies through governance and administrative reform. The five sub-components c
utions as regards national capacity building policy. The three main components are: 1) construction and establishment of the Development L
will do so by establishing a strong and coherent policy framework, promoting high-quality and relevant science and technology activities and
omponents to the project: 1) Capacity building would be the main component, where the execution of an assessment is unusually technical in
 proving the quality of the teaching and learning process, with more direct interventions and provision of resources at the school level, a focus
  crease student enrollment, attendance, and retention in primary and secondary education, targeting this funding through Kosovo's municipal
 Brazil's safety net programs. The specific objectives of the project are to: 1) strengthen human development program effectiveness through a
  Development Goal of having all children throughout Kenya able to complete a full course of primary schooling by Year 2015. There are three
  incentive grants for communities to manage schools funded by the Government, through block grants tied to performance of lower seconda
he primary school enrollment ratio to 56 percent by the year 2005, equalizing educational opportunities, and supporting reforms to improve ed
 ng teacher education, training, and support; incentive awards for school performance and improvement; incentive awards for student achiev
 ollows. The first component will expand access to education, by increasing student enrollment in primary, and middle schools, focusing on in
  pplies the profile to training courses and to teacher assessment, and finances action research to refine the profile. The second component f
he Government's efforts to restructure system governance, and management, so that conditions are in place to support improved sector effic
  components. Component 1 improves quality in initial and basic education with financing for, among other activities, expanding and rehabilita
 onal inequalities in their systems, and increase the effectiveness of their schools so that all children in these regions can successfully comple
pply of basic, and secondary education opportunities for adults, which includes the establishment of a learning assessment, and certification
There are three project components. The first component finances activities to support overall policy and system reform and development, in
omponents will: 1) enhance the quality of teaching and learning in basic schools, by upgrading teaching skills, through active learning strateg
 ols and adapting the urban full-time school model to rural areas; constructing, transforming, rehabilitating, and equipping full-time schools as
d improved resource allocation, and utilization to improveeducational inputs, and strengthen institutional arrangements for primary education
  the vocational, technical, and higher education systems. The components focus on: 1) improving the quality of the teaching-learning proces
 ted issues. The two main project components will: 1) establish, retrofit, and equip the main Global Development Learning Network (GDLN) c
   fully integrated with the Government's decentralization and public service reform programs and capacity building goals--for strengthening th
 and 50 general secondary schools to support training, technical assistance, and outreach and evaluation costs. The second component sets
 ries to join the program. There are three main project components. The first increases equitable access and equity in secondary education, p
or support, and further Bank lending. Three main components will support: 1) governance, by developing a strategy and medium-term develo
 ries to join the program. There are three main project components. The first increases equitable access and equity in secondary education, p
ement reforms at all levels, in partnership with civil society, nongovernmental organizations, and the private sector, in addition to introducing
 ackage of innovations intended to help the country move toward its objective of Education for All, defined as formal basic education of good
   of the national curriculum in rural multi-grade, intercultural, and bilingual schools through the validation by rural teachers, of pertinent curricu
  ce teacher education, a curriculum linked to basic education needs, evaluation of learning outcomes and examination reform, a Reading Firs
 mand-based selection of school sites, using school mapping databases, and community participation. Funding for management capacity bui
 . Additionally, rehabilitation works will also include sanitation services; 2) improve teacher training curricula, upgrade qualifications of training
ords, and the National Congress on Cultural Policies. The four main components will: 1) support universal access to primary education by exp
   education system; and improve the flexibility and market-relevance of initial vocational education. The project has two main components. At
dvantaged groups - i.e., women, and rural youth - to technician education, and training. The components will: 1) develop and expand capacit
 . The first component promotes enhanced and comprehensive non-formal education. The second component finances a post-literacy progra
cher training in primary, and secondary schools in rural, and marginal urban communities. Textbooks, and instructional materials will be prov
mproving equity in higher education. The components will: 1) improve the quality of teaching, and learning in general education, through the
ement an outcome-based national curriculum for primary, and general secondary education, which should include the development of a natio
ve access to a five-year primary education cycle of appropriate quality. This project is the second phase of an ongoing program, Rajasthan D
ng system. The project consists of nine components. 1) It will establish an overall Program Steering Committee to approve annual work prog
  onal standards for schools, consisting of the following essential criteria: understanding of operational standards, and equity considerations, b
  ms through various models, to raise academic qualifications of teachers, both at state, and municipal schools, introducing effective teaching
spaces under the basic general education for grades 7-9 (EGB3), expanding the number of hours, to develop and apply a new pedagogical m
  p of two sub-components, is to strengthen the capacity of MOE. 1) The first sub-component will support the preparation and evaluation of An
 cisionmakers and improving the levels of policy dialogue; and 2) support the establishment of a "cyberpark." The project comprises three com
 governmental organizations (NGOs), and local governments. The main components include: 1) provision of grants to participating, small libr
 E), so as to reach a potential audience of civil servants needing training. The existing Global Distance Learning Network (GDLN) videoconfe
oncentrating on East Timor's most urgent short-term educational challenge, revitalizing its basic educational infrastructure with functional sch
nt of the Distance Learning Center (DLC). The second component assists the DLC to begin operation and become financially viable. The thir
 am (CSRDP), through classrooms rehabilitation, provision of equipment, and construction of new schools, through a participatory community
s are: 1) the management and institutional development, will introduce an Education Management Information System (EMIS) to support, and
ovating primary schools, creating neighborhood middle and secondary schools, employing multi-grade teaching strategies, identifying and im
 nal aspects. The components are the following: 1) Community readiness program, to provide training in assessing needs, planning, and soci
 sseminates the results of this work; 2) pilot testing and evaluation of the programs of "Telesecundaria' and "Aceleracion del Aprendizaje"; an
  fically, this project increases coverage at the preschool and primary levels; improve quality and efficiency of preschool and primary school ed
  ontributes to further increasing the geographical scope of the Uttar Pradesh Basic Education Projects (report nos. 11746 and 17103) and the
 prove the quality of outputs and the efficiency with which they are produced. There are two project components. The first covers school-leve
 p flexible systems and procedures for delivering technical support services and financing to providers/beneficiaries which permit scaling-up t
  ded through atoll-based in-service learning to upgrade teachers' skills, and improve staff development for school supervisors. The primary s
sh a Quality Fund to finance school grants, teacher training grants, and scholarships, and grants to support institutional strengthening of thos
  y, and access to learning. There are four main project components. The first implements bilingual education in primary education by financin
ent finances a quality improvement grants program that 1) recruits and trains "animators" (or "lightning rods") who work with community and
 cies. The project components include: 1) establishment of a center of excellence, namely at the Ecole Nationale d'Administration (ENA), and
 uture planning. There are five project components. The first reinforces human resources capacity by training school teachers, school admini
  location of procedures and investigator autonomy in improving the quality and efficiency of scientific research and training. The project has tw
will be further expanded through experience, and information exchange. The components include: 1) the establishment of a distance learning
 y providing on-the-job and pre-service training to health workers and caregivers; financing drugs, medical equipment, and supplies and stren
mprove the sector: policy analysis and strategic planning; financial planning and management; human resource management; and the design
 xcellence in the region for distance learning and exchange of information and experience. The project has two main components. The first c
a-university information technology networks, management information systems, modern library systems, and faculty training; and 2) support
   assists the policy design, implementation planning, and training of a comprehensive decentralized system of education funding; and develo
 at improving the private sector training capacity. The components will: 1) provide training grants to workers in the informal, and modern secto
 functional skills in 15 Ghanaian languages and will seek community participation in the running of classes. 2) An English pilot was conducted
uality of education by expanding pre-service teacher training programs; revitalizing the network of teacher support zones; transforming the cu
  . Within the objectives of the Basic Education Sub-Sector Investment Program (BESSIP) Project, improvement in the quality of basic educat
 higher education. The project consists of three components. The first component focuses on capacity building, institutional development, an
  abilitate classrooms; c) provide trained teachers; d) increase enrollment in the poor areas; and e) improve services for the disabled. Second
consists of two components. First, ECD program will support both national and international, the continuous review and updating of the policy
ossible; and 2) support recovery and return to the medium-term education strategy. There are three project components. 1) The crisis relief p
   strengthen the technical support functions of the Ministry of Education and its newly established agencies and develop information systems
cy gains wherever possible; and 2) support recovery and return to the medium-term education strategy. There are three project components.
 education and elementary education to socio-economically disadvantaged population. The objectives of the universalization of preschool edu
he first expands access to primary education by opening new schools, constructing additional classrooms, and repairing existing classrooms;
 ngineering disciplines by reducing narrow specializations, restructuring academic programs of study, and introducing new integrative science
ngthened. The main components are: a) to achieve operating efficiency in school buildings, obtaining substantial reductions from recurrent e
y shortcomings within the curriculum and examination system, coupled with deficient pedagogical skills. Within the strategic context, the Seco
 chnical assistance for the design and evaluation of local multi-sectoral programs for low-income youth through the Ministry of youth and its c
 standards by funding minor school repair and purchasing supplies, instructional material, and equipment; training and certifying teachers for
ect; and b) assist the government of Cape Verde in carrying out a comprehensive sector study, addressing issues of quality and equity, in ord
 e roles of higher education institutions -- universities, professional institutes, and technical training centers; establish policies and mechanism
 dely increase coverage and improve quality for ECD programs by developing an upgraded and expanded training program for ECD trainers
e productive and less costly; (ii) enhance quality by strengthening links between teacher education and school/classroom realities; and (iii) de
  g parent meetings, and providing management training in methodology for the education ministry and school administrations. The second co
ulum development, including syllabus, teaching methods, institutional issues, and assessment (including textbook development) with an over
 elopment objectives of the project address the negative effects of the economic downturn on the education sector, and assist in the medium
1) Management structure supports: a) establishment and operations of Board of Directors, Program Committee and Implementation Unit; b) t
vates new primary schools, reforms curriculum, upgrades teachers, and increases textbooks in order to increase access and enrollment--esp
  rning outcomes by a) supporting services to prepare, sign, monitor, and evaluate contracts, b) providing quality inputs to improve school ma
   related to the construction of day secondary schools. This component will finance all school facilities, furniture and equipment, library furnish
tion through increased parental participation and financing, school-based planning and management of resources, school-based quality enha
 In addition to providing budget support, the operation will work to 1) improve resources allocation to primary education particularly by paying
of five components. First, the supply response component will support the expansion and maintenance of facilities and equipment in the publ
 nfrastructure and educational processes; and d) developing new administrative mechanisms for an effective working relation among the Min
  he Department to effectively provide their respective education services; and 3) provide lessons for a national strategy to support municipal a
  als; and (b) help build the neceAFRry institutional framework and capacity at all levels to operate the basic education system efficiently, equi
ening youth vocational orientation and training programs. There are two components. The first component strengthens and modernizes post-
 s for the community. The program consists of four components. First, expanded basic education coverage will support the training and recru
  g school quality and system efficiency -- will provide teacher development and school cluster based training; improve curriculum; and streng
  ts to existing training programs to fill labor demands; 2) to raise levels of learning; and 3) to strengthen the quality of management within the
 epares a strategy implementing a sequential and cyclical curriculum in all subjects for grades 1-9, improves curriculum management, and tra
ess, and to increase access to basic educational services in targeted underserved areas. There are four main components: 1) improving lear
programs; and d) to encourage greater community and nongovernmental organization participation. The project consists of four main compo
oor. While SAPP II will work mainly with government, it will also strengthen and finance nongovernmental organization (NGO) and private se
 e {ST} students, working children, children with mild to moderate learning disabilities and other children who have limited access to educatio
  assessment and curriculum development. The components to achieve these aims include: 1) rehabilitating and furnishing 50-56 dilapidated
 trengthening MVTE's management, planning, financial control capabilities, marketing and research; b) developing VTE policies including def
 designed to: a) stimulate private sector financing and execution of research and development; b) increase and improve the stock of S&T hum
 this project. First, Policy and Institutional Development will support the introduction and strengthening of key policy and administrative reform
bility, at the provincial and district levels to deliver the nine-year program. The project is designed to raise institutional and human capacity at
 , working exclusively with underserved (i.e., rural, poor, indigenous, and marginalized urban areas) communities. The APL further improves t
country's competitiveness in the global market; and to strengthen managerial capacity in secondary education. Access will be expanded by e
  research and human capital formation through field development to stimulate research in new and lagging fields with scientific, economic, an
   and mitigate the educational disadvantages to students occupying such schools; and 2) improve the Ministry of Education's institutional cap
 l access, and retention rates in the territory of the municipality. The project's components are three: 1) The Basic Unattended Educational Ne
 lly qualified but financially needy. It designs selection criteria, decides the terms and conditions of student loans, and determines the legal an
  classrooms and payment of teachers on a declining basis; develop an innovative initial education program with parent participation; and esta
 lted in large classes and an acute shortage of classrooms. UP BEPII helps the government to a) establish the capacity to enroll all 6-10 year
 ponents in this project. First, expansion of access includes construction of classrooms for the 9th grade of the new EGB3 (third cycle of basi
vels of children in the North and Center-West capital microregions of Brazil. There are four components. The first raises schools to minimum
  f higher education students in both public and private sector institutions; (iii) insist on following up regularly the employment situation of stude
 book production and financing, learning assessment, and in-service teacher training. The first component, curriculum development, compris
 a) the development of a national qualifications system and a national qualifications framework; (b) the development of occupational standard
    regulatory activities and capacity building. This component focuses on the regulatory environment and institutional resources available to th
  mponent will focus primarily on capacity building to improve the overall development, management, and governance of the Higher Education
elor's of Education (the 'two plus two model') through: (a) the development of appropriate courses and terms of reference for administrators,
nsiveness of higher education and research; and increase quantitative capacity for the higher education sub-sector. (2) Financing: enhance fi
 nt of quality equivalency curriculum, train trainers in its delivery, and strengthen the quality and availability of learning and instructional mater
 ilability of instructional materials. The project will support the development of new and/or upgrading of existing curricula for grades seven thro
  e four components to the project, the first component being strengthening COLCIENCIAS' operational and policy-making capacity; institution
    eight selected priority occupations and seven selected vocational training centers. It seeks to strengthen the capacity of the TVET system to
ment. This component includes the development and adoption of a national skills strategy; the establishment of a Technical, Vocational, Edu
 ct-basis with performance benchmarks; the second component is establish demand-driven institutional training programs: this pilot sector pr
 Childhood Education (ECE). The main objectives of the national ECE program are to increase the percentage of children enrolled in public p
 ure effectiveness; (ii) enhanced quality and relevance of teaching and research; (iii) improved equitable access; and (iv) strengthened govern
d relevance of the training provided in eligible TVET institutions beneficiaries, and increase apprenticeship and short-term training programs.
  ment and policy reforms that will: (i) improve the Government's capacity to improve the management of the tertiary education system; (ii) cre
  s to support the launch of two new education sector reform activities and the extension of one existing reform activity under SEP. The activit
 pand access to primary education for all school aged children and improve teaching conditions. The second component is the improving the
   a) carrying out of a science curriculum reform process by updating existing curricula and/or reorienting the existing curricula of UG aimed to
   living in poverty from 44 percent in 1997, to 38 percent in 2001/02, and to 31 percent in 2005/06. The operation takes into account the impa
 mework for efficient service delivery through the implementation of a medium term expenditures framework, results-based management with
nt (FDI) and trade flows. It also strengthened the country's human development. Uruguay has achieved universal primary education, its socia
  low skills base, and the high cost of infrastructure services in Rwanda. The operation complements the sector budget support, Community L
 onent include two sub-components: competitive selection of candidates and provision of pre-departure language training to selected candida
 sive growth was made evident over the last decade, when the Philippines experienced a resurgence of economic growth that did not, howev
Ministry of energy and the future regulatory body, including in media and communications; 2) expansion and revamping of the Ghana Nationa
 a financial literacy strategy and consumer protection monitoring and evaluation. This includes strengthening the institutional and legal framew
  transfers (CCTs) for human development to poor and vulnerable households in the target areas; and (c) strengthening necessary capacities
 elopment Association (IDA) financing, and in the health millennium development goal (MDG) support facility (sub-program B). It will extend th
 short term, and enhancing in the medium term, the human capital of the poorest citizens. Consistent with this vision, the PASS has four inter
blic of Latvia. This is the second operation in a program of two loans focused on safety net support and social sector reform; the first Special
 better enforcement of building codes. The additional loan provides the opportunity for the Istanbul Special Provincial Administration (ISPA) to
 looding and other natural disasters suffered between May and September 2010. The loan would be a reallocation of financing from within the
  s underpinned by economic reforms undertaken since 2001: fiscal adjustment, modernized debt management, an independent central bank
 ted outcomes of these activities are a greater percentage of children attending and completing elementary education, and demonstrating gra
  fering diploma-level and short-term technical and vocational education and training programs in an effort to improve access to, equity in, and
ed 0-4 to improve their competencies and practices in caring for children and contribute to the children's comprehensive development and sc
 on institutions through two funding windows to Strengthen Institutions to improve Learning Outcomes and Employability; and to Scale up Pos
 aken by the Higher Education Commission (HEC) through the current period of fiscal stress. The country is going through a difficult period o
project. The first component is the enhanced performance and accountability. Enhanced performance and accountability will contribute to the
 yability of graduates and the relevance of research. NMUP will support the design and development of the Vietnamese-German University w
programs in established public universities through a Quality Improvement Fund (QIF). The second component of the project is quality assura
 lity teaching, learning, and research through the provision of competitive funds; and (C) equity and competitiveness scholarships. Componen
   costs associated with a change in the Government of Uruguay's (GoU) strategy on civil works, and the significant escalation of construction
 tious upper secondary education reform program. The amount of subsequent operations in this series will be determined based on Mexico's
 ector. This component will develop the institutional foundation of the higher education sector in Sri Lanka through the establishment of a Sri
  ion for all children in age group 5-12, prepare pre-school-age children through Early Childhood Education and Development (ECED) for basi
ment Department (SAD) established with project financing and institutionalized within the Ministry of Education (MOE) structure. The SAD has
 als and increasing the corps of teachers through open distance learning; and (iii) improving institutional and management capacity through s
 ements, moving them toward becoming fully functional per SEDP II. The component will provide support for rehabilitation and completion of
 hool improvement plans. The second component of the project is monitoring and oversight. This component will finance program monitoring,
  nnovation, which will introduce reforms that provide goods, services, and works to: (i) strengthen school-industry linkages; (ii) improve schoo
   and federal Government of Brazil requested a single-tranche stand-alone Development Policy Loan (DPL) to help with the projected 2010 fin
e quality of outcomes in the education sector has become a key priority for the Moroccan Government. To overcome the challenges faced by
  city in the Ministry of Education (MOE) to implement a sector program. The operation will support part of the financial gap required to be fille
 nt effectiveness. While the strong fiduciary arrangements will be continued (as per the original BOS-KITA loan), the proposed activities will, in
  nology (ICT) to ensure the availability of good quality teachers; and b) providing technical assistance to the newly founded Ministry of Higher
 mplete Grade 5 (primary completion); (ii) scale-up ROSC modality to cover out-of-school children in additional needy upazilas; and (iii) allow
  ement of furniture for 54,000 expected beneficiaries in primary and remote area filial schools in all 13 districts; ii) train 4,500 teachers on ear
  e number of students receiving tuition waivers from 250,000 person/years to 390,000 person/years; and (c) provide additional institutional su
ment's capacity building agenda. The additional International Development Association (IDA) financing through Crisis Response Window CRW
 gthen National Commission For Scientific and Technological Research (CONICYT) and improve the coherence, quality and relevance of res
 k for the implementation of the FDS program. This is a highly strategic component which will aim at completing the requirements for the tran
etitive training mechanism that supports the financing and delivery of demand driven training; (b) establishing a framework to improve the qua
   innovation. This component will: (i) strengthen the linkage between schools and industry; (ii) improve school management; (iii) introduce an
 quality assurance and accreditation mechanisms. Project has 3 components. Component 1: Sustainable Financing for Quality. This compon
 on rates and reduction in gender and regional disparities; and (iv) strengthen school management and governance in the education sector. T
  uality of teaching and research, improve accountability for performance, and enhance transparency in financial management within the highe
 ation of an effective, school-based development process as the main vehicle to deliver to Jordan's young people a quality education focused
 rough provision of stipends to poor girls and boys; (c) strengthening the institutional capacity of Ministry of Education (MoE) both at central an
 State Secretariat of Planning and Management, State Secretariat of Education (SSE) and State Secretariat of Administration (SAD). There a
  oject is promoting academic innovation. The objectives of this component are to: (i) establish enabling conditions to enhance the quality and
  public secondary schools in Lagos access to yearly discretionary resources with an explicit focus on improving the quality of education servic
cutting principle and therefore embedded in each component of the project. There are three components to the project. The first component o
mproving the existing education management information system (EMIS) capacity. There are five components to the project. The first compo
unities. This component will support the provision of basic services in health, education and agricultural extension services, including technic
 project being financing of SERP. This component finances key Eligible Expenditure Programs (EEP) up to capped absolute amounts, with di
 g about better utilization of BOS funds. The rising price of basic commodities has increased the financial burden on families that send their ch
 ponent of the project is enhancing the quality of general education. There are four sub-components to this first component of the project: a) p
 arent school budgets in selected oblasts. There are five components to the project. The first component of the project is providing learning m
 cies, legal and funding frameworks intended to improve education access, equity, quality, relevance, and efficiency; and (iii) specific institutio
 ough supporting expansion of school infrastructure. The second component of the project will improve the quality of lower secondary educati
 nement of certain performance indicators. The revised project objective is to assist the recipient in its efforts to improve the conditions for tea
 trategy, in order to enhance the project's impact and development effectiveness by: (i) supporting the preparation and implementation of a co
 e of enhanced construction standards. It is expected that all new educational infrastructure will use these construction standards. Specifical
  -education graduates who continue on to tertiary education. There are three components to the project: Component 1 is the Equitable Acces
 n in repetition rates in the targeted municipalities; the effectiveness of municipalities in utilizing resources for educational subprojects; and the
 nicipality of La Paz. The project includes the following components: access and permanence; quality of education; and education manageme
 school facilities; (ii) providing learning equipment and materials; (iii) developing the operating procedures and building capacity for managing
 mponents to the project. The first component is the co-financing the implementation of the National Strategic Plan (NSP) under Sector-Wide
which will build capacity of the national accreditation board, provide incentives for teacher training universities to upgrade their curricula and p
  ls from higher education institutions to increase access and improve their capacity to deliver quality education and training in the science and
 he following activities: (i) effective participation of the employers in the planned E-TVET Council through broad capacity building; (ii) increase
g-Up Interventions that Address the Education Needs of the Poor. This component will support pre and primary school level interventions foc
  t components are following: (i) supporting the implementation of the general education curriculum and further curriculum reforms is to succe
  sed project would support four key elements of the government's Pre-University and Higher Education Strategies as follows: (i) strengthenin
 national Centrally Sponsored Scheme (CSS) of Government of India (GoI) running from 2001 to 2010. The project will finance State and Dis
 onent 1: Develop Regulatory and Quality Assurance Framework for TVET which will create the necessary institutional conditions for a quality
 o Educativo y Estudios Tecnicos en el Exterior (ICETEX) in order to increase ICETEX's sustainability. The project consists of two componen
ngthening the planning, supervision and policy-making capacity of the Ministry of Education.
  onents: (1) School Grants: There are complementary objectives of the school grants component: a) to support the improvement of teaching
Upon finishing their institution-based training, student teachers will participate in two years of teaching. After concluding their practice teaching
 to expand and sustain the household and community Integrated Management of Childhood Illnesses (HWC-IMCI), as well as growth monitor
e; and, c) improving efficiency, and institutional capacity of education service delivery. This additional grant will help fill the financing gap - est
he 2iE campuses in Kamboinse and Ouagadougou to train and board students; (ii) improving the quality of training and research programs, p
ks. The additional financing will provide the opportunity to target vulnerable areas which have been affected by recent flood and where childre
 ot rural primary schools, in addition to the training of teachers and students around these materials as well as a rigorous impact evaluation of
 ctive of this component is to contribute to the expansion of primary enrollment on an equitable basis in order to reach universal completion b
  analytic work preceded its formulation. However, this project represents a modest investment in comparison to the needs and size of Nigeria
 autonomy at the university level. HEP2 comprises of three components, with the first being capacity building for policy development. It aims t
ary level by providing resources to reduce the cost of education to households (reduce primary school fees) and rehabilitating 1570 classroom
anagement and project management. Component 2 will promote employer participation through pilot activities in: (i) the design and delivery o
 he education and training sector (SP-ETSIP 2005-2020). Inspired by Vision 2030, the strategic plan aims to transform the education and trai
 ducation; expanding education opportunities in arid and semi-arid lands; gender and education investment program. 2) Enhancing quality an
areas, particularly at the first grade level. The two main project components include the following: 1) Improvement of Human Resources Man
schools, and by supporting additional literacy courses; (b) improving education quality, with a focus on elementary education; and (c) strength
ducation completion and quality, includes sub-components 1.a. -- integrated basic education centers, and 1.b. -- pre-service teacher training
assistance and enhanced capacity of higher secondary schools. The project components are: component 1 - reform grants; component 2 - st
 d program coordination management. The three-year project has three components: 1. Improving the quality of basic education through: (a)
d schools by providing them with modem, low cost and high impact learning materials and resources. Component 2: will enhance the quality o
efficiency of the health, education, and social protection systems to maintain a fiscally sustainable expenditure framework and improve acces
 se primary focus is to expand and strengthen competency-based training and certification. This will achieved by establishing in 30 economic
 s between public institutions and the productive sector. There are 3 components. Component one is to support STI policies and institutional
 icies and will also assist the MoEC to finance the provision of the quality learning materials for primary and pre-secondary schools; 3. constr
 pacity of schools to participate in and manage resources more effectively; (b) Quality Improvement in Basic Education in targeted LGAs und
 ering training by enhancing OECS collaboration in training and introducing occupational standards to increase quality and value of training, a
  development; improving fiscal stability and public expenditure management; strengthening governance; promoting economic growth through
 ntinued teacher professional development. This has two subcomponents: a) national curriculum and student assessment system developme
  Institutes (ITIs) selected competitively from eligible States/Union Territories, (b) upgrading training of ITI instructors, and (c) providing incent
 r components: Component 1 is to increase access to primary education for poor children. Component 2 will improve quality of primary educa
grades 1-10). There are 4 components to the project: 1) Improving fiscal sustainability and the effectiveness of public expenditures including
  ent, ownership, and a good track record. The objectives of the Project are to improve performance and quality of school education to improv
  ignificant support of teacher upgrading programs. To achieve this, the project will support the construction of nineteen new schools; support
  emic improvement. Reforms in these areas include rigorous enforcement of the criteria governing the establishment of institutions, and impl
 nt is designed and implemented around three subcomponents: (a) improving operating conditions of rural schools; (b) expanding coverage a
 her education system by strengthening quality assurance mechanisms, institutional autonomy, and financial sustainability; and Component 3
 will support: School-level pedagogic support: (a) training for pedagogic leaders and mentor teachers at the schools; (b) training and monitori
 and governance of the education system, (ii) improving conditions for teaching and learning, (iii) improving and rationalizing education infras
 ents, and the relevance of technical education through stronger linkages with tertiary education and the private sector. Component 2) will pro
   role more effectively. In addition, strengthened monitoring and evaluation will lead to an enhanced accountability and results focus. Improve
ms enforcing the establishment of institutions, and institutional mechanisms to link school subventions to objective measures of school perfor
  y strengthening education governance, and service delivery. The project is organized according to four themes, reflecting the cardinal policy
quitable expansion of tertiary education, through the PRONABES scholarship program for academic qualified tertiary education students dem
 1) the MSI Funding Facility, provides competitively-awarded grants through three different windows, each dedicated to a specific purpose. W
 enriching the classroom by renewing curriculum in all schools and shifting the focus of teaching towards active learning, problem-solving and
 oject will also expand coverage of quality basic education, through targeted activities which contribute toward increased access and retention
 options for the reform of a system of financing in collaboration with the relevant industry representatives and social partners. Component B) e
 ent objective is to increase the effectiveness of public funding for tertiary education, so as to enhance coherence, responsiveness, and, equi

 e project were selected. Component 2: This component will help ensure quality in the programs financed through component 1. Component
  the upper grades in the secondary education level. To this end, the Ministry of Education, Youth and Sports (MEYS) three core pedagogical
s. Key pillars of the PESRP are: (A) public finance reforms to increase public spending for education (and other pro-poor services) and to ens
  ng current work on teacher competency standards and applying them to performance appraisal, training needs, promotion, hiring practices,
nd teachers. The latter component includes quality improvement measures (free textbooks; teachers' professional development; school mon
  ew schools; 2) Institutional Strengthening for System Development and Reform - will finance a comprehensive program to support education
 ies and promotes reading through professional development, professional teacher networks, and a public reading campaign. Component 2 s
eforms to improve quality, access and sector governance. The main benefits will be reversing the slide in education indicators, bringing more
  ower secondary education through the increase of secondary education services, the promotion of greater autonomy of communes in mana
 able to most school-age children by 2008. The second component, improve evaluation systems, including: improving support services for tea
  economic resources allocated to the rural sector. The project has the following three components: Component 1) will finance the implementa
 rning. Information and Communications Technology (ICT): will provide ICT training as a core competency for youth to function in a modern k
  chools in Pernambuco. 2) This component aims to improve education policy for the entire system and to support programs targeted to areas
 velopment Program providing lower secondary schools in communes without them, prioritizing communes with the highest poverty incidence
   quality and expand capacity of teacher development and training at all levels. Component 2) will improve the conditions of learning at select
 ficiency, and institutional capacity of education service delivery. First, equitable access will be approached through measures to increase bot
em through improvements in administrative management and controls, personnel management and planning. Component 2) will improve pe
 second, improving the quality of education, will finance the identification and provision of additional resources to deliver quality-focused interv
eaching and learning in general education. Component 2) will support ongoing efforts to improve the conditions of teaching and learning in se
 ns the establishment of institutions, and of institutional mechanisms that link school subsidies, to objective measures of school performance.
 ucation, through a) institutional development grants to support basic capital expenses of eligible institutions, on a proportionate basis in acco
e academic years (2006/07 and 2007/08) in two pilot oblasts, Issykul and Talas. Component 2) will improve learning and school accountabilit
bility; and d) harmonize donor assistance in the sector. The project is comprised of four components. The first, strengthening the Ministry of E
plementation of broad based curricular programs and technical and professional curricular families for secondary education, and (b) enable c
 will be financed under Component 2, to: (i) critically analyze policy options; (ii) establish project priorities; and (iii) develop project specific roll
blic of Brazil, technical assistance will focus on enhancing national household surveys. Component 2) will focus on designing and developing
 rovided facilities; and (3) address demand-side constraints. The Quality component will: (1) develop a child-centered curriculum and educatio
project (EQUIP) aims to improve the quality of educational inputs and processes as the foundation for a long-term strategy to enhance the qu
 providing support to the Regional Departments of Education (DDEPSA) in the development, and monitoring of regional education plans, and
0 schools, additional to those being funded by the Government, will be supported from the Credit. Component 2) will build capacity to prepare
  ance, planning, and governance that will act as an enabling environment for improved service delivery. There are two project components. T
 ment in the to implementation of Indonesia's Higher Education Long-Term Strategy (HELTS), by refining the legal framework for higher educ
 , didactic materials provision, teacher training, school supervision, implementation of school-based management strategies, and continued s
 ns of Higher Education (IHEs). Through its two main components, the project will: 1) finance the modernization of the university instruction, r
 cent tertiary education developments and reform and adapt to specific national context and needs. Second, extensive technical expertise an
 to implement, manage, and evaluate employment, education and social cohesion reforms within the MOLSAF and MOE. To this end, the pro
mplement monitoring and evaluation surveys, studies, and assessments; enable beneficiary firms to undertake training needs assessments, a
ations in the sector, and within each organization; (ii) the leadership and direction in the sector and its organizations; (iii) general managemen
  ch. Targets for SSA are all 6-11 year old children to be in schools, or alternative centers by 2003; all 6-11-year-olds to complete five years of
s: support to primary school construction and renovation program in rural areas; improve girl's education; and an adult literacy program. The
  icipal governments to establish, administer and finance public education at pre-tertiary level. The project has the following three components
   which are close to where children live and eliminating dangerous and dilapidated school buildings. School Construction and Upgrading: This
uman resources, information, evaluation, and supervision systems at the central and state levels. This component also finances human reso
 ive nationwide consultative process. There are three components to the project: Component 1. Expand access to primary and secondary ed
cation curriculum and a system for evaluating system performance. Component 2) will help to ensure that schools in Armenia have facilities a
  mary education, including establishing a national monitoring and evaluation system for primary education. This program is in line with both th
nd initial vocational schools. This First Phase of the program will support the program through the development of sustainable capacity to pro
 stem and (ii) improve the internal and external efficiency of education at the department level, municipal and school levels. There three comp
 chooling program to lower the cost of education to communities; and 3) In-Service Teacher Training. The second component improves the q
 ction and installation, entails setting up the DLC's institutional, physical, and human resources requirements, during the first year of the proje
 ponents to the project. Primary Education: 1) This component will finance 252 primary classrooms with related facilities including administrat

ponents. The first two components focus directly on the issue of quality in the classroom: Component A in basic education, and Component B
ents with equity. The SEDP includes measures to: (a) make more efficient use of resources, (b) provide development grants to schools and c
 ce access and quality of education. Punjab is reallocating public expenditures towards education and other pro-poor programs, and impleme
 g established criteria for participation: adoption by their Government of a long-term Education Development Plan; readiness of a project prop
   completion of primary schooling through: (a) education allowances for eligible students; and (b) grants to Learning Centers (LCs) where the
   capacity necessary for overall curriculum and pedagogic renewal in Chadian schools, by launching several innovative programs aimed at bo
  en or children from other highly vulnerable groups, such as street children, migrant children, or girls in certain ethnic minority areas. There a
e project has two major components. Component 1 builds institutional capacity in the tertiary education system through strengthening nationa
 ng preprimary education, psycho-social stimulation, health care, and nutrition. Specifically, the project assists the State Secretariat of Educat
  ldren in rural areas. Initial, and pre-school education will have a non-formal approach to education, focused not only on children, but on pare
xtension of rural, and low-income areas' schools, through the construction of new preschool classrooms in existing basic education schools,
   will seek to encourage enrollment by vulnerable groups, in particular, of students with disabilities, and girls. Rehabilitation grants will be prov
 entifying appropriate locations for new schools, disadvantaged groups will be targeted, to facilitate improvements in the education manageme
 designed as a 5 year effort; The development objectives of the Second Bahia Education Program are to: (a) improve fundamental and secon
elevance of general education through curriculum reform for grades 1-11, development and enhancement of teacher capabilities, and provisi
  rategy. Under the first component, Bank assistance will be requested for: 1) institutional strengthening, including support for the Education M
dary schools, on the basis of annual work programs, and budgets for activities designed to improve student outcomes, as well as direct costs
 2) networking institutions for quality enhancement and resource sharing; and 3) enhancing quality and reach of services to the community an
  portunities; upgrading basic education conditions in schools, and ensuring access of rural students to basic teaching-learning materials. Com
   b) by introducing monitoring and evaluation criteria. The support to doctoral programs will improve the quality of post-graduate programs, an
T) to plan and manage education services. The project was prepared by IDA, the African Development Bank (AfDB) and UK Department for I
   programs in the "campagne generale," a broad initiative run by nongovernmental organizations, government departments, private industries
 . The five sub-components consist of 1) a redefined vision and comprehensive integrated national education strategy; 2) revised governance
 hment of the Development Learning Center (CEDO), which will include facilities building comprising a videoconference room, computer room
 nd technology activities and by supporting key interfaces in the innovation system, especially between the public and private sector as well a
 ment is unusually technical in nature. Any one of a number of small mistakes can cause serious delays in implementation and, in the worst c
es at the school level, a focus on student-centered learning and various mechanisms to provide student support; and (iii) strengthening mana
g through Kosovo's municipalities. Selected schools (on the basis of documented problems in school access, and retention) will receive techn
  gram effectiveness through application of an improved framework of fiscal federalism, including inter-governmental cost sharing, better polic
  y Year 2015. There are three components to the project: 1) The bulk of project funds would be used for the scaling-up of the recently evalua
erformance of lower secondary, and secondary schools. In addition, performance grants will be provided for the improvement of access to pr
 porting reforms to improve education. Construction, and rehabilitation of primary schools will be financed, as will the provision of teaching ma
 ve awards for student achievement; and improved school facilities, specifically providing access to safe drinking water and twin latrine facilitie
middle schools, focusing on initial Grade 1 enrollments. Enrollment targets will be developed, with community participation in school mapping
  le. The second component funds a training program for teachers and education managers. It specifically finances a needs assessment and
 support improved sector efficiency, and quality. Specifically, the component includes reforming legislation governing higher education; rationa
  ies, expanding and rehabilitating education infrastructure in targeted communities; providing educational materials and equipment for studen
  ions can successfully complete the eighth grade, the final year of the compulsory "fundamental" cycle. Fundescola III helps local governmen
 ssessment, and certification system for adults, as well as that of new modules to encompass adult basic, and secondary education along wit
   reform and development, including new regulatory, fiscal, and accountability frameworks; new pedagogical teaching methods and programs
 rough active learning strategies, cooperation-based methods, and alternative student assessment practices. Teaching equipment will be upd
  quipping full-time schools as well as financing civil works and the acquisition and distribution of furniture and kitchen equipment; acquiring sc
 ments for primary education delivery. To this end, development grants for primary schools will be introduced, in addition to institutional capac
 the teaching-learning processes, contents and outputs in primary education. The pre-service teacher education will improve areas such as k
   Learning Network (GDLN) center at the University of Indonesia's Salemba campus, and three selected sub-centers at the Universities of Ha
  g goals--for strengthening the skills and competencies of those responsible for service delivery and management at the local government le
  The second component sets internationally recognized standards, establishes a modern and internationally recognized system for assessme
 uity in secondary education, particularly in poor rural communities, by constructing a new secondary school in St. Kitts and providing equipme
 egy and medium-term development plan for the education sector, and a legislative and institutional framework, promoting improved manage
uity in secondary education, particularly in poor rural communities, by constructing a new secondary school in St. Kitts and providing equipme
 or, in addition to introducing modern information technologies for communications, and distance learning. However, there are significant risk
mal basic education of good quality through year 8. There are two main project components. The first comprises five sub-components: It exp
  teachers, of pertinent curriculum reforms, programs, and methodologies. Student learning assessments will be implemented, while teacher
 nation reform, a Reading First program, textbook and reading materials, special needs education, strengthening of the Medersa school, scho
 or management capacity building will be provided for the Ministry of Education (MOE), as well as for implementation of cost-effective mainte
rade qualifications of training staff, and expand the capacity of the Personnel Training Center for National Education (CEPEN), to provide imp
 s to primary education by expanding the primary schools' enrollment capacity in rural areas, and marginal communities, through the Nationa
has two main components. At the federal level, the project will build capacity to support the education reform strategy of the Russian governm
 develop and expand capacity, by establishing six new educational polytechnics, and a skill development center. Furthermore, existing polyte
nances a post-literacy program. The third component supports a continuing education program by improving the quality and accessibility of c
  ctional materials will be provided for targeted areas, and, poverty-based scholarships will be awarded annually at public schools, to include i
neral education, through the introduction of new standards-based curriculum, and the creation of student assessments, and evaluation syste
de the development of a national assessment/examinations system. Technical assistance (TA) will be provided to realign the national curricu
ngoing program, Rajasthan DPEP, the first phase of which is being financed by Rajasthan DPEP I and covers ten underserved districts of the
 to approve annual work programs and budgets and receive reports on implementation. 2) This component will establish a Training Fund, wh
 , and equity considerations, by both the school staff, and community; universal student access to basic textbooks, and, teachers' access to te
 ntroducing effective teaching practices. Additionally, non-formal early childhood development programs will be supported, basic operational s
  d apply a new pedagogical model of the "Jornada completa" (full time schedule), to the poorest urban districts. Classrooms will be rehabilita
 paration and evaluation of Annual Work Plans and Budgets (AWPB) to operationalize the priorities of the Five-Year Plan. The second sub-co
e project comprises three components: 1) retrofitting and equipping the Distance Learning Center in INAP (the National Institute of Public Ad
nts to participating, small libraries, selected on the basis of a recognized formal organization. Initial grants will be provided to libraries, upon a
 Network (GDLN) videoconferencing, and internet link at the Civil Service College (CSC) will be upgraded in accordance with international sta
 astructure with functional schools (primary and secondary), furniture and equipment, books and learning materials, and management suppor
me financially viable. The third component consists of installing the Mauritania Development Gateway (MRDG) facilities and assisting MRDG
  gh a participatory community approach, and, strengthen responsiveness of local governments via capacity building of key institutions in char
 ystem (EMIS) to support, and document decision-making practices, and develop a national education strategy. The improved administrative
strategies, identifying and implementing special education, expanding technical and vocational training, creating a network of community coll
 ng needs, planning, and social mobilization, to improve the community involvement in project participation. 2) Health, to strengthen the distric
 leracion del Aprendizaje"; and 3) designing reforms of pre-service teacher training programs and providing equipment and training materials
 school and primary school education, and promote continued institutional strengthening and modernization of the ministry of education, cultu
os. 11746 and 17103) and the Second District Primary Education Project (report no. 15496). There are three project components. The first co
   The first covers school-level interventions designed to support the government's efforts to improve the quality of both the teaching/learning
 ies which permit scaling-up to a larger country-wide constituency. The project has three components. The first component, testing functional
ol supervisors. The primary school curriculum will be improved, and a publishing capacity developed for textbooks upgrading. In addition, a s
  utional strengthening of those institutions offering pre-service, and in-service teacher training; 2) develop a standards and assessment agen
primary education by financing textbook and learning material production and distribution; training teachers, school directors, inspectors, and
ho work with community and school cluster leaders to engage them in discussions about effective schools, in identifying problems and solutio
e d'Administration (ENA), and, upgrading its facilities, to include: a) video-conferencing room with a capacity for 30 people; b) computer room
hool teachers, school administrators, state and local education agency staff, procurement and financial management staff, and television pro
nd training. The project has two phases, the first being financed by a Learning and Innovation Loan (LIL). The project has two components. T
shment of a distance learning center (DLC) to both retrofit, and upgrade certain facilities, to provide videoconferencing, while outfitting a com
 ment, and supplies and strengthening procurement, storage, and distribution mechanisms; promoting adoption of healthy practices such as
management; and the design, implementation, and monitoring of specific educational reform programs. The second component is an institut
main components. The first component consists of building facilities on the site of the National School of Administration (ENAM) to establish
  culty training; and 2) supports the Higher Education Development Fund (HEDF), which allocates investment funding for university-based aca
ducation funding; and develops management systems and related software aimed at capturing essential school data and information, and bu
 e informal, and modern sectors, and to selected, new labor force participants. Priority training programs will be identified, and subsequently,
n English pilot was conducted in response to strong demand for literacy training in English. The review confirmed the need to gradually increa
 rt zones; transforming the curriculum for grades 1-7 to reflect integration of the educational cycles and materials, and to promote values and
  in the quality of basic education will be paramount, with an emphasis towards student enrollment increase, in particular for disadvantaged gr
  nstitutional development, and computerization. In this component, system-level planning and coordination are targeted on the central agenc
 ces for the disabled. Second, the girls' education program will lower the cost of girls' education; enforce sexual harassment policies at schoo
 ew and updating of the policy framework. It will provide quality improvements to complete the simplification and rationalization of the Bina Ke
 ponents. 1) The crisis relief program will support three provinces - Sumatera Utara, Riau, and Bengukulu by financing national scholarships
develop information systems to manage a decentralized school system. At the district level, the component will provide training to district edu
re three project components. 1) The crisis relief program will provide scholarships to the poor and special assistance funds to schools servin
versalization of preschool education component are (a) to expand the coverage of preschool educate to nearly 100% of children of age 4 and
 epairing existing classrooms; positioning para-professionals in schools to meet increased enrollment; and strengthening child development c
ucing new integrative science and engineering courses; b) adopts student-centered learning strategies, updates textbooks, makes laboratori
  l reductions from recurrent expenditures. Essential repairs will generate savings in current expenditures, allowing benefiting municipalities to
he strategic context, the Secondary Education Enhancement Project will improve the quality and opportunity in secondary education, by expa
 he Ministry of youth and its collaborators (nongovernmental organizations, research organizations, foundations); 2) establish and operate a l
 g and certifying teachers for distance learning programs, supplying basic furniture, renovating schools, and constructing new model primary
es of quality and equity, in order to identify cost-effective options for the sustainable development of the education/training system (ETS) thro
 blish policies and mechanisms to facilitate transfer of students and graduates between institutions; propose amendments to present and pro
ng program for ECD trainers and teachers, and conducting a feasibility study to explore the possibility of attaching community-run ECD cente
 assroom realities; and (iii) design and implement new systems for recruiting and managing teachers on a decentralized basis, in support of a
  ministrations. The second component reforms the system of textbook development, publishing, and distribution to improve the availability of
ok development) with an overall focus on greater subject integration and on increasing optional courses in the upper grades; 2) training, fellow
 or, and assist in the medium-term economic recovery, through the development of cost-effective technical skills. The main components of th
 and Implementation Unit; b) technical assistance for selection of Science Institutes (SIs) and Science Nuclei (SN); c) proposal to scale-up an
e access and enrollment--especially in rural areas, improve teacher quality and school proximity. It uses non-formal education and radio prog
  inputs to improve school management, teaching processes, and staff development; and c) rehabilitating infrastructure and supplying furnitur
 and equipment, library furnishings, teachers' housing, playing fields, roads, etc. Second, quality of secondary education will provide instructio
es, school-based quality enhancement initiatives, and improved support for schools at the district level, through a Community Education Fund
  cation particularly by paying and training additional teachers; 2) increase efficiency in resource use by doubleshifting and piloting multigrade
es and equipment in the public sector, and support the encouragement of the private sector to enter the market of both academic service and
 rking relation among the Ministry of Education, the Municipalities and the Social Investment Fund. There are five project components. First, M
 trategy to support municipal and departmental education management and investments. The project has three components: 1) The School a
cation system efficiently, equitably, and sustainably. The first component improves textbook production and distribution by financing the follow
gthens and modernizes post-secondary and post-compulsory school specialized training programs for young people to facilitate their entry in
  upport the training and recruitment of additional teachers and the design, construction, expansion, and upgrading of basic education schools
 prove curriculum; and strengthen national institutions to ensure quality primary education and teacher training. The second component -- stre
 ty of management within the education sector. The project has four components. 1) Increasing and upgrading facilities for basic education b
  iculum management, and trains teachers; 2) textbooks/educational publications, which improve textbook content and physical condition, allo
omponents: 1) improving learning at the primary and secondary levels by revising curriculum content and implementation, pre-service and in-
 consists of four main components: 1) improving educational quality by instituting changes in teacher recruitment and training, developing cur
  zation (NGO) and private sector efforts through fostering partnerships and establishing funding and communication mechanisms to directly s
ve limited access to educational opportunities), complete a five-year primary education cycle of appropriate quality in districts with low levels o
   furnishing 50-56 dilapidated and dangerous primary schools in poverty areas; 2) facilitating teacher training reform and developing a new sy
ng VTE policies including defining public/private sector roles in training, improving cost recovery, and increasing women's participation in the
 mprove the stock of S&T human capital; and c) supply support services required to increase the efficiency of public and private investments
 icy and administrative reforms in allocation of students and finance; administration of higher education; teaching programs; tuition charges a
 ional and human capacity at the district level by introducing a bottom-up, integrated approach to education planning in the district. The projec
  . The APL further improves the quality of its compensatory programs, continues its policies to redress inequities in the sector, continues to d
Access will be expanded by establishing a scholarship program for low-income students; building classrooms, and providing furniture and equ
s with scientific, economic, and/or social importance; research projects to promote research quality, consolidate and improve peer review, an
    Education's institutional capacity at the national and district levels to plan, develop, and maintain the public educational physical plant. The p
 c Unattended Educational Needs component, which provides resources (educational materials, teacher training, civil works, classroom furnit
    and determines the legal and institutional arrangements for program administration. A second sub-component supports the start-up costs o
 parent participation; and establish accelerated education modalities to meet the needs of over-age children in rural and marginal urban area
apacity to enroll all 6-10 year old children; b) establishes the capacity to enroll 75 percent of 11-13 year old children; and c) improves student
 ew EGB3 (third cycle of basic education, from 7th to 9th grade), rehabilitation of EGB (basic education) schools, and construction of school b
 t raises schools to minimum operational standards through educating and certifying teachers, supplying basic furniture and equipment, finan
employment situation of students in the year following their graduation, and the attitude of employers to the training these students have rece
culum development, comprises (1) establishing an integrated institutional structure for curriculum development and assessment/evaluation, (
ment of occupational standards, and realignment of qualifications assessment; and (c) the introduction of institutional accreditation in establish
  nal resources available to the TEVT sector and consistent with the new policy and fully aligned with the existing policy for TEVT (2007). Disb
 ance of the Higher Education (HE) sub-sector. It will improve the overall development and management of the HE sub-sector by focusing on
 eference for administrators, faculty, lecturers and tutors at the Cyril Potter College of Education and the University of Guyana's School of Ed
 tor. (2) Financing: enhance fiscal transparency, sustainability, efficiency, and equity of the higher education sub-sector; and promote autonom
 rning and instructional materials. The second component of the project is improved quality of service delivery. This component includes man
 urricula for grades seven through twelve using FODE's standardized distance learning format. This component will also help FODE produce
  y-making capacity; institutional strengthening of the science, technology and innovation national system. Strengthening of COLCIENCIAS' o
  pacity of the TVET system to align training offerings with employer demands for technical and catalytic skills, raise the quality of service deliv
 a Technical, Vocational, Education and Training (TVET) management information system, processes and organization to coordinate, monito
 programs: this pilot sector program will competitively select hundred training programs for re-design or creation to meet demonstrated local l
  f children enrolled in public preschools between the ages of 3 and 5 and to provide greater opportunities for preschool services to children in
   and (iv) strengthened governance and management. The second component is the capacity building, policy design and monitoring and eval
 hort-term training programs. The second component of the project is improving the institutional environment of TVET. This component will e
  ary education system; (ii) create incentives by introducing a new financing mechanisms to improve: (a) the financial accountability in the serv
 ctivity under SEP. The activities comprise of the (1) rationalization of teachers across schools and the formal allocation of teaching posts to s
mponent is the improving the quality of education. This component will continue to support the Government plans to improve the quality of ed
 ting curricula of UG aimed to support the Low Carbon Development Strategy (LCDS), and (b) carrying out of selected research relevant to th
   takes into account the impact of the global slump on the Ugandan economy, which became more evident in 2009/10. In 2008/09, the global
 ults-based management with the public sector, and Public-Private Partnership (PPP) with the private sector. The operation is subject to three
 l primary education, its social protection programs have enhanced targeting and coverage, and the health system is under reform to achieve
budget support, Community Living Standards Credit (CLSC), to support continued reforms in health and the implementation of the Vision Um
e training to selected candidates; and award of scholarships for overseas and joint domestic and overseas degrees to successful candidates
  c growth that did not, however, translate into greater progress in poverty reduction. Recent analytical work suggests that an important obstac
  mping of the Ghana National Petroleum Corporation (GNPC) data repository to safeguard the oil and gas data being generated through exp
   institutional and legal framework for the implementation of financial literacy and consumer protection policies, and development of the Proje
 thening necessary capacities and systems for post-disaster safety nets. This project has 3 components. Component 1 comprises of creating
 b-program B). It will extend the PBS 2 operation by one year, from December 31, 2011 to January 7, 2013. Thus, there are no fundamental c
sion, the PASS has four inter-related objectives: 1) to enhance the performance of social sectors to promote human capital (health, nutrition,
  ctor reform; the first Special Development Policy Loan (SDPL 1) was fully disbursed on September 27, 2010. The second Special Developm
 ncial Administration (ISPA) to accelerate implementation of urgent and high priority seismic retrofitting of key public buildings such as school
on of financing from within the existing country lending envelope, taking funds from a previously planned third phase Development Policy Loa
 an independent central bank, inflation targeting, a freely floating currency, and improved banking supervision. The first of the program's two
  ation, and demonstrating grade-appropriate learning levels, across all socio-economic categories.
  rove access to, equity in, and quality and relevance of, these Technical and Vocational Education Training (TVET) programs in Bangladesh.
 hensive development and school readiness. Activities under this component include: i) provision of technical assistance and training to ECD
oyability; and to Scale up Post-graduate education, Research, Development and Innovation. The faculty of these institutions will also be offer
ng through a difficult period on several fronts. For the past year and a half, the political situation has hindered the timely undertaking of correc
untability will contribute to the implementation of the Government of Jamaica (GoJ) ESTP by making operational the following key agencies t
namese-German University which will: a) implement a policy and regulatory framework for more autonomous governance, modern financial m
of the project is quality assurance. This component will contribute to the development of quality assurance instruments and procedures and t
 ess scholarships. Component A will support capacity building of system oversight and quality assurance institutions, implementation of key q
  nt escalation of construction costs in the country. The new civil works strategy will ensure that the Project Development Objectives (PDO) ta
  termined based on Mexico's financing requirement and availability of International Bank for Reconstruction and Development (IBRD) resourc
  h the establishment of a Sri Lanka qualification framework covering the higher education and training sectors, and the development of a qua
  evelopment (ECED) for basic education and deliver basic numeracy and literacy to youths and adults, especially women and marginalized g
MOE) structure. The SAD has been critical in initiating an institutional focus on grade level assessments of learning both in the classroom and
 nagement capacity through supporting reform in teacher management and devolving school planning and development to the local level, whi
 abilitation and completion of existing school structures, with a minimum cost-effective infrastructure package. The second component of the
   finance program monitoring, oversight, and supervision, and dissemination. The subcomponents will provide support for: (i) the continuous o
 y linkages; (ii) improve school management; (iii) introduce a modular, competency-based training (CBT) curriculum with instructional materia
elp with the projected 2010 financing needs deriving from reduced projected revenues, mainly due to lower oil royalties, state taxes and interg
 ome the challenges faced by the education sector, the Government embarked on a comprehensive reform of the education and training syst
 ancial gap required to be filled to enable Lao People's Democratic Republic to meet the Education for All (EFA) goals. The operation is part o
  the proposed activities will, in addition support; (i) school based management practices more directly and; (ii) strengthen the role and respon
 ly founded Ministry of Higher Education, Research, Science and Technology (MoHERST) to enhance its capacity to provide leadership towa
 eedy upazilas; and (iii) allow adequate time to integrate the ROSC approach in the forthcoming primary education program.
  ) train 4,500 teachers on early grade literacy and numeracy teaching methods, indirectly reaching 140,000 students in grades 1-3; and iii) pr
 vide additional institutional support to the Ministry of Education and its regional units. The accompanying restructuring includes the following
Crisis Response Window CRW will support holistically the scaling up of SHEP and contribute to Afghanistan's on-going strategies to sustain t
 , quality and relevance of research funding policy in Chile; and (iii) stimulate technology transfer and the creation of new technology based en
 the requirements for the transition to FDS in the 2009-2015 period but also at building a more efficient and equitable framework for scaling-u
 ramework to improve the quality and value of training in Grenada and enhance OECS collaboration in training through the adoption of an occ
anagement; (iii) introduce an updated modular, Competency-Based Training (CBT) curriculum; (iv) train instructors to use the new curriculum
  ing for Quality. This component will build the capacity of Ministry of Higher Education and Scientific Research to introduce new funding mech
nce in the education sector. There are two components to the project. The first component of the project is program financing, this componen
 management within the higher education sector. The Higher Education Development Policy - First Operation (HEDPO1) will be the first in a p
e a quality education focused on developing the abilities, skills, attitudes, and values associated with a knowledge-based economy. The seco
 ation (MoE) both at central and local levels; and (d) establishing an effective monitoring and evaluation system.
 dministration (SAD). There are two components to the project. The first component of the project is improvement of basic education. This co
  s to enhance the quality and relevance of teaching, learning and research in universities; and (ii) introduce an efficient instrument for the allo
  he quality of education services as priority needs are defined at the school level. The second component is the enhancing quality assurance
project. The first component of the project is to improve learning processes at non-formal pre-school programs, as well as in primary and sec
o the project. The first component of the project is curriculum, textbooks and assessment. The main objectives of this component are to: (a)
  n services, including technical and financial assistance, to Acre's dispersed and most isolated communities. The second component of the p
 ed absolute amounts, with disbursements based on the achievements of agreed indicators. These disbursement linked indicators (DLI) refle
   on families that send their children to school. The overall cost of education borne by families has been rising. School fees are a significant b
  omponent of the project: a) promoting school readiness and equal opportunities at the start of general education. The main objective of this
project is providing learning materials and resources for grades five through nine of general secondary schools. The objective of this compon
ncy; and (iii) specific institutional capacities that are critical for effective implementation of planned sector reforms.
 y of lower secondary education through expanding the capacity of at least one national teachers' college; supporting the provision of in-servi
 mprove the conditions for teaching and learning in its territory, through: (i) expanded access to education; (ii) enhanced quality of learning; an
  n and implementation of a comprehensive and sustainable, long-term education for all fast track initiative education sector plan; (ii) building
 uction standards. Specifically, the project will support the following activities: 1) Finance the reconstruction and rehabilitation of about 15 prim
 nent 1 is the Equitable Access to upper-secondary and opportunities for transiting to tertiary education. This component will support an integ
ucational subprojects; and the participation of civil society in education management. There are three components to the project. The first co
  n; and education management and institutional strengthening.
  ilding capacity for managing the school community grants; and (iv) providing school community grants. The second project component is to
an (NSP) under Sector-Wide Approach (SWAP) modalities. This component area foresees the strengthening of the Early Childhood Commis
 upgrade their curricula and provide incentives to a range of universities (including the Open University) to develop new and better distance e
 nd training in the science and technology priority fields. Investments will include expanding and upgrading physical facilities, procuring releva
capacity building; (ii) increased interaction of employers in skill development through their active role in occupational profiling, definition of rel
 school level interventions focused on the poorest segments of the population. Component 2. Community Participation in School Managemen
urriculum reforms is to successfully engage teachers, students, and education managers in the implementation of the new general education
es as follows: (i) strengthening the organization and financing of the education system in Kosovo, (ii) building institutions and management ca
ect will finance State and District Annual Work Programs which support the above project development objective. The key thrust and categor
utional conditions for a quality TVET system that is demand driven and oriented towards labor market needs; Component 2: Improve Relevan
 ct consists of two components: (a) providing student loans to talented but needy students; and (b) improving management practices to allow

 he improvement of teaching and learning by facilitating the creation of enabling school environments; and b) support the improvement of bas
cluding their practice teaching, teachers will be certified and employed by the public and non-public sectors. The project components are the
CI), as well as growth monitoring and promotion in villages already covered in Phase I. The second component of the project is early childhoo
 elp fill the financing gap - estimated at US$87l million for the remaining two years - resulting from a cost overrun of core project activities and
ng and research programs, particularly at master and doctorate levels; and (iii) improving the institute's management and communication cap
 ecent flood and where children are likely to dropout from school and parents less willing to invest in children's schooling. The targeted interve
 rigorous impact evaluation of the pilot. These resources will also examine the role of information technology in improving the overall quality a
 reach universal completion by 2015. It will respond to the significant increase in the rate of enrollment by expanding school infrastructure thro
 the needs and size of Nigeria's entire post-basic education sub-sector, even for its S&T components. Also, since Nigeria's democratic gover
 policy development. It aims to develop policy and build capacity in policy development in the key areas of: (a) the organization of the higher e
  rehabilitating 1570 classrooms which will boost the demand for and supply of education. Component 2 will Improve the quality of primary ed
 : (i) the design and delivery of new technician-level pre-service programs, (ii) design and delivery of in-service training, and (iii) the developm
 sform the education and training system into a more effective tool for supporting the attainment of core national development goals to accele
 ram. 2) Enhancing quality and learning achievement, includes: early childhood and development; school health, nutrition and feeding; primar
nt of Human Resources Management and Coordination for the Provision of Early Childhood Education (ECE). The objective of this compone
 ry education; and (c) strengthening management at central, deconcentrated and decentralized levels to ensure attainment of Senegal's ten-y
  pre-service teacher training development. Component 2 -- access and quality of lower secondary education, includes sub-components 2.a. -
 orm grants; component 2 - student financial assistance; component 3 - higher secondary education; and component 4 - strengthening system
 basic education through: (a) establishing reading areas in about 25 percent of classrooms in the first cycle of basic education and equipping
nt 2: will enhance the quality of teaching and learning in 1501 general education secondary schools and 598 pre-schools located in 23 rayons
 amework and improve access to basic social services.
  establishing in 30 economic sectors, competency-based training and certification systems, through development, validation and registration
 STI policies and institutional strengthening .and will help establish a coherent policy framework for science, technology, and innovation (STI)
secondary schools; 3. construction/rehabilitation design and quality assurance; and 4. work skills for pre-secondary students.
ucation in targeted LGAs under which one small grouping of schools would receive a complete package of services encompassing the "whole
 uality and value of training, and (iii) strengthening institutional capacity to better implement, monitor, and plan training. There are 3 componen
 ing economic growth through private sector.
sessment system development; and b) professional development of teachers. The second component will improve the school physical learni
 tors, and (c) providing incentive funds to States to reward good performance in project implementation. Component 2, Promoting Systemic R
  rove quality of primary education for all children. Component 3 will strengthen institutional capacity of the Ministry of Education. Component
 ublic expenditures including in education, through fiscal reforms to enable increases in education and other pro-poor expenditures, to improv
of school education to improve student learning outcomes; improve school participation and retention rates; and reduce gender and regional
neteen new schools; support the in-service training of teachers of mathematics and science; purchase and distribution of secondary school te
 ment of institutions, and implementation of institutional mechanisms to link school subventions to objective measures of school performance
ols; (b) expanding coverage and improving student promotion flow; and (c) strengthening line departments at the provincial levels; Componen
 tainability; and Component 3 provides quality grants to improve academic quality and institutional performance.
ools; (b) training and monitoring tools for tracking school-level data including instructional time, observations of classroom instruction, and att
 rationalizing education infrastructure, and (iv) setting the stage for higher education reform.
  ector. Component 2) will promote broad-based coverage in secondary education by supporting three key strategies: (a) the development of
  y and results focus. Improved delivery of public services is essential if the Government is to reach its goals for poverty reduction and improv
  e measures of school performance. 2) Equity - through demand-side interventions to encourage rural girls' attendance at secondary schoolin
   reflecting the cardinal policy initiatives of the Government's Education Sector Development Framework and Program (ESDFP): 1. Promotion
rtiary education students demonstrating financial need, and, through the development of a national regulatory framework for assistance to te
 ated to a specific purpose. Window A) funds research groups led by senior researchers or emerging investigators to conduct relevant, high-q
 earning, problem-solving and understanding. This component incorporates National Education Standards in school curricula, develops teach
 creased access and retention rates. The Project components will therefore: 1) increase access to, and equity of basic education, seeking to
cial partners. Component B) establishment of a Standards-based Qualification and Assessment System. Component C) is designed to addre
e, responsiveness, and, equity and quality in the system, through stronger accountability for performance. The project has two main compon

 h component 1. Component 3: The project will finance activities to support Ministry of National Education in implementing its mandated roles
EYS) three core pedagogical systems will be strengthened: curriculum upgrade and modernization, and provision of new educational materia
pro-poor services) and to ensure fiscal sustainability; (B) reforms that strengthen devolution and improve the fiduciary environment and gove
   promotion, hiring practices, pre-service training and licensing; and b) achieving a more equitable distribution of teachers across schools thro
 al development; school monitoring and supervision); training of staff of the foundation, agencies, education committees, and teachers; and f
program to support education system development, and the design of a national school construction and maintenance program; and, 3) Proj
ng campaign. Component 2 strives to strengthen the government's capacity to monitor student learning through participation in national and i
 tion indicators, bringing more children into school up to grade 8 (particularly poor children and girls) sooner than previously expected, providi
 nomy of communes in management and cost-sharing of lower secondary schools, and, the increase of equity in lower secondary education,
 oving support services for teachers; promoting the quality of education at the school level; and promoting research to improve the quality of e
1) will finance the implementation of Annual Operational Subprojects (POA Subprojects) aimed at improving rural education attainment and i
 uth to function in a modern knowledge economy. Career Guidance and Counseling: will provide youth and adults with access to career inform
rt programs targeted to areas of special concern such as less than satisfactory teaching performance, high repetition rates, large age-grade
the highest poverty incidence levels. The provision of scholarships to poor children-especially poor girls and ethnic minority children-is an act
onditions of learning at selected secondary schools staffed with trained teachers or newly trained teachers. Component 3) will provide a Scho
 gh measures to increase both the demand for education, and the supply of services. On the demand side, expanded involvement of commu
 omponent 2) will improve pedagogic management in order to make the teaching and learning process more efficient. Component 3) aims at
   deliver quality-focused interventions mainly to: improving curriculum, enhancing provision of educational materials, supporting school mana
of teaching and learning in secondary schools in Ukraine, including curriculum issues, evaluation of education outcomes, teaching and learni
sures of school performance. Also strengthened, will be the school management committees, to allow them a greater role in school managem
a proportionate basis in accordance with the Government's new funding formula for block grants; b) support provided to: the Quality and Rele
ning and school accountability in basic education schools in Issykul and Talas oblasts through support for development and implementation o
 trengthening the Ministry of Education stewardship capacity will deal with stewardship at both the central and municipal levels. The second, p
 y education, and (b) enable certain schools to expand so that students are able to study revised four year programs or attend general educa
 ) develop project specific rolling plans based on sector priorities, assessed project performance (results), the efficient allocation of resources
 on designing and developing a ministry wide information system to track and monitor key programs that can assist sub-national governments
 ered curriculum and educational materials based on national standards, (2) develop and deliver an effective teacher training program, and (3
m strategy to enhance the quality of educational outcomes. This will be achieved through: a) a focus on schools and communities to strength
egional education plans, and strengthening their capacity to provide support to the school system; 2) provide support for the improvement of
   will build capacity to prepare, execute and monitor a program budget; support the Strategy and Planning Unit to plan and implement the refo
re two project components. The first component will support the establishment of the Fundamental School Quality Level (FSQL) standard, pr
 al framework for higher education, strengthening the management and administration of the Directorate General of Higher Education (DGHE
  t strategies, and continued strengthening of the institutional capacity of the states in planning, programming, and evaluating the delivery of b
 of the university instruction, relevant to the economy's needs. It will thus facilitate a shift from classic supply-driven programs, to greater focu
ensive technical expertise and practical experience with tertiary education projects over the past 20 years has given the Bank relevant and co
 nd MOE. To this end, the project components are as follows. 1) Creation of a policy capacity, to create a framework within which policy mak
 aining needs assessments, and plans; enable training providers to develop training proposals; and enable project intermediaries to develop
ons; (iii) general management procedures and practices; and (iv) management of key specific resources. The focus is on human, financial, i
olds to complete five years of primary schooling by 2007; all 6-14-year-olds to complete eight years of elementary schooling by 2010; elemen
   adult literacy program. The second component, to improve the quality and efficiency of primary and lower secondary education, will have fiv
e following three components: Component 1) will improve the quality of learning and education participation at the targeted schools through s
struction and Upgrading: This subcomponent will assist county and township governments to finance the construction and repair of approxim
 nt also finances human resources development, including upgrading teaching and leadership capacity. Component 2 focuses specifically on
to primary and secondary education. This component will finance the capital costs of a school construction program to meet the projected de
 ls in Armenia have facilities and capacity to integrate a variety of educational technologies as part of teaching and learning. It will: build the n
 program is in line with both the Country Assistance Strategy (CAS) and sectoral goals, and the Interim Poverty Reduction Strategy Paper (PR
of sustainable capacity to produce high quality, affordable and flexible learning materials; through the improvement of pre-service, and in-serv
hool levels. There three components to the project. Component 1. this component will support changes to school management and practices
 d component improves the quality of primary education by financing textbooks and teachers ' guides, and assessing Student Learning Outco
ring the first year of the project, and prior to the start up of the DLC's operations (year 2-5). The Directorate of Personnel Management (DPM
acilities including administrative block, kitchen, latrines, and standard classroom furniture. 2) This component will annually finance up to 15,0

 education, and Component B in secondary education. Component C aims at modernizing the management of the school sector, at the centr
 ment grants to schools and communities mainly in underserved areas, (c) expand teacher supply, (d) lower household costs for secondary e
 poor programs, and implementing national initiatives on decentralization and the accompanying public finance and management reforms, us
n; readiness of a project proposal to improve quality and access to secondary education; establishment of a Project Management Unit satisfa
ning Centers (LCs) where the students enroll; (2) communications and social awareness to raise awareness about the project, mobilize stake
ovative programs aimed at both expanding access to education and improving the quality of teaching and learning. There are four project com
  hnic minority areas. There are three project components beside the project management component. The first component raises all schools
hrough strengthening national planning, monitoring and evaluation systems, and coordination at the national level; establishing the Board for
 e State Secretariat of Education (SEE) to expand and improve formal, center-based preprimary services for five-year olds and will work with
  only on children, but on parents and siblings within a family, and community framework. Trained community educators, fluent in the local lan
 ng basic education schools, as well as the renovation, and extension of schools for children with special needs; 2) improve basic education q
habilitation grants will be provided to those poorly maintained schools, namely for minor rehabilitation works. In addition, District Education O
s in the education management information system, namely through the introduction of a geographic information system; 2) improving the qu
prove fundamental and secondary school outcomes, as measured by improvements in dropout and promotion rates and student performance
  cher capabilities, and provision of reading materials for school libraries. Design and adopt the national curriculum framework, and prepare a
g support for the Education Management Information System (EMIS) development; 2) increasing the quality of schools, which includes upgra
 omes, as well as direct costs associated with preparing, and implementing school improvement plans. Technical assistance (TA) will suppor
services to the community and the economy. Under this component, qualifying institutions, based on their capabilities, will be first selected ei
ching-learning materials. Component 2 improves school-community partnerships by setting up a school-community grants program. Compon
 f post-graduate programs, and encourage youth to pursue advanced degrees. The institutional strengthening component will ensure a labor
DB) and UK Department for International Development (DFID). The components are: 1) support to education service providers to bring prima
 partments, private industries, and local groups. To this end, curriculum content, and teaching methods will be reviewed, analyzed, and renov
ategy; 2) revised governance, management, and decision-making mechanisms to achieve and support an education system that delivers bas
  erence room, computer rooms, technical and administrative centers, and, the installation of electrical, and telecommunication lines, in additio
c and private sector as well as international linkages. Second, and subordinate to the first goal, the project will improve the stock of human ca
 mentation and, in the worst case, lead to meaningless findings. Therefore, a high-level technical assistance, including the services of a seni
   and (iii) strengthening management of the sector and governance of schools. In Grenada, special emphasis will be placed on improving stu
 d retention) will receive technical assistance (TA), and training in the area of school development planning, while grants finance will also cov
 ntal cost sharing, better policy coordination, transparent budgetary planning and consumer voice; 2) reduce inequality by redirecting federal f
 ling-up of the recently evaluated Government/DFID textbook program, using school grants, the existing procurement system (which is consid
 improvement of access to primary education, and promotion rates, while supplementary grants would provide additional support to marginal
   the provision of teaching materials, teacher training, and micro-nutrients, in an effort to encourage girl's enrollment through information cam
  water and twin latrine facilities. The second component increases access to education and retention of girls in school by supporting stipends
  ticipation in school mapping processes, prioritizing on under-served areas. Early childhood initiatives will also be supported, as well as literac
 es a needs assessment and specification of the contents of the training packages and preparation of trial training packages, improves the ca
ning higher education; rationalizing funding allocation practices - financing international technical assistance for resource allocation across hi
als and equipment for students, teachers, and schools; training teachers, supervisors, other administrative staff, and other education promot
 ola III helps local governments integrate school improvement reforms into their structures and routines. There are four project components. T
econdary education along with training, and distance learning; 2) finance, through a competitive Fund, vertical articulation of technical second
ching methods and programs; the use of information, communication, and technology in the delivery and teaching of higher education; an ac
aching equipment will be updated in accordance with new curriculum demands, and through the use of information and communication techn
chen equipment; acquiring school equipment, learning materials, and school libraries; teacher training on the full-time school model, and pro
  addition to institutional capacity building at the central, district, and school levels for an efficient operation of primary education. Although the
 will improve areas such as knowledge of subject matter, pedagogical skills, curricula knowledge, and leadership, to be complemented by the
  ters at the Universities of Hasanuddin, Riau, and Udayana. The main GDLN center will include two technology-based classrooms connected
 nt at the local government level. There are four main project components. The first enhances academic institutional capacity by sponsoring c
ognized system for assessment and examinations, and establishes and develops a sustainable Education and Assessment Service for Serb
 . Kitts and providing equipment, furniture, and materials; and expanding the school meals program in secondary schools. The second compo
promoting improved management. Activities include a participatory higher education reform development, and the preparation of medium-ter
 . Kitts and providing equipment, furniture, and materials; and expanding the school meals program in secondary schools. The second compo
 ver, there are significant risk categories for this project, namely, the potential deterioration within the political and security context, the limited
  five sub-components: It expands access to primary school and increases educational quality by improving community participation through
 implemented, while teacher training programs will be enhanced; 2) expand the Honduras Community Based Program (PROHECO), through
g of the Medersa school, school and nutrition, reduction of grade repetition and dropouts, teaching and learning materials, the teaching of sci
ation of cost-effective maintenance, and repair methods; 2) improve the quality of education in rural basic schools, through in-service teacher
ation (CEPEN), to provide improved training to primary school teachers. This would entail additional classroom construction, and refurbishme
munities, through the National Community-managed Program for Educational Development (PRONADE). Under this program, rural communi
ategy of the Russian government through the development of new policies, services, and procedures. The sub-components include: educatio
  Furthermore, existing polytechnics will be strengthened , with the introduction of new programs. Continuing education, and non-formal traini
e quality and accessibility of continuing education services, helps organize village-level continuing education centers, helps service providers
at public schools, to include indigenous students. A pilot distance learning project (TELEBASICA), will focus on delivering secondary educatio
 ments, and evaluation systems instruments. The development of a demand-driven system for in-service teacher training will be promoted to
 o realign the national curriculum, and assessment system, to design, train, and develop teacher training materials, and, to improve textbook
 n underserved districts of the state. There are three project components. The first expands access, retention, and enrollments. It includes ta
 stablish a Training Fund, which will test the demand for, and the effectiveness and efficiency of, both pre-employment training as well as em
 s, and, teachers' access to teaching guides; and, furnished classrooms, with at least the minimum equipment, and basic teaching material re
 upported, basic operational standards for state schools will be assured, accelerated programs for over-age students will be developed, and,
 Classrooms will be rehabilitated in about one hundred and sixty five EGB3 schools, reducing the persistent overcrowding in many urban scho
 ear Plan. The second sub-component will cover the costs associated with improved management of financial and procurement systems to im
National Institute of Public Administration); 2) support for establishing and administering the Distance Learning Center as a fully operational tr
e provided to libraries, upon agreement of conditions of effectiveness, through the Provincial Project Management Unit. The library team will
ordance with international standards. Modified GDLN links with five regional centers will be established, and beaming programs will be devel
als, and management support. The project aims at providing school-aged children and youth with education at the "basic operational level," m
acilities and assisting MRDG to begin operation.
ding of key institutions in charge of decentralization; 2) raise the quality of education, through the School Quality Improvement Program, whic
 The improved administrative capacity of the MNEYS will enhance responsiveness, and ensure a sectoral strategic capacity. Professional dev
  a network of community colleges, and supporting private higher education. The second component improves educational quality by focusing
ealth, to strengthen the districts' health care system, in addressing relevant diseases, such as respiratory, and childhood diarrheal diseases,
 pment and training materials. At the local level, this component funds sub-projects which may support reforming in-service teacher education
 e ministry of education, culture, and sports. There are three components. The first expands pre- and primary school coverage and funds a p
 ject components. The first component appoints para-professional teachers, builds and rehabilitates schools and classrooms and provides to
of both the teaching/learning processes and the physical surroundings in which basic education students learn. The subcomponents will a) su
 omponent, testing functional literacy programs, funds the selection of sub-projects proposed by provider/beneficiary groups that are commu
ks upgrading. In addition, a system of national assessment will be developed, for improved student assessment practices and achievements
 dards and assessment agency, to define performance standards, and assess those standards, through data processing on learning levels a
 ool directors, inspectors, and pedagogic advisors; and evaluating student learning and teacher quality. The second component finances train
 ntifying problems and solutions, and in developing cluster improvement plans as a basis for preparing grant proposals; 2) supports a provinc
30 people; b) computer room, to include 30 computer stations, including hardware, software, and internet hook-up; c) establishment of a tech
 ment staff, and television production staff. The second component improves the school environment by setting up focus schools provided wi
 oject has two components. The first builds the capacity of the new Ministry of science and Technology, with technical support to set up natio
encing, while outfitting a computer room for 30 stations - to include hardware, software, and internet availability. A technical, and administrativ
 of healthy practices such as breastfeeding and the correct treatment of infections; using environmental health interventions to control childho
 ond component is an institution-strengthening component that supports a management information system that will link all branches of the M
stration (ENAM) to establish the Distance Learning Center (DLC); to provide a video-conference room with a 30-person capacity, a computer
 ding for university-based academic and entrepreneurial sub-projects, information technology, proposals, and faculty development centers. T
 data and information, and builds an information culture. 2) It strengthens governance and the institutional capacity of the University of Pristin
 dentified, and subsequently, contract the provision of training with qualified providers. Training proposals will be evaluated on the basis of ec
d the need to gradually increasing to 500 classes by the end of a five-year period. 3) Literate environment will enhance the access of the litera
s, and to promote values and sensitization to national culture and regional diversity; supplying textbooks and teaching materials; improving cl
articular for disadvantaged groups. A discretionary budget allocation of at least 20 percent will be devoted to the Ministry of Education (MOE)
argeted on the central agencies responsible for higher education. Institutional-level planning improvements are targeted to universities and o
harassment policies at schools; provide counseling; and mobilize communities to resolve girls' education problems. Third, improving the qual
 rationalization of the Bina Keluarga Balita (BKB, or Parent-Child Program) modules of program activities and field-test the changes before th
ancing national scholarships and special assistance fund program to assist poor students and schools serving poor communities. 2) Institutio
provide training to district education staff for basic district planning; and at the community level, the component will provide training to headtea
 ance funds to schools serving poor communities. 2) Institutional reform will enable districts, subdistricts, and schools to plan education activi
  00% of children of age 4 and 5; and (b) to improve the quality of public preschool education. The component consists of five sub-component
gthening child development centers and selectively establishing early childhood education centers in villages. The second component increas
   textbooks, makes laboratories, computer facilities, and library resources more readily accessible; and establishes well-equipped integrated
  g benefiting municipalities to contribute a percentage of these savings for education spending. Further improvements are expected in physic
  econdary education, by expanding access to secondary education, through commercial schools upgrade and mobility between branches of
 ; 2) establish and operate a learning network to disseminate best practices; and 3) design and manage an evaluation system to monitor and
structing new model primary schools. The second component designs and implements school development plans, finances school improvem
on/training system (ETS) through the medium term. The project also provides the underpinnings for a human resource development program
endments to present and proposed laws; develop policies and new working procedures in the various types of higher education institutions; a
  g community-run ECD centers to primary schools, particularly in inaccessible areas. 2) Primary and secondary education will finance six sub
 tralized basis, in support of an increasingly important contractual, non-civil service teacher corps. The project components are: (i) pre-service
   to improve the availability of good quality textbooks, refurbishes educational institutions and the ministry and provides school equipment, an
pper grades; 2) training, fellowships, and study tours; 3) civil works, covering the refurbishment of two curriculum development institutions; 4)
 . The main components of the project include: 1) The improvement of basic education through capacity expansion and staff development, in
N); c) proposal to scale-up and institutionalize the project; and d) monitoring remuneration of Program Committee and Implementation and M
mal education and radio programs. The second component expands secondary schools, revises curriculum, upgrades teachers, and increas
  ucture and supplying furniture and equipment. The second improves quality of and access to secondary education, particularly in rural areas
 ucation will provide instructional materials in the project-financed schools. For all other public conventional schools, this component will prov
a Community Education Fund Pilot; 2) expanding educational opportunities and improving quality at the secondary level, particularly for poore
 ifting and piloting multigrade teaching while expanding classroom construction; and 3) protect the quality and availability of education inputs,
 of both academic service and ancillary service provision. Second, the quality and relevance component will support adaptation of curricula an
e project components. First, Municipal Educational Development Programs (PDEMs), the core of the project, will improve coverage educatio
components: 1) The School and Community Strengthening component finances (through nonrefundable financial transfers) the development
  bution by financing the following: (1) purchasing and distributing core textbooks for general education grades 1-10 to schools over a four-yea
 ople to facilitate their entry into the labor market. Its subcomponents finance technical assistance: 1) for project coordination and promotion,
ng of basic education schools. Second, improved basic education quality will support in-service training for teachers, inspectors, and school p
  he second component -- strengthening institutional capacity and management -- will be done at central, district, thana, and school levels. Ac
acilities for basic education by constructing new schools, substantially upgrading existing schools, and supporting decentralized construction;
nt and physical condition, allow re-use and a multiple textbook option, increase private sector printing, and continue private sector delivery; 3
mentation, pre-service and in-service training of teachers, providing textbooks, and scaling up the ecoles temoins (pilot schools); 2) expanding
 t and training, developing curriculum and educational materials, and developing assessment capacity; 2) increasing equitable access -improv
  tion mechanisms to directly support these efforts. There are four components: 1) The Program Support component provides time-slice finan
  ty in districts with low levels of literacy. The project has three components: 1) expanding access to primary education, particularly for disadva
orm and developing a new system for producing and financing piloted textbooks; 3) piloting a new teacher-in-service training strategy, develo
  women's participation in the labor market; c) campaigns to improve the image of VTE and public attitude towards it; and d) establishing and
  blic and private investments in S&T activities. The project has three components. First, the technology development component will stimulat
    programs; tuition charges and student loans; and private higher education. Second, Higher Education Institutes Investment Program will red
ning in the district. The project adopts a learning-oriented strategy adjusted to address problems encountered during implementation. To help
s in the sector, continues to decentralize, and provides a smooth transition across presidential administrations. There are two projects compo
nd providing furniture and equipment; and expanding current distance education programs. Quality will be improved by developing the curricu
  and improve peer review, and participatory planning; and institutional strengthening of the deputy directorate of scientific research of CONAC
  cational physical plant. The project's two main components are: 1) rehabilitating, upgrading, and furnishing kindergarten, primary, and secon
 , civil works, classroom furniture and equipment) for public school grades K-9, and performs urgent infrastructure rehabilitation (building new
  supports the start-up costs of the student loan program--costs related to establishing the central and satellite offices, setting up a coherent m
ural and marginal urban areas and expand alternative (multigrade) classrooms. 2) Quality improvements will support the revision of curriculu
ren; and c) improves student learning achievement and completion rates. The project has two major components: 1) expanding access by o
, and construction of school bathrooms in the EGB schools. Second, quality and relevance improvement will cover institutional strengthening
urniture and equipment, financing school improvement investments, and financing school-managed rehabilitation of physical facilities. The se
 ng these students have received; (iv) allow a range of different types of courses depending on market demand; short courses requested by e
and assessment/evaluation, (2) developing and establishing updated subject curricula for grades 1-9, and (3) supporting teachers with the im
 onal accreditation in establishing the foundation for a national qualifications system. The second component of the project is strengthen gove
  policy for TEVT (2007). Disbursement under this component will be results-based and linked to specific milestones for each activity supporte
HE sub-sector by focusing on staff development at the Department of Higher Education (DHE), Department of scientific research (DSR), and
 ity of Guyana's School of Education and Humanities, and their subsequent evaluation based on terms of reference acceptable to the recipien
 sector; and promote autonomy and improve the quality of research and teaching at research universities. (3) Quality improvement: improve
 his component includes management strengthening, training and funding of teaching staff and community facilitators, monitoring and evalua
will also help FODE produce new instructional materials and upgrade its printing and distribution system. Component two: improving the qua
 thening of COLCIENCIAS' operational and policy-making capacity including: the enhancement of its organization, human resource capabiliti
 ise the quality of service delivery and increase the employability and performance of training graduates. The second component is the TVET
  ization to coordinate, monitor and evaluate services across sectors and agencies. The second component of the project is institutional stren
 to meet demonstrated local labor market needs; and the third component is capacity building of Sindh Technical Education and Vocational T
 school services to children in disadvantaged areas of the country. The second component of the project is supporting improvements in quali
sign and monitoring and evaluation (M&E). This component will strengthen capacities for program implementation and M&E systems. It will f
TVET. This component will enhance the capacity of the Ministry of Employment Vocational Training and New Technologies (MDEFPNT) to c
ncial accountability in the service delivery by HEIs; (b) the efficiency of the institutions by reducing the average time to graduate; and (iii) the le
 ocation of teaching posts to schools; (2) preparation and management of school-specific nonsalary budgets; and (3) extension of the existing
s to improve the quality of education through: (i) the continued implementation of the reform in teacher training which is aimed at providing in
 ected research relevant to the LCDS through the provision of research grants to selected UG lecturers; the second component is infrastructu
 09/10. In 2008/09, the global economic slowdown resulted in an underperformance in Gross Domestic Product (GDP) growth of 1.5 percenta
e operation is subject to three main risks: a) the main implementation risk of the operation is related to the fact that the city's administration is
m is under reform to achieve universal insurance coverage. Going forward, remaining public policy objectives include: (i) strengthening the e
 ementation of the Vision Umurenge Program (VUP). Supported policies draw on the Common Performance Assessment Framework (CPAF
ees to successful candidates in fields relevant to the work of the Ministry of finance. The second component of the project is degree scholars
 ests that an important obstacle to poverty reduction in these circumstances has been the country's high degrees of inequality in the distributi
being generated through exploration and well development; 3) support to the Environmental Protection Agency (EPA), support to the Ministry
 nd development of the Project monitoring and evaluation framework. Component two consists of financial literacy capacity building. This invo
 nent 1 comprises of creating safety net support grants to poor and vulnerable households affected by militancy crisis. This component will he
s, there are no fundamental changes to PBS 2 design and implementation. PBS 2 additional financing will continue support for: (i) regional an
man capital (health, nutrition, and education) for the poorest citizens, through a fundamental redesign of the Government's Conditional Cash
he second Special Development Policy Loan (SDPL 2) supports actions related to protecting the most vulnerable within a reform program tha
 blic buildings such as schools and hospitals. The following additional adjustments to the project will also be made: a) a further extension of th
 ase Development Policy Loan (DPL) that will have supported continued progress on governance, transparency, and fiscal reform. The Bank
 he first of the program's two main prongs is a set of critical business climate and broader competitiveness reforms. Turkey's medium-term gr

ET) programs in Bangladesh. The component will introduce key reforms in participating institutions. These reforms aim to improve inter alia: (
 sistance and training to ECD promoters, module supervisors, and zone coordinators to deliver the training of parents, relatives, and caregive
  institutions will also be offered pedagogical training. Component 2: Improving System Management will build capacity of technical education
e timely undertaking of corrective actions requested by the deteriorating economy. Efforts were made early 2008 to promote private sector inv
  the following key agencies to form a coherent system to monitor progress and improve accountability and quality: NEI, JTC, and REA. The s
 vernance, modern financial management and robust quality assurance; b) develop high quality academic programs and research centers in
 ments and procedures and to the promotion of a quality assurance culture. The third component of the project is institutional capacity develo
 ons, implementation of key quality assurance policies, and piloting of higher education financing reform. Component B will provide institution
 opment Objectives (PDO) target of 47,000 new student places in Full Time Schools (FTSs) will be met. No changes are to the design or imp
 Development (IBRD) resources. The DPL will focus on the following three policy areas: improving flexibility of upper secondary education: M
 nd the development of a quality assurance system to cover the entire higher education sector. The second component of the project is prom
 y women and marginalized groups. The second component of the project is secondary education. This component aims to improve equitable
 ng both in the classroom and for secondary school leavers wanting to enter university. The AF will finance: (i) the construction of the Nationa
opment to the local level, while improving capacity at all levels of Government of Malawi.
he second component of the project is improving the equitable provision of teachers and the quality of teaching in mathematics, sciences, an
upport for: (i) the continuous operation, maintenance, and upgrading of the PEC national management information system; and (ii) the accred
 um with instructional materials; (iv) improve student assessment; (v) equip instructors to use the new modular, CBT curriculum and expand
 yalties, state taxes and intergovernmental transfers and increased expenditures on infrastructure associated with the Program of Accelerate
 e education and training system, with the promulgation of the 1999 National Education and Training Charter (CNEF).' The CNEF, with strong
goals. The operation is part of a larger government led sector program called the Education Sector Development Framework (ESDF) that is
rengthen the role and responsibilities of local governments for the BOS program. These activities are consistent with the project developmen
 y to provide leadership towards relevant, sustainable, and high quality higher education, particularly with respect to mathematics, science, an

ents in grades 1-3; and iii) provide training on leadership, school management and quality standards to 750 cluster school directors, deputy d
 turing includes the following key changes, including in the financing agreement for the provision of the original financing (which will be amend
 -going strategies to sustain the initially achieved progress in higher education. In addition, the additional financing (AF) will provide a catalytic
n of new technology based enterprises through Chilean Development Agency (Corporation for the Promotion of Production) (CORFO). There
 able framework for scaling-up the reform in the 2015-2025 time period. The second component of the project is the improve human resource
hrough the adoption of an occupational standards framework that is validated locally and recognized regionally; and (c) strengthening instituti
ors to use the new curriculum; (v) improve student assessment and quality assurance at the school level; and (vi) expand and upgrade facilit
  introduce new funding mechanisms to promote transparency, innovation and effective resource management, including support for compet
 am financing, this component accounts for the large part of the total financing provided by the Bank and development partners. The second
EDPO1) will be the first in a programmatic series of three single-tranche Development Policy Credits (DPCs) to support the sustained implem
 e-based economy. The second component of the project is monitoring and evaluation and organizational development. The objective of this

nt of basic education. This component is comprised of four sub-components: (i) Basic Standards Program; (ii) Literacy Program; (iii) Overage
 fficient instrument for the allocation of additional public funds to universities with an emphasis on innovation and accountability. This compon
enhancing quality assurance for junior and senior secondary schools. The objective of this component is to establish a standardized system
 as well as in primary and secondary levels. This component aims to advance the education quality in the system through supply-side interve
of this component are to: (a) implement a new school curriculum; (b) provide textbooks and teacher guides developed for the new curriculum
e second component of the project is social and economic inclusion in rural areas. This component includes: (i) improving the quality of educ
nt linked indicators (DLI) reflect intermediate outcome or implementation performance indicators that are critical to the achievement of the pro
 chool fees are a significant barrier to access to education for the poor: in a survey 34 percent of households in the poorest quintile with childr
n. The main objective of this sub-component is to increase the level of school readiness among Armenian children, with a focus on the poore
The objective of this component is to improve the quality of teaching and learning in project schools through effective use of learning materia

 rting the provision of in-service training to improve school management, accountability and pedagogical leadership; improving lower seconda
 hanced quality of learning; and (iii) strengthened capacity for decentralized management of the sector. A concomitant extension of the closin
ation sector plan; (ii) building the capacity of the ministry of primary and secondary education in charge of literacy, by improving, in particular,
 rehabilitation of about 15 primary schools that have been destroyed or seriously damaged. New schools built in Haiti will use better standard
mponent will support an integrated strategy to increase coverage, retention, and completion at the upper secondary level and provide increas
nts to the project. The first component consists of improving departmental secretariat of education and municipal management capacity for ru

ond project component is to enhance the quality of service delivery through: (i) capacity building to improve teaching and learning practices i
 the Early Childhood Commissions (ECC's) parenting Sub-Committee, the development and implementation of a national Early Childhood De
op new and better distance education materials for pre- and in-service education of teachers; 2) Strengthening Structures for Teacher Improv
cal facilities, procuring relevant quality enhancing inputs, training, and technical assistance as determined by institutional proposals. The first
onal profiling, definition of related competences, program design and delivery, and certification; (iii) turning the Training Employment Fund int
pation in School Management for Better Performance. This component would foster community participation within an Integrated School Man
of the new general education curriculum, and to develop new learning materials and school libraries; (ii) modernizing in-service teacher traini
titutions and management capacity to promote quality improvements, (iii) creating conditions to introduce efficient and appropriate designs a
e. The key thrust and categories of activities financed under SSA II include: (i) the quality enhancement framework has a clear focus on capa
 mponent 2: Improve Relevance, Quality and Efficiency of TVET which will improve the relevance, quality and efficiency of TVET programs, a
anagement practices to allow ICETEX to operate more efficiently and increase sustainability. The first project component ICETEX will contrib

pport the improvement of basic school facilities at existing government registered primary, middle, and secondary schools with teachers on t
  project components are the following: (i) recruitment and selection of at least 2,750 teacher candidates annually into the teacher preparation
of the project is early childhood care and education (ECCE). This component will aim at consolidating quality provision of ECCE services alre
  of core project activities and scaling up of reforms for improved quality and efficiency. The financial gap estimated at US$25 million at the b
ment and communication capacity. There are three components to the project. The first component of the project will increase the capacity o
chooling. The targeted intervention will support the program's objectives through a school feeding program intended for about 200,000 childre
mproving the overall quality and effectiveness of education.
ding school infrastructure through supporting the Ministry of National Education and Culture (MINEDUC's) school infrastructure triennial plan
e Nigeria's democratic government emerged in 1999 the post-basic education sub-sector has become more under pressure from increasing
 e organization of the higher education system and its governance at central and higher level institutions (HEI) levels; (b) the public supply- an
 ove the quality of primary education by providing textbooks in mathematics and reading for every pupil in grades 1-2 of primary school, and b
 aining, and (iii) the development of instructors' occupational skills. Component 3 will support the reform of the SDF under revised legislation
  development goals to accelerate growth, reduce poverty and social inequalities, and curb the spread of HIV/AIDS.
  nutrition and feeding; primary school instructional materials; pre-service teacher education; in-service teacher education; quality assurance
 he objective of this component will be to strengthen human resource management and coordination for the provision of early childhood educ
attainment of Senegal's ten-year sector program (PDEF) objectives.
 ludes sub-components 2.a. -- evaluation systems, feasibility studies, and strategies for secondary education curricula, and 2.b. -- lower seco
 nent 4 - strengthening system capacity.
 sic education and equipping of libraries in 5 Teacher Training Institutes; (b) implementing the Direct Support to Improve School Productivity
-schools located in 23 rayons and seven oblasts. Component 3: contribute to the improvement of school environments and students' learning

nt, validation and registration of occupational norms; training and certification of evaluators; and ensuring the functioning of qualified third-pa
 nology, and innovation (STI); consolidate and improve existing policies and programs; develop a strong monitoring and evaluation capacity;
 ary students.
ces encompassing the "whole school" approach comprising Package A, which will finance the upgrading, retrofitting and expansion of existin
aining. There are 3 components to the project: 1) Skills training for unemployed youth, which will finance the operation and expansion of a tra

ove the school physical learning environment in schools in emergency conditions to complement the investments on improving the quality of
nent 2, Promoting Systemic Reforms and Innovations, focuses on activities that lead to enhancement in the overall reach and effectiveness o
ry of Education. Component 4 will coordinate program implementation and assess impact.
 poor expenditures, to improve budgetary processes and the composition of expenditures; as well as financial management and procuremen
  reduce gender and regional disparities (grades 1 - 10). The operation is based on the reform program's three pillars: a) enhance fiscal susta
 bution of secondary school textbooks in four subjects for all students in secondary school and textbooks for science subjects; support for sci
 sures of school performance; 2) Equity, through which demand-side interventions to encourage rural girls to attend secondary school are con
e provincial levels; Component B: Enhancing Stewardship Capacity of the National Government: This component consists oft he following tw

lassroom instruction, and attendance of school personnel and students; parental involvement, and school-to-school cooperation. Componen

gies: (a) the development of flexible delivery models; (b) the development of a new demand-side subsidy scheme; and (c) where needed, the
poverty reduction and improve the quality of life in Madagascar.
ndance at secondary schooling. 3) Administration/Capacity Building - to strengthen MoE's planning and policy making capacity, and, towards
ogram (ESDFP): 1. Promotion of equitable access to basic and secondary education, entails implementing demand side initiatives to promote
amework for assistance to tertiary education students. 2) Support the analysis of, and tertiary education institutional strengthening, through s
 rs to conduct relevant, high-quality scientific and technological research closely connected to graduate training. Window B) funds the creation
hool curricula, develops teachers' professional knowledge and skills, and creates professional learning communities for teachers in schools.
  basic education, seeking to increase student enrolment and retention. Attention will focus on access for girls and children with special needs
onent C) is designed to address the quality problems affecting DINET and the INEFP institutions. Component D) is designed to promote inno
 roject has two main components as follows. The first component will strengthen the institutional framework for tertiary education. It entails: im

  ementing its mandated roles and functions.
n of new educational materials and textbooks; professional development for teachers and staff on the structure and contents of the new curr
uciary environment and governance; and (C) education sector reforms to improve quality, access, and sector governance. There has been s
  teachers across schools through application of principles identified by the Education Department for improved teacher deployment. Compon
  mittees, and teachers; and funding for staff salaries.
  nance program; and, 3) Project Management - will finance project implementation costs, including capacity building of the project managem
 participation in national and international assessments. It strengthens national assessment and improves the efficiency of education policy to
   previously expected, providing better quality education. The program would contribute to closing the social gap and helping the Country prog
   lower secondary education, especially for girls and children from low-income families; 2) the improved quality of Post-Primary Education com
  ch to improve the quality of education. The third component, build institutional capacity will support implementation of public administration r
al education attainment and institutional development. Component 2) will increase the capacity of the Ministry of Public Education (MEP) to re
 s with access to career information and guidance services to promote informed career choices and related education and training decisions,
 tition rates, large age-grade distortions, the need to consolidate a culture of evaluation, and the exclusion of children with disabilities in the e
nic minority children-is an actionable measure under the NPRS to foster universal basic education and is operationalized in the ESSP 2004-0
 ponent 3) will provide a School Health and Nutrition package to all primary schools, which will include the following cost-effective intervention
 nded involvement of community-based organizations in identifying, and motivating out of school children to enroll, will strengthen school outr
 cient. Component 3) aims at increasing the demand for primary education and promoting gender equity in the Adamawa, Far-North, East, an
 als, supporting school management and supervision, and enhancing training. The third, building and strengthening the capacity of the Minist
utcomes, teaching and learning resources, and school improvement initiatives for classroom level education reform. Component 3) will impro
 eater role in school management. To enhance access to secondary schooling, MOE has been proves subsidies to girls at the secondary lev
 vided to: the Quality and Relevance Assurance Agency (QRAA), the Ethiopian Higher Education Strategy Institute (EHESI), the National Ped
opment and implementation of Learning Improvement Plans by school teams. Component 3) will finance the provision of textbooks and learn
 unicipal levels. The second, program monitoring, evaluation, and continuous auditing systems will consist of the compilation, analysis and dis
ams or attend general education. The second, education finance and management, will facilitate the design and implementation of more tran
 ficient allocation of resources and consultative dialogue with stakeholders. Secondly, it will provide a policy and regulatory framework for the
sist sub-national governments in their efforts to launch quality educational assessment instruments. Component 3) For the Ministry of Health,
 cher training program, and (3) link nutrition and health to early childhood education. The Capacity Building component will: (1) develop a sys
  and communities to strengthen their capacity to better manage teaching-learning activities; b) investment in human resources (teachers, prin
pport for the improvement of the quality of education services offered by providing direct support to schools, through the implementation of a
o plan and implement the reform more effectively; support the optimization of the school network and staffing levels to restructure the budget
 ty Level (FSQL) standard, providing assistance to the Education National Targeted Program. The component will focus on minimum service
al of Higher Education (DGHE), assisting the BAN-PT- National Accreditation Board - in developing an institutional accreditation program, an
 d evaluating the delivery of basic education services. Through its components, the project will: 1) provide out-of-school training for parents, a
 en programs, to greater focus on science, technology, and demand-driven, occupationally oriented courses, and, from traditional lecture-bas
 ven the Bank relevant and concrete implementation lessons that can be used in ameliorating the issues faced by higher education in Afghan
work within which policy making, and the design and implementation of the components of reform in both Ministries and associated institution
 ct intermediaries to develop aggregated training proposals. The project will target initially three sectors of the economy - manufacturing, cons
ocus is on human, financial, information, and physical resources. Component activities aim to address weaknesses related to each of these f
  y schooling by 2010; elementary education to have satisfactory quality with emphasis on education for life; to bridge all gender, and social di
 ndary education, will have five subcomponents: improve pre-service and in-service teacher training in primary education; improve availability
he targeted schools through strengthening school level planning and management, and through the implementation of a school grants progra
uction and repair of approximately 1,600 schools. School Furniture, Teaching Equipment, and Library Books: This subcomponent will suppor
  ent 2 focuses specifically on secondary schools with an eye to improving management and quality; some of these initiatives will eventually b
 ram to meet the projected demand for primary and secondary school places arising from rapid expansion of the education system in the pas
nd learning. It will: build the necessary infrastructure for integration of ICT into general education; and, help teachers and students to apply m
Reduction Strategy Paper (PRSP), which aims to develop a cost-effective, and better managed primary education system. The first compone
ent of pre-service, and in-service teacher training in the introduction of ICT into classrooms; and, by establishing a network of ICT resource c
  l management and practices in accordance with new legislation and department development plans that seek quality and relevance improve
  sing Student Learning Outcomes) through establishing a permanent national assessment system that will develop student assessment instr
 ersonnel Management (DPM), Office of the President, is responsible for implementing this component under the leadership of a Project Coo
 ll annually finance up to 15,000 bursaries to orphans and other disadvantaged children in upper primary and lower secondary grades. 3) this

he school sector, at the central, regional and school levels, in ways that improve schools' abilities to deliver quality education. Component D s
 sehold costs for secondary education and expand the scholarship program for students from poor families, and (e) enhance the partnership
 nd management reforms, using the education sector as the leading sector. The Government has developed a Punjab Education Sector Refo
  ect Management Unit satisfactory to the Bank; credit worthiness indicators (net international reserves, debt to GDP and debt service to expo
  ut the project, mobilize stakeholders to open new LCs or expand existing LCs, and disseminate information on qualification criteria, resource
ng. There are four project components, each of which comprises several sub-components. In particular, the project seeks to: a) promote gen
 component raises all schools in the 189 most disadvantaged targeted districts to a fundamental school quality level (FSQL) through a two-pr
 el; establishing the Board for Quality Assurance; strengthening management of public universities and faculties; enhancing public awareness
  -year olds and will work with sub-national governments, local communities, and non-governmental organizations to increase access to high-
ucators, fluent in the local languages will provide initial education, and, interventions combining formal, and non-formal approaches will follow
  2) improve basic education quality, through continued investments for schools' equipment, which includes computer facilities. The compone
addition, District Education Offices (DEO) will receive thematic grants, for issues focusing beyond Parent/Teachers Associations capabilities,
n system; 2) improving the quality of basic, and secondary education entails in-service teacher quality improvement, while developing a mast
ates and student performance on standardized tests; and (b) increase access to secondary school, as measured by an increase in secondary
 m framework, and prepare and implement new national standards. Establish strong links between education reforms and teacher profession
 chools, which includes upgrading of physical infrastructure, teacher training, and learning materials; and, 3) increasing access to education,
  l assistance (TA) will support the preparation of a school improvement plan manual, and training materials, while training assistance in scho
  ilities, will be first selected either as lead institutions or as network institutions, and then be required to compete through specific sub-projects
 nity grants program. Component 3 strengthens the analytic capacity of the Ministry of Education and Research (MER) at national and local le
omponent will ensure a labor market monitoring program, to keep abreast of changing demands in labor markets, while institutional capacity
  rvice providers to bring primary schools and Junior Secondary Schools (JSS) to BOL standards by a) introduce peace education into the cur
eviewed, analyzed, and renovated, to improve learner participation, and performance. 2) Strengthen management of the educational system,
 ation system that delivers basic skills, core emergencies, and essential learning for the knowledge economy; 3) an Education Decision Supp
 ommunication lines, in addition to satellite, telecommunication, and classroom equipments. This component has been financed by the Projec
mprove the stock of human capital in the Chilean science and technology sector, a development objective which is highly complementary to th
  uding the services of a senior Technical Advisor, would be required to monitor and assist in all aspects of both central and provincial operat
 ll be placed on improving students' literacy and numeracy skills. There are three main components. Component 1 expands and rehabilitates
 e grants finance will also cover community outreach, educational materials, and security activities in the educational environment. Auditing of
quality by redirecting federal financial support to targeted interventions that benefit the disadvantages groups; and 3) eliminate disparities bet
 ment system (which is considered to be competitive), and the existing financial management system (though with additional training of schoo
 dditional support to marginal communities, and encourage innovative approaches, such as bilingual education, and the employment of femal
ment through information campaigns, in support of mother's associations, and the establishment of a peer tutoring program. Adult literacy pro
  chool by supporting stipends and tuition, and an outreach program. The third component strengthens educational management, accountabil
e supported, as well as literacy, secondary, vocational, and higher education programs. Subcomponents include construction, and rehabilitat
 g packages, improves the capacity of teacher training institutes, supports the appraisal of training packages, and publishes and delivers train
 resource allocation across higher institutions; establishing a national quality assurance council, guided by technical assistance in establishing
   and other education promoters, including technical assistance and performance incentives for primacy teachers; support for community or p
 re four project components. The first provides some additional assistance to schools that had begun to introduce Fundescola's schooling imp
 ticulation of technical secondary, with tertiary technical-professional education, through the establishment of technological curricular disciplin
ng of higher education; an accreditation system; new or alternative sources of funding; and a HIV/AIDS prevention and support program for s
 ion and communication technologies. Education quality management will be enhanced through a Policy Analysis, focused on providing reliab
 l-time school model, and providing new education technologies and bilingual education; and strengthening the partnership between schools a
mary education. Although the overall program risk rating is not high given the Government's long-term commitment to the sector, and to instit
p, to be complemented by the in-service training to upgrade linguistic skills of teachers, to introduce competency-based curricula, and provide
 based classrooms connected to GDLN Washington through multimedia facilities for video, data, and voice exchange, including the supply of
onal capacity by sponsoring custom-designed workshops and short-term courses, providing specialized training, and develops a resource ce
Assessment Service for Serbia (ESAS). Specifically, the component finances training and study visits for key specialist and administrative/log
y schools. The second component comprises 4 subcomponents, which 1) develop curriculum for Forms i-III and provide instructional guides,
he preparation of medium-term investment program, comprising as well capacity building to the Ministry of Higher Education staff, and, techn
y schools. The second component comprises 4 subcomponents, which 1) develop curriculum for Forms i-III and provide instructional guides,
d security context, the limited implementation capacity, the non-payment issue of teachers' salaries, in addition to the likely inability to disburs
  munity participation through annual community consultations, and enlisting community support to construct or repair pre-schools, repair prim
 ogram (PROHECO), through the provision of technical assistance to support the organization of community education councils, strengthen t
materials, the teaching of science and technology, vocational and professional training, instructional support, life skills and reproductive healt
 ls, through in-service teacher training, and, training for inspectors, and, headmasters. Reforms in teacher deployment will be performed to en
 onstruction, and refurbishment at the Center, as well as provision of subsidies to teachers during training. Technical assistance (TA) will be p
  this program, rural communities will receive financing for development of new school facilities, based on a participatory criteria. Economic as
 omponents include: education policy reform, quality monitoring and statistics, training and retraining, and courses for new professions and te
  cation, and non-formal training programs, will be introduced per industry requirements, and community needs, providing student, and faculty
 ters, helps service providers develop and offer courses, and develops linkages between learners and services. The fourth component streng
delivering secondary education, i.e., grades 7-9, to those students in remote areas, where schools are unavailable. Shanty school buildings w
  r training will be promoted to improve national capacity; 2) improve resource management in general education, by extending the Delegated
als, and, to improve textbook quality. Additionally, office equipment, resource centers, and materials to establish a textbook rental, and monito
nd enrollments. It includes targeted interventions to reach marginalized groups, establishes early childhood education centers, provides resid
 yment training as well as employer-based training. 3) This component will develop managerial capacity to coordinate the operation and finan
and basic teaching material requirements; 2) expansion of educational access, to meet the growing demand for secondary education. This co
  ents will be developed, and, the Pedagogical Monitoring and Support System will be upgraded; 2) expand access to education, through telev
 crowding in many urban school facilities. Civil works will be performed in accordance to the master plan, designed following the Government
nd procurement systems to implement Trust Fund Credit-funded activities, and the hiring of external expertise to support and mentor MOE s
  enter as a fully operational training facility; and 3) support for establishing and introducing opportunities to acquire new skills at the Cyberpar
 nt Unit. The library team will be responsible for library management, selection, and procurement of books, or other items, and will share expe
aming programs will be developed at the IDE. These centers are considered extensions of the IDE/GDLN, which should offer equal programs
he "basic operational level," meaning schools with safe and clean buildings having roofs and school furniture, textbooks and learning materia

 Improvement Program, which include teacher training, provision of textbooks, and teaching materials, in addition to monitoring, and evaluati
gic capacity. Professional development will be addressed, to include the establishment of a Strategic Planning Unit, and, the rationalization o
ducational quality by focusing on early childhood development, a school improvement of small grants, peri-urban initiatives, school and family
 hildhood diarrheal diseases, in addition to safe-motherhood and immunization. Construction works related to water supply, and sanitation, w
  in-service teacher education programs, creating/strengthening education demand through targeted information campaigns, creating incentiv
 hool coverage and funds a pilot scholarship program for poor students in the 4th-6th grades. The second component improves school qualit
d classrooms and provides toilets and water facilities, pilots and introduces double-shift models, provides alternative schooling facilities, desig
The subcomponents will a) support quality teaching innovation; use new information and communication technologies; extend, equip, and ma
ciary groups that are community developed, and provides technical support to nongovernmental organizations to build staff capacity in all req
 practices and achievements, with a focus on reforming the public examination system. 2) Equitable access, to be increased through the exp
ocessing on learning levels at primary, and secondary schools in the country, and promote compatibility with the rest of Europe; 3) finance th
ond component finances training for school management committees, adult literacy, and community awareness as well as school improveme
 posals; 2) supports a provincial grants management committee which meets annually to review proposals; 3) provides quality improvement g
up; c) establishment of a technical, and administrative center; and, d) installation, and/or upgrading of electrical, and telephone wiring; and, 2
up focus schools provided with furniture and equipment whose attendance will be determined by local communities; and by funding self-help
hnical support to set up national science and technology policies; establishes and operates the Board of directors, Program Committee, and
 A technical, and administrative center will be installed, with the necessary upgrading of electrical, and telephone wiring. Further DLC equipm
 terventions to control childhood illnesses; and improving communications for behavioral change; The second component builds capacities fo
  will link all branches of the Ministry, including district offices and universities. The third component is also an institution building component a
 person capacity, a computer room outfitted for 30 computer stations (hardware, software, and Internet hook-up), a technical and administrat
 culty development centers. The second component improves governance by supporting the Higher Education Council's Secretariat, the High
 ity of the University of Pristina by providing technical support to legislate the university's mandate and operating procedures, and develops its
  evaluated on the basis of economic interest, social equity, technical feasibility, cost estimates, and financial planning; 2) develop a strong m
 hance the access of the literate to reading materials. 4) Monitoring, evaluation, and research program will measure and promote both the qu
 ching materials; improving classroom assessments and examinations; providing grants for quality improvement; and training school directors
  Ministry of Education (MOE), to include school construction and bursaries schemes for poor children. Teacher training will be supported, par
 argeted to universities and other higher education institutions. The component will also support development of information technology in par
ms. Third, improving the quality and relevance of basic education will redesign the curriculum and remove gender bias in instructional materia
 ld-test the changes before they are implemented in the project districts; and it will finance the integrated training program for the Posyandu a
 oor communities. 2) Institutional reform will enable districts, subdistricts, and schools to plan education activities within their district, manage
will provide training to headteachers in school improvement planning. 2) Raising learning achievement will improve teaching and learning proc
hools to plan education activities within their district, manage the education program between the different agencies, use appropriate techniqu
 nsists of five sub-components: classroom construction;; classroom equipment and learning materials; training, studies; and promotional cam
  e second component increases retention and improves learning achievement by promoting community awareness and mobilizing communit
 es well-equipped integrated laboratory centers and c) upgrades teachers and staff in support of reforms such as providing continuous trainin
ments are expected in physical facilities, in laboratories and equipment upgrading, as well as in the provision of in-service teacher training; b)
  obility between branches of the system. Further objectives are to assess skills needs and professional development for teachers, and, stren
  ation system to monitor and assess results, and provide elements for scaling up. Component 2 supports the establishment of learning netwo
ns, finances school improvement projects, and develops, tests, and implements pedagogic models. The third component promotes commun
source development program which the Government intends to launch in 2001. The project has four components. The first reinforces the inte
  gher education institutions; and build capacity for management at the various educational institutions. Second, quality assurance will consoli
 education will finance six sub-components to increase access and equity and enhance quality and efficiency of primary and secondary educa
omponents are: (i) pre-service teacher training; (ii) decentralized teacher career management; and (iii) project preparation facility.
 ovides school equipment, and funds civil works and teacher-training centers. The third component, pilot management, finances local consult
m development institutions; 4) resource materials, equipment, and supplies; 5) syllabi, textbooks, and supplies; and 6) operating costs. The se
 on and staff development, including the construction of schools, equipment supply, and teacher training/upgrading at various levels. 2) The c
 e and Implementation and Management Unit's personnel, and administrative costs. 2) Competitive fund for scientific excellence supports a)
grades teachers, and increases instructional materials and equipment. The third component consists of technical and vocational education an
  on, particularly in rural areas, by supporting school-based pilot programs with subcomponents similar to those of the first component. The th
 ols, this component will provide textbooks, school supplies, and coonsumables for sciences. Third, efficiency and effectiveness of secondary
ary level, particularly for poorer girls, through a Girl's Secondary Education Support Pilot; 3) building capacity through these programs at the d
 ailability of education inputs, mainly by increasing the supply and quality of textbooks and instructional materials and by strengthening teache
port adaptation of curricula and pedagogic methods and the enhancement of faculty qualifications and motivation. Third, the governance and
 l improve coverage education targets at the primary level through the provision of educational process inputs combined with infrastructure as
al transfers) the development and implementation of school improvement plans (SIPs). To address equity and institutional capacity concerns
 10 to schools over a four-year period; (2) providing equipment and technical assistance to establish a computerized system for consolidating
 coordination and promotion, fellowship training, equipment, and software; 2) for writing teams of curriculum developers in occupational spec
  ers, inspectors, and school principals, provision of textbooks and educational materials for basic education schools, provision of hardware, s
  thana, and school levels. Activities will focus on strengthening management skills and improving information systems. The third component
 g decentralized construction; 2) expanding and improving teacher education; revising curriculum; and supporting central, district, and school
nue private sector delivery; 3) school facilities rationalization, which increases equitable and cost-effective allocation of educational facilities a
s (pilot schools); 2) expanding access to schools in underserved and unserved areas by supporting new approaches to construction and mai
sing equitable access -improving the quantity, physical quality, and gender balance of elementary schools operating in the Northern areas an
nent provides time-slice financing for each of the total subprograms based on these agreements. Support builds government capacity for join
cation, particularly for disadvantaged groups; 2) increasing retention and improving learning achievements in primary school; and 3) improvin
 vice training strategy, developing capacity for student assessment covering core primary subjects, and establishing a school mapping databa
ds it; and d) establishing and maintaining a Project Implementation Unit (PIU). 2) Improvement of relevance, responsiveness and quality of tr
ment component will stimulate R&D&E (research, development, and nonroutine engineering) activities in the private sector, focusing on innov
s Investment Program will reduce costs by consolidating single-purpose institutions into multi-faculty colleges and universities. Third, Manage
uring implementation. To help reduce disparities in the quality of technical staff and level of provision of educational services in the district, te
  here are two projects components. The first improves quality in basic education by 1) carrying out in-service training of teachers, principals,
 ved by developing the curriculum, including providing educational materials, books, laboratory equipment, teacher training, and innovative so
  scientific research of CONACYT (National Science & Technology Council). The second component, the Industry-University Linkage compon
 ergarten, primary, and secondary schools in 41 districts; and 2) strengthening the sectoral capacity of the education ministry, at both the nati
 e rehabilitation (building new classrooms); 2) Institutional Strengthening, which provides resources (technical assistance, training, and system
  ices, setting up a coherent management information system, developing a marketing and promotion strategy, and financing equipment and
pport the revision of curriculum for initial and special education, basic education for adults, and accelerated programs to address the special
ts: 1) expanding access by opening about 600 primary and 300 upper primary schools, and constructing about 11,000 additional classrooms
ver institutional strengthening at the school level; restructuring technical schools through the provision of up-to-date educational resources an
n of physical facilities. The second component establishes a school development process by designing and supporting school development p
 short courses requested by employers, sub-degree, degree, or post graduate, regular full time, part time, or evening; (v) encourage institutio
 pporting teachers with the implementation of the new curriculum. The learning assessment component improves the assessment and exam
 he project is strengthen governance, management, and financing for TVE. This component will support activities to increase employer involv
  nes for each activity supported. The second component of the project is strengthening technical education. This component focuses on stren
 cientific research (DSR), and Accreditation Committee of Cambodia (ACC), and therefore improving their capacity to offer practical guidance
nce acceptable to the recipient and the association; and (b) the integration of information and communication technology in the teaching and
uality improvement: improve the efficiency and transparency of student admission; improve the quality of teaching inputs; and improve the eff
 ators, monitoring and evaluation and program promotion. The third component of the project is expansion of local capacity for service delive
onent two: improving the quality of service delivery. Component two aims to improve the overall quality of services provided by FODE. Within
 n, human resource capabilities and business processes; the improvement of its strategic and sector planning and policy-making; and the im
cond component is the TVET system strengthening. This component will monitor and evaluate training delivery, in particular the implementat
 e project is institutional strengthening of science and technology development. This component includes the strengthen the planning, manag
 l Education and Vocational Training Authority (TEVTA): this component will strengthen Sindh TEVTA in implementation of second componen
 orting improvements in quality of education. The overall objective of this component is to support quality learning for growth by focusing on th
on and M&E systems. It will finance essential technical assistance (TA) and capacity building activities, carefully selected and sequenced wit
echnologies (MDEFPNT) to create a more demand-driven TVET system, and strengthen the capacity of the National Institute for the Promoti
me to graduate; and (iii) the learning environment in tertiary education institutions. The project components are: Component 1: Strengthening
 d (3) extension of the existing district Education Management Reform initiative to additional districts.
which is aimed at providing intense and quality pre-service and in-service training and increasing the number of teachers; (ii) the provision of f
ond component is infrastructure rehabilitation: this component will support a) rehabilitation and/or improvement of existing science laboratory
 (GDP) growth of 1.5 percentage points and a shortfall in fiscal revenues equivalent to 0.5 percent of GDP. This was underpinned by slowdow
 hat the city's administration is relatively new and may overestimate the pace of reforms or may not have sufficient support from civil servants
 clude: (i) strengthening the efficacy of the public sector; (ii) improving competitiveness; and (ii) promoting social inclusion, through further imp
sessment Framework (CPAF) for monitoring the EDPRS, to reduce the transaction costs of Government reporting to donors on the use of ai
 he project is degree scholarships and non-degree training, for the Bappenas cluster of participating agencies. This component include two su
s of inequality in the distribution of income and in the access to public social services. At the same time, shortcomings in the provision of pub
 EPA), support to the Ministry of finance and economic planning; and 4) support to the Extractive Industries Transparency Initiative (EITI) sec
cy capacity building. This involves building institutional and human capacity for raising financial literacy in Russia at both federal and regional
 crisis. This component will help mitigate the adverse poverty impact of conflict by providing targeted safety net support grants through month
  ue support for: (i) regional and local government delivery of basic services, particularly supporting transparency and accountability in educati
  ernment's Conditional Cash Transfers (CCT) program, and its articulation with critical actions in health and education; 2) to improve budget
 e within a reform program that underpins fiscal adjustment in the education and health sector. The government has embarked on a 'funds fo
de: a) a further extension of the closing date of the original loan by 12 months until December 31, 2012, in order for additional retrofitting cont
  and fiscal reform. The Bank is also to restructure an existing World Bank financed rural development project to provide US$15 million for re
ms. Turkey's medium-term growth strategy includes a continued focus on trade and financial integration with the European Union (EU) and a

ms aim to improve inter alia: (i) private sector involvement in institutional management, (ii) administrative autonomy, (iii) academic autonomy,
rents, relatives, and caregivers of children aged 0-4; ii) provision of out-of-school training to parents, relatives and caregivers of children aged
apacity of technical education policy planners and administrators; and it will enhance the collection and use of information to assess and impr
  to promote private sector investment, better governance, increased devolution, investment in human capital, and protection of the poor and
 ty: NEI, JTC, and REA. The second component is the mechanisms to mobilize resources to the NET. The NET will be the vehicle through wh
ams and research centers in the science and technology fields and collaborate with industry and private/public sector; c) design and build a n
s institutional capacity development. This component will: (i) build the planning and monitoring capacity of the Ministry of Higher Education an
  nent B will provide institutional and individual grants to public institutions or loans to private institutions to improve the quality of teaching, lea
nges are to the design or implementation arrangements of the project. The additional financing will continue to finance ongoing activities inclu
pper secondary education: Mexico has created the National Diploma System (Sistema Nacional de Bachillerato, SNB) based on defined com
 ponent of the project is promoting relevance and quality of teaching and learning. This component will provide university development grants
 ent aims to improve equitable access to secondary education by financing: (i) the expansion of physical facilities, including classroom constru
 e construction of the National Testing Center (NTC) building; and (ii) equipment and furniture for the NTC. The AF will contribute further to s

 n mathematics, sciences, and languages. The objectives of this component are deployment of teachers to rural areas; improved instruction
on system; and (ii) the accreditation and strengthening of state programs to manage information system. The third component of the project
CBT curriculum and expand their industry experience; and (vi) upgrade facilities and equipment for CBT programs. The second component
 h the Program of Accelerated Growth (PAC). Although financing needs are related to the current global and financial crisis, the policies supp
NEF).' The CNEF, with strong national consensus, declared 2000-2009 the decade for education and training, and established education and
nt Framework (ESDF) that is expected to attract more financing from other development partners. The financing is expected to: i) increase pr
  with the project development objective and outcomes, which remain the same under Additional Financing.
 t to mathematics, science, and technology education.

 ter school directors, deputy directors and technical secretaries, and to 250 school board committees.
nancing (which will be amended accordingly): (a) project outcome and output targets are adjusted to reflect changes in priorities, financing a
ng (AF) will provide a catalytic platform for the effective use of domestic and external sources for the higher education sector, based on the re
Production) (CORFO). There are three components to the project. The first component of the project is strengthening the MoE capacity on in
  the improve human resources for the implementation of the FDS program. This second component will support the training and professiona
and (c) strengthening institutional capacity to plan, implement, and monitor training. There are three components to the project. The first com
 i) expand and upgrade facilities and equipment. The second component of the project is policy development and capacity building. This com
 including support for competitive program funding and establishing a Student Aid Agency. Component 2: Modernize Governance, Accountab
pment partners. The second component of the project is technical assistance, this component will provide support to strengthen existing cap
 support the sustained implementation of selected elements of the Government's reform agenda. The policy matrix (annex two) and monitorin
opment. The objective of this component is to build upon ERfKE I investments related to policy, planning and monitoring and evaluation (M&E

 teracy Program; (iii) Overage Correction Program; and (iv) Monitoring and Evaluation (M&E). The Basic Standards Program aims at improvin
   accountability. This component aims at instilling changes within the academic community in order to invigorate teaching, improve learning, a
 blish a standardized system for measuring student's learning achievements in core subject areas and support teachers to develop the skills
m through supply-side interventions on pedagogical methods, curricular relevancy, promotion of Information Technology (IT) literacy skills, an
  loped for the new curriculum; and (c) align student assessment and examinations with the new curriculum and reform the inspection system
 improving the quality of education and health services in 100 COPs (Pole Communities); and (ii) improving income levels of the population li
 to the achievement of the project's education development outcomes. The SERP activities and sub-programs fall within four broad thrust are
 he poorest quintile with children enrolled in school reported difficulties in financing school fees at the primary school level and 44 percent rep
 en, with a focus on the poorest and most vulnerable communities; b) supporting further improvements in the quality of education through imp
ective use of learning materials and resources acquired under the project. The second component of the project is strengthening school-base

hip; improving lower secondary schools curriculum, assessment and examinations; and supporting the acquisition of textbooks and science
mitant extension of the closing date of the original credit from December 31, 2008 to December 31, 2009 is also in order to allow for full imple
y, by improving, in particular, its planning, human resources, fiduciary and budget management capacity, and strengthening the capacity of th
 Haiti will use better standards and building norms, attempting to prevent further collapse of school buildings. A few selected schools that are
ary level and provide increased opportunities for transition to tertiary education for low-income students, especially from rural areas; Compon
l management capacity for rural education quality. This component will contribute to build the capacity of the participating departmental and m

 hing and learning practices in the classroom; (ii) strengthening the learning assessment system, and (iii) developing capacity to improve plan
a national Early Childhood Development (ECD) parenting education and support sub-strategy, and a public awareness campaign. It includes
Structures for Teacher Improvement at the Local Level, which will provide upgrading opportunities for teachers leading to certification. It will s
 titutional proposals. The first component (B) is the expanded capacity for teacher preparation and for graduate studies in education. This sub
 raining Employment Fund into an efficient mechanism for effective use of the financial resources, with active role of employers; and (iv) crea
hin an Integrated School Management System with the objective of improving the quality of education. Component 3. Governance and Institu
 izing in-service teacher training will support the education reform by modernizing in-service teacher training systems and practices, building
 nt and appropriate designs and reduce multiple shifts in Kosovo's schools, and (iv) strengthening the management capacity at system and in
  rk has a clear focus on capacity building, with the following main pillars: ensuring basic provisioning to create enabling learning conditions fo
 ficiency of TVET programs, and to increase the number of graduates from these programs, through the establishment of a new institute, and
 mponent ICETEX will contribute to expanding equity and access in tertiary education by: a) financing and disbursing student loans, and b) fo

 ry schools with teachers on the payroll. (2) Teacher and principal training and education: The objective of this component is to create sustain
 y into the teacher preparation program; (ii) accelerated teacher preparation through development and implementation of the accelerated teac
 vision of ECCE services already established in Phase I, expanding cost effective ECCE services to cover all children in the target villages, a
 ted at US$25 million at the beginning has increased very significantly due to: (a) government's commitment to provide free primary education
 ct will increase the capacity of 2iE from 520 students to 1000 students by: (i) expanding the overall infrastructure of the 2iE campuses, includ
 ded for about 200,000 children, which will reduce considerably dropout and repetition rate, as it will increase gross intake rate in first grade in

ol infrastructure triennial plan (2007-2009). Component 2 deals with the support for teaching and learning. The objective of this component is
der pressure from increasing demand for better access and quality. There is also an overall consensus that Nigeria needs better middle- and
 vels; (b) the public supply- and demand-side finding of higher education; and (c) quality of students at entry and quality of services provided
s 1-2 of primary school, and by creating research capacity to assess and monitor quality of education which is instrumental to future quality im
 DF under revised legislation and help build its technical and organizational capacity.

education; quality assurance and standards; in-service training of teachers at secondary in math and science; information and communication
 ision of early childhood education; and, 2) Support to the Strategy of Expansion for Coverage by Increasing the Number and Improved Distri

 rricula, and 2.b. -- lower secondary education strengthening and expansion of pertinent and flexible modalities for lower secondary education

 Improve School Productivity scheme to purchase school supplies; and (c) supporting certification of about 3,000 community school teachers
  ments and students' learning achievements by strengthening and stimulating community participation in the school decision-making process

nctioning of qualified third-party assessment centers and certification organizations; aligning the supply of training with the competency-base
 ing and evaluation capacity; and raise awareness of STI among stakeholders. It will achieve the above through three subcomponents: (i) sup

 ting and expansion of existing infrastructure and provision of basic school furniture; and Package B which will provide basic inputs to improv
 ration and expansion of a training scheme to train approximately 1,850 unemployed persons from ages 17-30 who will subsequently be place

 s on improving the quality of the pedagogical learning environment and to demonstrate how the efficiency of the school network could be imp
  all reach and effectiveness of the vocational training system in the medium-term. Component 3, Project Management, Monitoring and Evalu

  anagement and procurement reforms to increase credibility, transparency and accountability in the use of public resources; 2) Improving edu
 illars: a) enhance fiscal sustainability and improve the fiduciary environment to: (i) ensure that public expenditure continues to be increased f
ence subjects; support for science education for girls and provision of life skills, including HIV/AIDS, gender and environmental awareness; a
end secondary school are continuing; 3) Administration/capacity Building, in which MoE's planning and policy-making capacity is being streng
nt consists oft he following two sub-components: (a) strengthening line departments at the national level; and (b) monitoring and evaluation.

 hool cooperation. Component 2) will support: Technical assistance for the conduct of functional analyses and for the creation of a more effec

me; and (c) where needed, the expansion and rehabilitation of public infrastructure. Component 3) will enhance the effectiveness of all the pro

 aking capacity, and, towards greater implementation responsibility at lower levels. 4) Monitoring, Evaluation and Dissemination - significantly
and side initiatives to promote school attendance and completion of the basic education (grades 1-9) cycle; upgrading the network of public s
 nal strengthening, through studies, dissemination of information, and monitoring and evaluation activities. 3) Support disadvantaged student
Window B) funds the creation of undergraduate programs in basic science and engineering at licensed public and private institutions and/or
 ties for teachers in schools. Priority Two improves monitoring and evaluation. This component establishes an externally administrated schoo
 d children with special needs, along with adequate facilities to complete primary education. This component will finance the construction and
  is designed to promote innovation and initiatives for the improvement of quality and relevance of training and to increase access to employm
ertiary education. It entails: improved sector oversight, and regulation; strong policies and strategies for tertiary education; consolidation of th


and contents of the new curriculum; and, objective, professional, and efficient evaluation and monitoring, and student assessment. Compone
overnance. There has been steady progress during the past two years, and the Program is showing improvements in enrolment and in reduc
eacher deployment. Component 3 enhances quality and equity by applying a standards-based approach to addressing the growing disparitie

ding of the project management team in the Ministry of Education. In spite of the many project benefits, particularly that it will help improve th
 ficiency of education policy tools. Component 3 provides financial and technical support for project management and monitoring of the projec
  and helping the Country progress toward the Millennium Development Goals (MDGs) related to poverty reduction and Education for All (EFA
 f Post-Primary Education component seeks to consolidate and scale up achievements from the previous operation, and to support and main
 ion of public administration reform in the education sector.
   Public Education (MEP) to reduce equity gaps by supporting activities to identify, reach and monitor the delivery of pertinent supply and dem
cation and training decisions, and facilitate lifelong learning. Component 2) Student Assessment and Evaluation: will improve the quality and
 dren with disabilities in the education system. 3) This component promotes the State reforms aimed at improving efficiency in delivering pub
  onalized in the ESSP 2004-08 under the Secondary Scholarships for the Poor Program. Component 2) will focus on strategic interventions a
 ng cost-effective interventions: distribution of vitamin A and iron-folic acid to school children under 10 years old, de-worming, treatment of ma
 ll, will strengthen school outreach. Increased literacy for mothers is also expected to have a long-term positive impact. Scholarships, funded
 damawa, Far-North, East, and North provinces. Component 4) will raise the overall quality and relevance of teaching, research and professio
 ing the capacity of the Ministry of Education (MOE), will focus on the efficiency of the education sector at: (i) the central level for policy, strate
orm. Component 3) will improve the efficiency of the general education system and to strengthen the policy development capacities of the Mi
   to girls at the secondary level, and, over the next few years, means-testing mechanisms will be piloted to better target these subsidies to the
  te (EHESI), the National Pedagogical Resource Center (NPRC) and Institutional Pedagogical Resource Sub-centers, and, the central minist
  vision of textbooks and learning materials for primary and secondary schools throughout the country, under competitive procurement proced
   compilation, analysis and dissemination of educational statistics as well as evaluation of competencies in Spanish and Mathematics for prim
  implementation of more transparent formula-based financing mechanisms for publicly-provided general education. The third, project implem
 regulatory framework for the TSGP. Component 2) will establish the Tonga School Grants Program. Through TSGP, the Tonga Education S
  3) For the Ministry of Health, technical assistance will be directed at: (i) creating a sustainable and institutionalized monitoring and evaluation
ponent will: (1) develop a system to implement kindergarten standards; and (2) support the Ministry of Education in building the capacity of th
man resources (teachers, principals and educational administration personnel) and physical facilities; and c) institutional development of scho
ough the implementation of a National School Improvement Program; and, 3) support increased equity in the provision of services, by providi
  els to restructure the budget; and assist the Government to determine and implement an effective plan for decentralization of education fina
 ill focus on minimum service delivery criteria in terms of physical infrastructure, instructional materials, teaching staff qualifications, in-service
  al accreditation program, and developing a strategy to revitalize the Open University. 2) The second component will further support HELTS b
  school training for parents, and adults directly involved in raising small children, with the objective of contributing to the child's comprehensiv
d, from traditional lecture-based instruction, to more emphasis on individual study, and applied research, through course modernization, facu
 y higher education in Afghanistan.
  ies and associated institutions can be coordinated. 2) Investment in human resources, to achieve a significant improvement in the quality of
 onomy - manufacturing, construction, and tourism - and, the small- and especially, medium-sized private sector enterprises (SMEs), employ
ses related to each of these factors. Component 2) The Pilot Programmatic Scheme (PPS) is an innovative mechanism of support to the edu
 idge all gender, and social disparities in primary education by 2007, and in elementary education by 2010; and, to reach universal retention b
 ducation; improve availability of pedagogical inputs in primary and lower secondary education (textbooks and materials); innovative targeted
  ion of a school grants program. The component will: (i) establish a school development planning system: (ii) implement a school improveme
 is subcomponent will support acquisition of school furniture, teaching equipment and library books for primary and lower secondary schools.
 se initiatives will eventually be adopted by primary schools. This component improves educational quality by providing didactic materials, equ
   education system in the past decade. The program, which will increase physical capacity to accommodate an additional 3,000 students at th
 hers and students to apply modern teaching and learning methods in schools using ICT and related instructional materials. Component 3) wi
  n system. The first component will improve quality through organizational development and capacity building ,including program manageme
   a network of ICT resource centers in project regions. The Learning Materials component would remedy the critical shortfall in new-generatio
 uality and relevance improvements as well as the identification and implementation of school-community activities to support education for p
  op student assessment instruments to monitor achievement of basic competencies. The third component strengthens capacities for policy a
e leadership of a Project Coordinator. Construction of the DLC facility includes a video-conference room, computer room, a technical, and ad
wer secondary grades. 3) this component will support the additional core primary textbooks needed to cater for new primary enrolment. 3) Th

 ty education. Component D seeks to enhance the performance of the core systems - training, ICT, assessment and infrastructure - that will e
  (e) enhance the partnership with the non-government sector. The program for quality improvement includes: (a) curricula and examinations
Punjab Education Sector Reform Program (PESRP) Strategy that is consistent with the National Education Sector Reform Program. The Pun
GDP and debt service to exports of goods, and non factor services) that remain within reasonable ranges; and, counterpart funding availability
 qualification criteria, resource support, and other operational guidelines to stakeholders; (3) project management and institutional strengthen
  ect seeks to: a) promote gender and geographic equity by supporting the Government's strategy to share education sector management with
  vel (FSQL) through a two-pronged approach: 1) it provides necessary support to district administration to improve planning, management, a
  enhancing public awareness; and monitoring and evaluation. Component 2 improves the relevance and quality of tertiary education by estab
 s to increase access to high-quality, nonformal early childhood development services for children between the ages of zero and five. There a
  ormal approaches will follow for pre-school, which includes the introduction to the Spanish language. Distance secondary education will be d
puter facilities. The component will further initiate expansion of formal preschool education, and education for children with special needs, an
 ers Associations capabilities, while rehabilitation grants should cover works on DEO premises; 2) build capacity, and support the design of an
 ent, while developing a master plan for teacher recruitment, training, deployment, and utilization, and, subsequently a teacher training and de
d by an increase in secondary enrollments. There are three project components with several subcomponents. Component 1 supports the imp
 orms and teacher professional development, textbook and reading materials to stimulate reading habits. 2) Reforms in financing and budget
 easing access to education, specially through incentives, and strengthening of community schools. The second component will focus on fina
 e training assistance in school development, and management will be provided; 2) finance centrally coordinated activities that complement th
  through specific sub-projects. The second component, System Management Capacity Improvement, supports 1) developing a modern mana
  MER) at national and local levels for policy analysis and formulation, as well as for planning and evaluation. Specifically, it establishes the Na
 s, while institutional capacity will be built to formulate, and implement new policies. In addition, the higher education information managemen
  peace education into the curriculum, b) support non-formal and emergency education programs, c) HIV / AIDS education prevention, d) sup
 nt of the educational system, by building the institutional capacity of the Program Management Division - DLCA - of the Literacy Department,
 an Education Decision Support System (EDSS) to facilitate efficient policy analysis and effective system management as well as to promote
s been financed by the Project Preparation Facility (PPF), so that distance learning activities could start immediately after project effectivenes
 is highly complementary to the establishment of an effective innovation system and per se a critical precondition for establishing a competitiv
  central and provincial operations. 2) Pilot experiments will be required to determine what will produce the desired, valid results, and what pro
   1 expands and rehabilitates existing secondary schools. Component 2 improves the quality of teaching and learning by developing curricula
 onal environment. Auditing of the school grants program will be conducted annually. The improvement of the education management informa
  d 3) eliminate disparities between high and low performing providers of public social services through enhanced quality and efficiency. This p
  h additional training of school staff and local community representatives). 2) The proposed capacity building component would have four sub
and the employment of female teachers, and teachers from disadvantaged communities; 2) provide scholarships to out-of-school children in
  g program. Adult literacy programs will cover structured learning activities, and training/workshops will be funded to strengthen provider capa
  al management, accountability, and monitoring by bolstering the program management and project operations of the Directorate of Seconda
   construction, and rehabilitation of primary classrooms; installation of latrines, and wells; maintenance and repairs; and, construction/rehabili
 d publishes and delivers training modules. The third component provides supports for a Quality Assurance Team, improves the personnel m
  cal assistance in establishing the performance standards for an accredited system of higher education. Management training, and capacity b
 s; support for community or parents associations for school-based management activities; and lastly, improving school supervision. Compon
 e Fundescola's schooling improvement reforms consolidate these reforms under the responsibility and support of their Secretariats of Educa
 hnological curricular disciplines. As well, the horizontal articulation of technical secondary, and tertiary education with the labor market, will b
 on and support program for students. The second component focuses on institutional development and investments, improving efficiency, ac
 s, focused on providing reliable information for policy formulation; 2) upgrade school facilities, by improving energy efficiency, hygiene conditi
 artnership between schools and parents. The second component finances institutional strengthening of the overall education system, includi
 ent to the sector, and to institutional development, major risks include however, a weak coordination between the Ministry of Education and C
 -based curricula, and provide continuous professional development to teachers. The training programs will be consolidated, through the distr
 ange, including the supply of computers, pedagogical tools, and internet access. The three sub-centers will be retrofitted, and partially equipp
   and develops a resource center on decentralization. This component also finances an academic decision-making mechanism; provides inte
ecialist and administrative/logistical ESAS staff; equipment, software, materials, and books; develops and field-tests standards-linked externa
  provide instructional guides, textbooks, ad other resource materials; train trainers/educators in select areas, including fellowships, and deve
er Education staff, and, technical training to the two universities involved, for their management, and accountability assumption; 2) financing o
  provide instructional guides, textbooks, ad other resource materials; train trainers/educators in select areas, including fellowships, and deve
 o the likely inability to disburse (or misuse) project funds. It is foreseen that the benefits of the project, and its appropriate design, should mit
epair pre-schools, repair primary-year classrooms, and construct housing for community secondary school teachers. This component also st
 cation councils, strengthen teachers basic education, and promote the organization, and training of parental committees, featuring the creati
  skills and reproductive health courses, procurement of scientific equipment, strengthening of library and information services, and establish
yment will be performed to enhance interventions, and, a new curriculum will be introduced. Educational materials, and school furniture will b
nical assistance (TA) will be provided to the National Education Research and Information Production Center (CRIPEN), for the reform of gra
cipatory criteria. Economic assistance/scholarships will be available for poor families, with an emphasis on girls attendance; 2) focus on impr
es for new professions and teaching and learning materials to develop work-related core skills. At the regional level, the project will pilot esse
providing student, and faculty housing facilities; 2) enhance the quality of education, by modernizing existing laboratories, and workshops, de
The fourth component strengthens institutional capacity of the Directorate of Non-Formal Education by improving its administrative, financial,
ble. Shanty school buildings will be replaced, to accommodate growing student enrollments in primary, and secondary schools; 2) expand the
, by extending the Delegated Budget Program by the year 2009, by strengthening the Ministry of Education and Science (MES) capacity to as
 a textbook rental, and monitoring system will be financed; 2) strengthen the management capacity at central, and local levels, through the de
cation centers, provides residential facilities for migrant children, and services children with mild to moderate disabilities. This component als
 inate the operation and financing of the TEVET system, and provide support to trainers. 4) This component will support curriculum developm
 secondary education. This component, complementary of a federal loan that will finance the expansion of secondary education in several sa
ss to education, through televised educational programs (TELENSINO), and, increase accessibility for dropouts, parents, and young workers
ed following the Government's standards, and regulations; 2) provision of pedagogic equipment, and services, such as school libraries, scien
o support and mentor MOE staff. 2) The second main component, Targeted Interventions, will support the implementation of activities in the F
 re new skills at the Cyberpark, and to integrate the latter with the Distance Learning Center and the Global Distance Learning Network.
her items, and will share experiences with other community libraries; 2) institutional development to strengthen local capacity, for the manage
  should offer equal programs to regional students by July 2001, and will be established in existing tertiary level institutions, with provision of c
xtbooks and learning materials, and management support. There are five project components. While the first project component rebuilds sch

 n to monitoring, and evaluation; 3) protect children, youth, and teachers through the HIV/AIDS prevention, and education component, in an e
  nit, and, the rationalization of the teaching staff, will include the identification, and implementation of policy measures for an improved distribu
n initiatives, school and family reading, introducing national languages in literacy training, textbooks and reading materials, school health and
ater supply, and sanitation, will be included. 3) Nutrition, to provide counseling, and nutrition education for improving children's nutritional statu
   campaigns, creating incentive schemes to increase school coverage, and implementing projects linking school learning with productivity. Th
onent improves school quality by providing in-service teacher training; community preschool teacher incentives; learning materials; training fo
  tive schooling facilities, designs interventions to address the educational needs of children from socially disadvantaged groups,, conducts re
 ogies; extend, equip, and maintain school infrastructure; and reinforce in-service training capacity. The second component covers system-wi
o build staff capacity in all required areas of expertise while creating an operational network of resource institutions. The second component d
be increased through the expansion of secondary schools. The component includes construction, and upgrading of facilities at the Atoll Educ
   rest of Europe; 3) finance the development of an education management information system, to enable improved management, and compa
 as well as school improvement projects. The third component procures consultants, develops workshops, and decentralizes financial and ma
 ovides quality improvement grants to school clusters; 4) and supplies training, monitoring, and evaluation funds for activities related to the pr
  and telephone wiring; and, 2) support for the establishment of the distance learning center, through the provision of training, and consultant
  ies; and by funding self-help projects to promote increased access, equity, and quality. The third component improves the quality and availab
 s, Program Committee, and an Implementation and Management Unit; develops a proposal to scale-up and institutionalize the project; and s
    wiring. Further DLC equipment will be supplied, including the installation of the Very Small Aperture Terminal (VSAT) - a satellite communic
omponent builds capacities for families and communities for improving the nutritional and health status of children, by reducing micro- and ma
stitution building component as well as a policy reform component. It funds the following activities: improving the current examinations admin
 ), a technical and administrative center, and installation and/or upgrading of electrical and telephone wiring. It also includes purchase and ins
 ouncil's Secretariat, the Higher Education Accreditation Council; and university management and planning. The third component helps reform
  procedures, and develops its strategic planning and management capacity. 3) It develops the staff's capacity to define modern standards an
 nning; 2) develop a strong monitoring, and evaluation system, to generate timely information on the implementation of the training program, o
 ure and promote both the quantity of the program output and the quality of instruction. 5) Radio broadcasting will strengthen the existing cap
    and training school directors. The second component increases access to education and improves equity by expanding the number of place
  raining will be supported, particularly for those teachers serving rural schools. The monitoring capacity of MOE will be strengthened, to deve
 information technology in participating universities and higher education institutions. The second component will provide grants, on a compe
er bias in instructional materials. Fourth, early childhood development and care (EDCD) will develop an EDCD strategy; increase training for
   program for the Posyandu and BKB cadre. It will also develop an Information, Education, and Communication (IEC) program for supporting
   within their district, manage the education program between the different agencies, use appropriate techniques for planning and implementa
ve teaching and learning process by reviewing the curriculum content of grades 1 to 3, carry out action research with teachers in small, multi
cies, use appropriate techniques for planning and implementation, assign staff according to needs, and carry out targeted activities. It will sup
studies; and promotional campaign for parents and families. The objective of the single shift - full time schools component is to expand a new
ess and mobilizing community involvement; establishing school management committees for each school; constructing toilets and drinking w
s providing continuous training and promoting information exchange among staff. The second component funds innovative forms of coopera
  n-service teacher training; b) to increase education quality, through the Ministry of Education and Science (MES) capacity building, for asses
ment for teachers, and, strengthen institutional capacity. The quality improvement component include, the conversion of commercial schools
 tablishment of learning networks consisting of municipal committees which plan, implement, and disseminate best practice on the service int
 mponent promotes communication and social mobilization by disseminating strategy and results and building a network of social communica
 s. The first reinforces the integration of basic education by improving primary school infrastructure and increasing textbook supply and teach
quality assurance will consolidate the national system for quality assurance; establish a qualification framework for study programs; and desi
primary and secondary education. The sub-components include: curriculum and assessment; teacher development and support; physical co
 eparation facility.
ement, finances local consultant services, equipment, and project audits as well as project monitoring and evaluation.
 nd 6) operating costs. The second component supports capacity building and reorientation of teacher education institutes in pilot regions. It f
 ng at various levels. 2) The capacity expansion of the polytechnic system enrollment, and the quality enhancement of its training programs. T
 ntific excellence supports a) research projects at 1-3 SIs and 5-10 SN which carry out scientific research; b) expansion doctoral and post-do
  l and vocational education and training activities that encourage private sector participation in order to tie training to the job market, increase
  f the first component. The third component improves access to quality textbooks and teacher-learning materials to primary schools by a) pro
nd effectiveness of secondary education will provide training for school-based managers. The credit will also finance establishment of a smal
ough these programs at the district and community levels and through selective training and project implementation at the central level; and 4
   and by strengthening teacher training. Attention will also be given to overall sector management, planning, budgeting, and information syste
n. Third, the governance and management component will train and empower the managers of the new universities with a view to enabling th
  mbined with infrastructure aspects as integral fashion. The programs were based on proposals prepared by parents, teachers, and directors
 stitutional capacity concerns, information and technical assistance efforts will support weaker schools and communities to develop and imple
 ized system for consolidating textbook orders; (3) providing technical assistance and training in curriculum design and preparation of publish
elopers in occupational specialties; 3) for institutional infrastructure development in management, operations, and procurement; and 4) for st
ools, provision of hardware, software, and training for information technology in basic education schools. Third, program implementation supp
 stems. The third component -- increasing equitable access -- will include construction of new schools and additional classrooms in under-ser
g central, district, and school-based in-service teacher-training programs; 3) improving learning processes by curriculum development, exam
 tion of educational facilities and libraries; 4) quality inputs, which supply educational materials and equipment matching the curriculum for ele
ches to construction and maintenance of public schools, and municipal supervising and managing; 3) developing the institutional capacity of
 ting in the Northern areas and Azed Jammu and Kashmir by rebuilding dangerous schools and erecting new school buildings for currently sh
   government capacity for joint planning, monitoring, and implementing of social service programs with civil society in the sectors of health (in
mary school; and 3) improving state and district capacity to manage primary education.
hing a school mapping database.
 ponsiveness and quality of training through: a) addressing current and expected training demand, including development of training program
vate sector, focusing on innovations by small- and medium-scale enterprises (SMEs). Second, the S&T research component will increase an
 d universities. Third, Management Information System will finance development of strategy and process redesign; software development; up
  nal services in the district, technical assistance and training will be provided. The first component focuses on initiatives to improve basic edu
  ning of teachers, principals, supervisors, and other administrative staff; 2) strengthening school-based management at the local community
 er training, and innovative social formative projects; establishing learning resource centers; rehabilitating schools and equipment; developing
 y-University Linkage component, supports joint action between universities/public research institutes, and the private sector by restructuring
  tion ministry, at both the national and Judet levels, to plan, implement, and manage the government's school investment and rehabilitation p
ssistance, training, and systems development) to strengthen the Municipal Secretariat of Education to fully assume decentralized manageme
 nd financing equipment and technical assistance. The second component strengthens the Sonora (the Institute of Educational Credit of the S
 rams to address the special needs of over-age students; review, design, and provide educational materials for teachers and students for all
11,000 additional classrooms in the existing institutions; and 2) improving quality and retention, through appointing about 13,000 additional te
 ate educational resources and in-service teacher training; and establishment of school-based extracurricular programs for youth. Third, proje
porting school development plans; and financing school subprojects. The third component carries out school microplanning and develops an
ening; (v) encourage institutions to raise a substantial proportion of the non salary recurrent resources they will need from non-governmental
 s the assessment and examination system in five key areas: (1) integrating assessment objectives into the new curriculum; (2) improving ke
s to increase employer involvement in advising TVE development through: (a) the modernization of the management and governance policie
  component focuses on strengthening technical education at the Technical School Leaving Certificate (TSLC) and Diploma levels provided b
ity to offer practical guidance and support to Higher Education Institution's (HEIs). It will concurrently strengthen the organizational capacity o
chnology in the teaching and learning process, and in support of the transition to a dual mode delivery of the initial teacher training program
 g inputs; and improve the efficiency and transparency of qualifications. (4) Quality assurance: improve information available to government,
 al capacity for service delivery through community learning centers. This component will support the evaluation, planning and delivery of exp
es provided by FODE. Within the FODE central campus and the 20 provincial centers, interventions will be focused on improving performanc
nd policy-making; and the improvement of its capacity to monitor, evaluate and manage the project. The second component is the strengthen
 n particular the implementation and performance of the SDP; and inform strategic policy decisions and policy reforms by providing sound an
engthen the planning, management, and coordination of national science, technology and innovation (STI) policies and programs to make eff
entation of second component , collecting and using performance information, and policymaking.
g for growth by focusing on the school-level factors and teacher-related characteristics which lead to better learning outcomes. The third com
 selected and sequenced with the implementation of first component.
 onal Institute for the Promotion of Vocational and Technical Training (INAP-FTP) to support the TVET system.
Component 1: Strengthening the governance of the tertiary education system by: (i) supporting the implementation of higher education gove

eachers; (ii) the provision of free primary school books; (iii) direct support to schools; and (iv) subsidies for literacy workers. The third compo
of existing science laboratory buildings of four (4) faculties located within the UG, (b) provision of scientific and multimedia equipment to the e
was underpinned by slowdown in exports and lower foreign direct investment, which constrained private investment and threatened to reduce
nt support from civil servants with longer experience in the public sector; b) the main political risk is related to the presidential and
 inclusion, through further improvements in efficiency and equity of social sector delivery. These areas of reform are among the key priorities
ng to donors on the use of aid funds. This program continues to support the Government of Rwanda as it implements measures to foster bro
his component include two sub-components: competitive selection of candidates and provision of pre-departure language training to selected
mings in the provision of public infrastructure and social services undermine the sustainability of growth and the Government's ability to redu
 sparency Initiative (EITI) secretariat. The second component of the project is education and skills development. This component has two su
  at both federal and regional levels, and in the public and private sectors. Component three comprises of development and implementation o
upport grants through monthly cash transfers provided for the duration of six months to each eligible household. Component 2 uses conditio
 and accountability in education, health, agriculture and natural resources, rural roads and water supply and sanitation; and (ii) the procureme
cation; 2) to improve budget management to support the joint performance of the social sector within the CCT program; 3) to support the gra
has embarked on a 'funds follow the student' financing reform in the education sector to increase efficiency and education quality in light of th
 for additional retrofitting contracts initiated under the original loan to be completed; b) reallocation of proceeds under the original lo
  provide US$15 million for reconstruction of bridges in addition to an approved World Bank financed project, expanding opportunities for vuln
  European Union (EU) and an increasingly diversified set of other partners, with export growth expected to play an important role as competi

my, (iii) academic autonomy, (iv) financial autonomy, (v) public-private participation, and (vi) monitoring and evaluation. Component two: pilo
 d caregivers of children aged 0-4; and iii) provision of technical assistance to design training materials for the training of parents, relative
 ormation to assess and improve the performance of the selected institutions.
nd protection of the poor and vulnerable. However, it is only since the fall of 2008 that the new government launched adjustment measures ta
will be the vehicle through which the Ministry of Education (MoE) will secure a consistent and reliable source of funds to support capital prog
ector; c) design and build a new campus equipped with equipment and facilities of international standards to support excellence in research a
inistry of Higher Education and Scientific Research (MoHESR); and (ii) develop the fiduciary capacity of Taiz University. The fourth compone
ve the quality of teaching, learning, and research. Component C will finance undergraduate scholarships for disadvantaged but qualified stud
nance ongoing activities including: (i) the construction, rehabilitation and equipping of schools; (ii) the procurement of didactic materials
 SNB) based on defined competencies, to ensure a minimum standard for all upper secondary education graduates and to facilitate transfer
niversity development grants to improve the social and economic relevance of university education and quality and innovation grants to impr
, including classroom construction and rehabilitation, library and laboratory construction, and the construction of schools for children with spe
AF will contribute further to setting the stage for change at the national level by the institutionalization of assessments through expansi

 areas; improved instruction in mathematics, sciences (biology, chemistry, and physics), and languages; and better teaching practices. The t
 rd component of the project is policy development and evaluation. This component will support the organizational and institutional developm
ms. The second component is Knowledge Development, Policy Studies, and Capacity Building. This component will: (i) improve monitoring a
ancial crisis, the policies supported by the proposed DPL are part of GORJ's medium-term reform program. Specifically, the loan supports m
nd established education and training as a national priority, second only to territorial integrity. The reform program, as laid out by the CNEF, a
 is expected to: i) increase primary education services through the construction of 1,120 additional classrooms serving about 270 communitie




nges in priorities, financing and project environment; (b) project funds are reallocated to fund priority activities; and (c) physical i
cation sector, based on the recently developed national higher education development strategy. No changes are proposed to project design o
 ening the MoE capacity on innovation and related competitiveness policies. This component will enhance the MoE's institutional capacity to f
  the training and professional development of teachers, school leaders and education managers to successfully move to FDS in the province
s to the project. The first component of the project is skills training for unemployed youth, will finance the training of unemployed youth throug
d capacity building. This component will: (i) support policy research and knowledge sharing at the national level; (ii) improve monitoring and e
 nize Governance, Accountability and Management Systems. This component aims to strengthen the management performance and accoun
ort to strengthen existing capacities for implementation and monitoring of the sector program.
 rix (annex two) and monitoring framework (annex three) describe the main areas of the program along with the expected outcomes. In partic
onitoring and evaluation (M&E), and to ensure that outputs from these activities fully support and inform the adoption of a school centered ap

rds Program aims at improving state schools' infrastructure, equipment and teacher availability and quality. The Literacy Program includes ac
 teaching, improve learning, and boost research, in areas of priorities for national development, relying on demand from this community. Sec
eachers to develop the skills needed to better teach these areas. The third component is the project coordination and management. This com
hnology (IT) literacy skills, and improved technical capacity to measure student learning outcomes. The second component of the project is t
reform the inspection system. The second component of the project is Teacher Development Program (TDP). This component will support th
 me levels of the population living in these communities by supporting selected production chains. This component will develop activities in CO
all within four broad thrust areas which aim to improve: 1) fiscal sustainability and the effectiveness of public expenditures including in educat
hool level and 44 percent reported difficulties at the junior secondary level. The BOS program, which was initiated in 2005, disburses block gr
ality of education through improved teacher in service training and professional development. The objective is to improve quality of teaching;
 is strengthening school-based training for teachers and directors in preschools and general secondary schools. The objective of this compon

on of textbooks and science equipment. The third and the final component of the project will enhance the enabling environment for post prim
 in order to allow for full implementation and monitoring of activities under the original credit. The AF is an attempt t
 engthening the capacity of the regional departments of education to provide support to the school system; (iii) providing supp
ew selected schools that are used as temporary shelters in case of natural disasters will be upgraded. 2) Support the development of a Nat
 lly from rural areas; Component 2 is Quality and Relevance of Upper-Secondary Education. This component will support integrated strategie
ticipating departmental and municipal secretariats of education that are certified by National Ministry of Education (MEN). The second comp

 ping capacity to improve planning, programming and data collection and analysis. The third project component is supporting secondary educ
 eness campaign. It includes the creation of an accreditation system for early childhood parenting education and support programs and a gra
eading to certification. It will support the development and implementation of policies and procedures for the recognition of prior learning and,
studies in education. This subcomponent will support the preparation of degree-holding teachers, particularly in mathematics, sciences and L
 e of employers; and (iv) creating the conditions for increasing the relevance and quality of the TVET, especially at the level of
ent 3. Governance and Institutional Strengthening the Ministry of Education (MoE). This component would support efforts to strengthen the M
 ems and practices, building on the institutional framework supported by APL 1; (iii) using student assessment for education quality improvem
ent capacity at system and institutional levels for higher education.
nabling learning conditions for all children; capacity building and academic support to state and sub-state structures; and monitoring learning
hment of a new institute, and by undertaking rehabilitation and reforms of a select number of other institutions. Initially, training programs wil
 sing student loans, and b) forming alliances with higher education institutions to support students pursuing a tertiary education. The second

omponent is to create sustainable systems which will increase the level of professional knowledge and skills of educators throughout Afghani
 tation of the accelerated teacher training; and (iii) improved management of teacher preparation through institutional capacity building to man
 ldren in the target villages, and ensuring sustainability of interventions in target communities after the completion of Phase II. The third comp
 rovide free primary education and meet the popular aspirations of universal primary education, which entailed funding additional te
  of the 2iE campuses, including boarding facilities and student life facilities; (ii) improving the pedagogic and research capacity wi
 ss intake rate in first grade in these areas. Additional activities are therefore necessary, and have been planned by Government. At prese

 bjective of this component is to contribute to maintain or improve student acquisitions through supporting: (i) the introduction of new in-servic
eria needs better middle- and higher-level S&T graduates to cater for its non-oil economic growth. For these reasons post-basic stakeholders
 quality of services provided by HEIs. The second component is the capacity building for the university teaching and research. This com
 strumental to future quality improvement. Component 3 is to strengthen the capacity for policy planning, budgeting and program execution in


 ormation and communication technology in education. 3) Providing opportunities for further education and training, includes: guidance and c
 Number and Improved Distribution of Teachers. This component will assist the Government pursue its Strategy for Universal Basic Educatio

or lower secondary education, and 2.c. -- education demand scholarships for low income students. Component 3 -- school management in su

 community school teachers by providing a 60-day in-service training and providing a 60-day accelerated training for about 1,800 new teache
hool decision-making process. Component 4: will improve efficiency of general secondary education financing by building capacity in the educ

ng with the competency-based approach and strengthen professional training institutes; and training, assessing and certifying workers. Anoth
 three subcomponents: (i) support the development of public STI policies; (ii) support the National Research and Innovation Agency; and (iii)

rovide basic inputs to improve the quality of basic education; (c) Institutional Development for Key Functions of the State Ministries of Educat
 ho will subsequently be placed in an internship with private firms to gain on-the-job experience; 2) Improving the policy framework for trai

school network could be improved through the adoption of more efficient school building standards and through school consolidations. The t
ement, Monitoring and Evaluation, will provide support for: (a) establishment of project management and implementation structures at the na

c resources; 2) Improving education sector management through reforms to strengthen the functioning, capacity and accountability of provinc
e continues to be increased for education at both provincial and district levels in accordance with sector needs; (ii) strengthen the districts' fin
 environmental awareness; and revision of primary curriculum and provisions of appropriate learning materials.
aking capacity is being strengthened with adequate institutional mechanism for oversight of a number of implementation measures, and grea
 monitoring and evaluation.

r the creation of a more effective organization; purchase of office equipment and furniture for managers; Technical assistance for the develo

he effectiveness of all the project's interventions by developing solid evaluation, certification and accreditation systems, and by improving sch

  Dissemination - significantly emphasizing program evaluation and monitoring to guide policy and planning. Public expenditure tracking surve
 ading the network of public schools to ease geographical constraints to equitable access to high quality basic, and secondary education; stre
pport disadvantaged students, through the promotion of equitable access to, and completion of, tertiary education, through interventions des
nd private institutions and/or the rehabilitation and upgrading of existing degree programs in basic science and engineering. Window C will su
xternally administrated school leaving examination, Matura, and supports the design and establishment of this examination and related logist
 finance the construction and rehabilitation of classrooms in the five districts of the country; schools will be provided with equipment and scho
  increase access to employment-oriented TVET for underserved population groups.
education; consolidation of the national system for quality assurance; establishment of a national observatory within tertiary educatio


udent assessment. Component 2 - increased access and equity in rural schools - should provide additional resources to poor rural schools a
nts in enrolment and in reducing the gender gap at the primary and middle school levels. The proposed third credit will assist the Governmen
 essing the growing disparities in both inputs and outcomes of basic education. Component 4 supports effective resource mobilization; it seek

arly that it will help improve the learning environment, major risks to the project are the unstable security and political environment, as well as
 t and monitoring of the project.
on and Education for All (EFA). Another indirect, but important, benefit is that the program is strengthening decentralization by increasing the
 ion, and to support and maintain Government reforms for improving the quality and efficiency of secondary education. In particular, this com

y of pertinent supply and demand education services to regions with low education indicators and students from low income households. Co
   will improve the quality and outcomes of secondary education by developing systems to collect and disseminate reliable information on stud
 g efficiency in delivering public services through two subcomponents, one that addresses broader public sector issues such as supporting th
 s on strategic interventions around decentralized quality improvement in order to encourage right-age enrollment, foster promotion of studen
  de-worming, treatment of malaria and fever, and the promotion of good health and nutrition practices. Component 4) will supply basic learnin
mpact. Scholarships, funded through school grants, targeted to poor girls, "dalits" and out of school "janajati" children, will offset the pri
 ching, research and professional development by improving the system's ability to internally generate a critical mass of high quality academic
  central level for policy, strategic planning and monitoring and evaluation; and (ii) the governorates and districts level for the impl
elopment capacities of the Ministry of Education and Science of Ukraine (MES) and other institutions responsible for general secondary educ
r target these subsidies to the poor. Incentives will be provided to the private sector to set up institutions in underserved areas. Moreover, sig
 nters, and, the central ministry in the form of resources for some capital expenses, research, seminar development, equipment, publications
mpetitive procurement procedures which conform to the World Bank's new guidelines for textbooks. It will also support the development and
 sh and Mathematics for primary and secondary school students. The third, Implementation of the School Autonomy Program will provide fina
 on. The third, project implementation, will provide consulting services and training to support project implementation.
SGP, the Tonga Education Support Project (TESP) will finance improving the quality of schooling and removing inequities in access to quality
 ed monitoring and evaluation platform at the federal level; (ii) strengthening monitoring and evaluation capacity at the state and municipal lev
n in building the capacity of the kindergarten department.
 itutional development of schools, DEDs, PEDs and the MOE. The program also aims to promote education for girls by putting a priority for fe
 vision of services, by providing free textbooks, allocating resources based on a per capita formula, focusing rehabilitation efforts in underser
 ntralization of education finance. A new Strategy and Planning Unit has been created and will be the focus of capacity building efforts.
  staff qualifications, in-service professional development, school organization and management, and school-community linkages. It includes
  will further support HELTS by improving the quality of higher education through targeted investments, and by strengthening the managemen
g to the child's comprehensive development, prior to preschool attendance. The training is targeted to families in indigenous, or low-income r
h course modernization, faculty upgrading, and accreditation; and, 2) implement the new policy framework for higher education as outlined

mprovement in the quality of human resources available for policy making, and implementation in the two participating Ministries and associa
 enterprises (SMEs), employer federations, business, and investor associations in these sectors; 2) the training sub-projects component will
 hanism of support to the education sector. It offers an opportunity to pilot, on a relatively limited scale, the programmatic approach that the w
to reach universal retention by 2010. SSA spans across several Five-Year Plan periods, from 2001, and 2002, to 2008. The Project will 1) es
aterials); innovative targeted learning programs for alternative rural schools (pilot) and tutoring programs for under-performing students in tar
plement a school improvement grant (SIG) program; (iii) carry out external and school-based assessments; and (iv) establish a competitive in
nd lower secondary schools. Component 2. Strengthening Management and Administration: The objective of this component is to strengthen
viding didactic materials, equipment, and training; and assists community-associated management by redesigning the institutional model for
 dditional 3,000 students at the primary level and another 7,000 in secondary education, is expected to have a two-fold impact. First, it will su
l materials. Component 3) will enable teachers to understand and implement the new curriculum and assessment techniques in the classroo
cluding program management, and monitoring and evaluation. It comprises three subcomponents, aimed at supporting investments which w
 cal shortfall in new-generation learning, by developing the regulatory documents for materials, its development, and use; developing, licensin
es to support education for peace projects designed to mitigate the incidence of violence and conflicts. Component 2. This component will st
gthens capacities for policy analysis and management by supporting capacity building of the Energy Ministry to make information-based deci
ter room, a technical, and administrative center, as well as electrical/telephone installations. Additionally, equipment for a small aperture term
ew primary enrolment. 3) This component will finance the development of a secondary core textbook rental scheme and revolving fund, and

  and infrastructure - that will enable the Ministry of Education and Training (MET) to better implement the kinds of activities included in the fir
 ) curricula and examinations reforms, (b) provision of textbooks and teaching materials through capitation grants to schools, and (c) quality im
or Reform Program. The Punjab ESRP has three pillars: (A) public finance reforms to realign expenditures at the provincial and district level t
 ounterpart funding availability for the project. The first component seeks to increase equitable access, through an absolute enrolment in seco
 t and institutional strengthening to establish a sound structure for project management and implementation, and strengthen the capacity to d
ation sector management with communities; b) develop a community-based approach to rehabilitate existing school infrastructure; c) improve
 ve planning, management, and monitoring capabilities; and 2) it enhances school capacity to provide effective instruction at poorly resourced
 of tertiary education by establishing a Quality Enhancement Fund (QEF) to allocate resources to improve undergraduate degree study progr
 ges of zero and five. There are three main components. The first component expands preprimary educational services by establishing Regio
secondary education will be developed (in addition to traditional school delivery) through cost-effective information and communication techn
 ildren with special needs, and, additionally, non-formal education, and early childhood development will be supported, targeted specifically fo
   and support the design of an education system, focused on learning outcomes, know-how and attitudes, emphasizing the skill needs for
  ntly a teacher training and development unit will be established at the Ministry of Education to develop delivery programs for a sustained, pro
omponent 1 supports the improvement of school, quality by assuring minimum operational standards for schools, supporting the implementa
orms in financing and budgeting so as to gain efficiencies in the use of financial, human, and physical resources. 3) The proposed school gra
  component will focus on financing activities at the Federal level, namely the effective implementation of the UBE program, which requires co
   activities that complement the bottom up approach, and support all-age schools not eligible for school improvement grants (SIGs), to rally n
1) developing a modern management style through training of policy planners, managers, and administrators from the central and participatin
ecifically, it establishes the National Education Indicators Set (NEI); improves the National Education Database (NED); and prepares a Nation
  ion information management system (SNIES) will be improved, and strengthened to prod quality enhancement. Project management will sup
 education prevention, d) support the expansion of the Grants Program; and 2) enhance the institutional capacity of the MEST by a) establish
- of the Literacy Department, essentially the provincial Literacy Coordinators of the Ministry of Labor, Vocational Training, Social Developmen
 ement as well as to promote transparency; 4) comprehensive and coordinated educational research, policy analysis, and monitoring and eva
  tely after project effectiveness; 2) support for CEDO's operation, by financing operating costs on a decreasing basis over the first three ye
n for establishing a competitive knowledge-based economy. The project development objectives will be pursued through the implementation
 d, valid results, and what process is most implemented. 3) Information dissemination. Through this component, the project will facilitate infor
 rning by developing curricula for Forms I to III, upgrading teacher skills, improving the student assessment system, and improving student su
ucation management information system (EMIS) will be strengthened, specifically, EMIS will help monitor school enrollment, attendance, rete
d quality and efficiency. This programmatic lending deepens the already implemented sector reforms by supporting policies and programs wit
mponent would have four sub-components: (i) school-based teacher development and support; (ii) school accounting system; (iii) education m
s to out-of-school children in the first year, and maintenance scholarships in the later years of primary schools, provided to all children from p
d to strengthen provider capacity; 2) improve the quality of basic education, by supporting the Government's educational reforms, th
of the Directorate of Secondary and Higher Education (DSHE), supporting school management and accountability, and providing for staff ma
 rs; and, construction/rehabilitation of middle schools, including teacher's education schools. The second component aims at improving the q
m, improves the personnel management information system, develops accreditation and teacher classification procedures, and provides com
ement training, and capacity building will be financed, as will the establishment of an integrated management information system, and of a pr
  school supervision. Component 2 strengthens institutional capacity at federal and state levels. It consolidates the national evaluation system
of their Secretariats of Education. Second, the project will help hundreds of local governments expand these reforms into thousands of additi
n with the labor market, will be constituted through regional networks of educational institutions at the technical, secondary, an
 ents, improving efficiency, academic and pedagogical quality, research, and the scope of service delivery of specific institutions. The third co
 gy efficiency, hygiene conditions, and access for the handicapped. School networks within municipalities will be optimized, by simultaneously
rall education system, including reforming teacher training, and developing and implementing Education Improvement Projects (PMEs) as we
e Ministry of Education and Culture, and the Regional Administration and Local Governments; the potential primary school enrollment which
 onsolidated, through the distribution of textbooks, management capacity building for early childhood development, and community, and priva
etrofitted, and partially equipped to include one multimedia classroom; and, 2) finance operation costs on a decreasing basis, over the four-y
 ng mechanism; provides interns with exposure to employment opportunities in districts; and funds project support. The second component fu
ests standards-linked external assessment instruments; and covers national costs, technical assistance, and recurrent costs. The third comp
  luding fellowships, and development of a coordinated teacher appraisal system; 2) establish learning resource centers, and expand and upg
 ity assumption; 2) financing of the redesign process of the universities' budget structures, and procedures, to facilitate flexible allocation of re
 luding fellowships, and development of a coordinated teacher appraisal system; 2) establish learning resource centers, and expand and upg
ppropriate design, should mitigate those risks.
hers. This component also strengthens collaborative relationships with parents, teachers, and other community members to upgrade educati
mmittees, featuring the creation of inter-cultural, and bilingual schools; 3) establish school-based management strategies in rural areas, throu
 ation services, and establishment of a competitive research fund. The second component increases access and improves equity in distributi
 ls, and school furniture will be supplied upon completion of civil works; and, 3) strengthen the capacity of the MOE, to implement basic educ
 RIPEN), for the reform of grades 1-9 curriculum, and for the development of new textbooks. Training will also be provided for Head Masters
 attendance; 2) focus on improving the quality of education, by strengthening multi-grade strategies, and bilingual education; providing educat
 vel, the project will pilot essential reforms in general and initial vocational education in three regions selected on a transparent basis: Sam
oratories, and workshops, developing, and revising curricula to meet labor market needs, and entrepreneurial requirements. Learning resour
 g its administrative, financial, information, planning, implementation, technical service, and monitoring systems, strengthens its management
 ndary schools; 2) expand the non-formal pre-school education program, through new community initial education centers (CEFACEIs), as w
 Science (MES) capacity to assist municipalities in optimizing schools, and, by establishing a new education management information system
nd local levels, through the development, and implementation of policies to improve the financial, human, and physical resource managemen
 abilities. This component also provides parateachers, trains school management committees in community mobilization and awareness build
 support curriculum development by the training institutions. 5) This component will finance public and private training institutions in developin
ndary education in several sates, will plan, and structurally reorganize the secondary school system, guaranteeing additional school places, th
  parents, and young workers (age group 15-39 years) (Educacao Contextualizada). The component will finance technical assistance, consul
 uch as school libraries, science and language laboratories, and learning material, for innovative implementation of the full time schedule; 3)
mentation of activities in the Five-Year Plan and AWPB. The subcomponents under this component include the extension of a program for s
ance Learning Network.
ocal capacity, for the management of school, and community libraries. Technical assistance (TA), training, and workshops will be provided, d
 nstitutions, with provision of computers, and audiovisual equipment. Satellite rental, facility maintenance, and operational costs will be partly
oject component rebuilds school physical infrastructure, the second provides learning-teaching materials, the third mobilizes and communica

education component, in an effort to promote knowledge, through educational activities, and information dissemination. The Ministry of Educa
sures for an improved distribution of teachers, and schools. In addition, an in depth operational study, and an action plan will be conducted, a
  materials, school health and nutrition, the dropout and repetition initiatives, adult basic education, evaluation of student learning, teacher trai
ving children's nutritional status, and further address growth monitoring, and micro-nutrient supplements. 4) Education, to expand the gir
  learning with productivity. The second component provides technical assistance to strengthen the education ministry's capacity for project im
  learning materials; training for school principals and teachers; textbooks, classrooms, and a school library; rehabilitation and replacement of
antaged groups,, conducts regular health check-ups of school children, and mobilizes and strengthens community organizations and launche
component covers system-wide reforms aimed at strengthening evaluation and remediation, research, and school- and regional-level manag
 ns. The second component develops and tests essential strategies for post-literacy to ensure the scaling up and sustainability of the progra
    of facilities at the Atoll Education Centers, providing library services, science equipment and laboratories, in addition to teacher training at th
ed management, and compatibility of information sector wise, among the county's decentralized education systems. It will further test the viab
  ecentralizes financial and management procedures. The fourth component strengthens implementation capacity by financing technical assis
   for activities related to the professional development of animators as well as assisting in monitoring and evaluating grants by other officials.
 n of training, and consultant services, to provide technical assistance as required. Additionally, equipment supply will be provided
proves the quality and availability of curriculum materials. The fourth component develops an enhanced information base for decisionmaking
 titutionalize the project; and supports monitoring and evaluation studies. The second component sets up a competitive fund for scientific exc
VSAT) - a satellite communications terminal -, video, telecommunications, and microprocessor equipment; 2) operational, and financial
  n, by reducing micro- and macro-nutrient deficiency and improving food security; and builds capacity within ministries to implement the nutrit
   current examinations administered at grades 8 and 12; continuing the development and administration of high quality and fair university entr
so includes purchase and installation of a Very Small Aperture terminal (VSAT) (satellite communication terminal), video, telecommunication
   third component helps reform the community college system by developing new programs and human resources, and upgrading facility and
   define modern standards and assess student performance. 4) It develops the education department's governance and management structu
 tion of the training program, on the market for training, i.e., beneficiary groups' knowledge, and appreciation of the Fund
  l strengthen the existing capacity and quality of the non-formal education (NFE) radio component. 6) Management and institutional enhance
xpanding the number of places and supporting girls' education initiatives as well as improving non-formal education and special education. T
 will be strengthened, to develop quantitative frameworks for policy analysis. In addition, the establishment and operation of the District Educa
   provide grants, on a competitive basis, to support quality improvements in selected qualifying higher education institutions and universities.
  rategy; increase training for ECDC givers; and get support from NGOs. Fifth, secondary school development program will construct new sec
 IEC) program for supporting an integrated approach to ECD, and support the development of IEC strategies and IEC campaigns. The activit
   for planning and implementation, assign staff according to needs, and carry out targeted activities. It will support project management, imple
   with teachers in small, multigrade schools, and increase textbook availability through the introduction of a voucher system. It wil
   targeted activities. It will support project management, implementation of the integrated plans, and establishment of a monitoring and eva
 omponent is to expand a new pedagogical model of full time schools targeted to those children from socio-economically disadvantaged famil
 ructing toilets and drinking water facilities; developing instructional material for students; instituting continuous in-service training for and on-
  innovative forms of cooperation. The third component funds project activities that support institutional capacity for change such as a) policy-
S) capacity building, for assessing and monitoring student achievements. Five sub-components will support education quality: national conten
 rsion of commercial schools, to reach a 50-50 percent balance in technical vs. general schools enrollment, and support the revision for a com
est practice on the service integration schemes, and service provider agencies which deliver the new and/or improved services to low-income
 network of social communicators. The fourth component improves national assessment and integrates national and international best practic
 g textbook supply and teacher guides; and reinforces training and apprenticeship programs, strengthening the sector's policy and advisory b
 or study programs; and design and implement a quality awareness campaign. Third, financing will establish a coherent policy basis as the fo
 ent and support; physical construction; targeted equity-based program; school-level management; and capacity building in planning, monitor


   institutes in pilot regions. It focuses on technical assistance on teacher training and teaching methods, training of trainers, minor rehabilitati
 ent of its training programs. This also includes construction, equipment supply, staff training, curriculum development, and polytechnica man
pansion doctoral and post-doctoral training programs; and c) networking, outreach, and special activities to promote scientific excellence. 3) N
 g to the job market, increase the availability of skilled labor, and raise the employment rate. The fourth component upgrades and expands te
s to primary schools by a) producing new titles including teaching guides; b) printing and distributing textbooks and teaching materials; and c)
  nce establishment of a small training unit, procurement, and other monitoring activities. Fourth, the HIV/AIDS materials component will fin
 tion at the central level; and 4) improving policy development, planning, and research through improved testing and statistics systems, opera
geting, and information systems. The adjustment operation will be critical in assuring that resources exist to sustain growth in school enroll
  ties with a view to enabling them to make appropriate and timely decisions regarding material, financial, and human resource use. Fourth, in
 ents, teachers, and directors of school nucleus. Second, institutional strengthening will provide training and technical assistance at the nucle
munities to develop and implement their own SIPs. 2) The Municipal Education Management and Investments Component finances municipa
gn and preparation of publishers guidelines; (4) providing technical assistance and training for bid administrators, bid evaluators, authors, an
nd procurement; and 4) for staff training. The second component expands the number of secondary vocational schools applying the new core
program implementation support will provide equipment and technical assistance for implementation management. Fourth, monitoring and ev
 onal classrooms in under-served areas for hard-to-reach children; block grants to schools to support the provision of stationery to the poores
  rriculum development, examining learning processes, revising existing examinations and introducing standardized tests, and developing res
 atching the curriculum for elementary and junior high schools; 5) libraries (component), which provides books, shelves, resource materials, f
g the institutional capacity of the Ministry of National Education and Basic Training; and 4) enhancing strategic sector planning and sector coo
hool buildings for currently shelterless schools; erecting community schools buildings with community participation; and helping to establish a
  ty in the sectors of health (including reproductive health), education, and rural water supply and sanitation. 2) The Participatory Developmen


elopment of training programs that would attract women into more productive jobs; b) developing quality standards; c) developing modern cu
h component will increase and improve the stock of high-level human capital, focusing on investments on scientific research and graduate tra
gn; software development; upgrading of information technology networks; and training. Fourth, Management Capacity Development will supp
 tiatives to improve basic education in the district through the provision of funds for programmatic activities, It consists of
ment at the local community and school association levels; 3) strengthening supervision; and 4) building and rehabilitating school infrastructu
 s and equipment; developing a national assessment system; and establishing a national school accreditation and supervision system. Institu
 ivate sector by restructuring public science and technology institutes, providing matching grants for joint industry-academia projects, and fun
vestment and rehabilitation program; and to manage and maintain the public educational physical plant.
me decentralized management; and 3) The Twelve School Networks Component, with each network comprising about 15 public schools and
 of Educational Credit of the State of Sonora) Student Loan Program by revising its evaluation and selections instruments to better reflect targ
eachers and students for all levels and modalities; strengthen teacher training programs; improve health and nutrition school programs; and
ng about 13,000 additional teachers; providing learning materials, including development of new materials for new schools; in-service training
ograms for youth. Third, project administration will expand the Project Implementation Unit (UEP), which is responsible for the compliance w
croplanning and develops and tests standard architectural plans for additional school places. The fourth component builds management cap
 eed from non-governmental sources; and (vi) allow institutions full financial autonomy and control in the utilization of all
 curriculum; (2) improving key national examinations at grades 4 and 9; (3) developing and disseminating assessment materials to teachers
 ment and governance policies, procedures
 nd Diploma levels provided by CTEVT (Counci
 the organizational capacity of individual HEIs.
 al teacher training program
 on available to government, as well as to e
  planning and delivery of expanded servi
sed on improving performance through staff train
  component is the strengthening COLCIENCIAS' capacity to promote
eforms by providing sound analyses
 es and programs to make efficient use of resourc

ning outcomes. The third component of the proje


 ion of higher education gove

 cy workers. The third component
multimedia equipment to the exist
ment and threatened to reduce the pace of poverty reduct
 e presidential and
  are among the key priorities set by the
ments measures to foster broad based growth in the context of enhanced
  language training to selected candidates;
  Government's ability to reduce ineq
   This component has two sub-components: a) vocatio
opment and implementation o
   Component 2 uses conditional cash transfers
 itation; and (ii) the procurement of i
 rogram; 3) to support the gradual introduc
 education quality in light of the
 nder the original lo
panding opportunities for vulnerable groups. Other b
 an important role as competitiveness improves and global ec

 luation. Component two: pilot
 aining of parents, relative

ched adjustment measures targeted at f
 funds to support capital programs in education with a particu
pport excellence in research and teaching, especially at the grad
 iversity. The fourth component of the
advantaged but qualified students, partic
 ent of didactic materials
 ates and to facilitate transfers of students between diffe
and innovation grants to improve the
 schools for children with special needs (
ments through expansi

tter teaching practices. The third component of th
al and institutional development of the program and con
t will: (i) improve monitoring and evaluation to capture
cifically, the loan supports measures that: (a) str
m, as laid out by the CNEF, also received strong support from
 erving about 270 communities in 19 high p




 nd (c) physical i
  proposed to project design or imp
 oE's institutional capacity to formulate, mon
  move to FDS in the provinces which are beneficiary of t
g of unemployed youth throug
 (ii) improve monitoring and evaluation; a
ent performance and accountability of universities and the overall se

 expected outcomes. In particular, it indicates the relevant prior acti
ption of a school centered approach to th

 Literacy Program includes activities to ensu
nd from this community. Sec
n and management. This component will pro
component of the project is to
his component will support the Government's efforts to inc
 nt will develop activities in COPs, the
enditures including in education; 2) education sector mana
 d in 2005, disburses block gra
  improve quality of teaching; c) continuing supp
 The objective of this component is

ng environment for post primary education and

 roviding supp
ort the development of a Nation
 l support integrated strategies to improve
on (MEN). The second component con

 s supporting secondary education p
  support programs and a grant facility to support se
ognition of prior learning and, through a
mathematics, sciences and Langua
 at the level of
ort efforts to strengthen the MoE, including improving governance
or education quality improvement is to
 res; and monitoring learning outcomes and r
 nitially, training programs will be contracted out to
 tiary education. The second component

 ducators throughout Afghanistan. Th
 onal capacity building to manage t
n of Phase II. The third component of the p
unding additional te
 earch capacity wi
 by Government. At prese

 introduction of new in-servic
sons post-basic stakeholders in Nigeria opted for a
and research. This com
ng and program execution in pivota


 ng, includes: guidance and counseling; sec
  for Universal Basic Education, by supporting the payment of

3 -- school management in support of education quality, in

 g for about 1,800 new teachers; 2.
y building capacity in the education sector for budge

and certifying workers. Another c
 Innovation Agency; and (iii) set

he State Ministries of Education and L
e policy framework for trai

 school consolidations. The third component will provide instituti
mentation structures at the national and St

  and accountability of provincial and district educ
 ii) strengthen the districts' financing capaci

entation measures, and greater implementation re


cal assistance for the development of management tr

ystems, and by improving school management a

 lic expenditure tracking surveys and impact ev
 nd secondary education; strengthening special education p
on, through interventions designed to co
engineering. Window C will support private
 xamination and related logistics; and develops poli
 ded with equipment and school furni
 thin tertiary educatio


urces to poor rural schools and communiti
dit will assist the Government in completing the agreed re
resource mobilization; it seeks to improve budget plannin

 tical environment, as well as the limi

ntralization by increasing the role
cation. In particular, this component will contribute to

 low income households. Co
 e reliable information on student learning and outcomes, and
 issues such as supporting the development
nt, foster promotion of students in lower primary, increase ret
ent 4) will supply basic learning
 ldren, will offset the pri
mass of high quality academics, researchers and professional
 level for the impl
e for general secondary education, as well as to
 rserved areas. Moreover, significant e
  ent, equipment, publications, and technical assist
upport the development and implementation of an improv
 omy Program will provide financing for t

 inequities in access to quality sch
 at the state and municipal leve

girls by putting a priority for fema
 abilitation efforts in underserved
apacity building efforts.
mmunity linkages. It includes a framework to en
 trengthening the management and administration of H
n indigenous, or low-income rura
gher education as outlined

 pating Ministries and associated institutions, t
 sub-projects component will finance a deman
 ammatic approach that the whole s
o 2008. The Project will 1) establ
 er-performing students in targeted ar
 (iv) establish a competitive in-service
 s component is to strengthen the capacity of local department
 ng the institutional model for planning and management by introducing
wo-fold impact. First, it will support the nation
 nt techniques in the classroom. It will: (
pporting investments which will result in improved ed
 and use; developing, licensing, and distr
 ent 2. This component will strengthen the institut
make information-based decisions and the Ethnic Group Developm
ment for a small aperture termina
eme and revolving fund, and the purchase

of activities included in the first three compon
s to schools, and (c) quality improvements in pre-service teac
e provincial and district level toward education and other
  n absolute enrolment in secondary e
   strengthen the capacity to deliver
hool infrastructure; c) improve the quality of the teac
nstruction at poorly resourced satell
 graduate degree study programs in public a
ervices by establishing Regional Mode
on and communication technol
 orted, targeted specifically for deprived
asizing the skill needs for
programs for a sustained, professiona
s, supporting the implementation of school development plans, financing school imp
 . 3) The proposed school grant program will su
E program, which requires considerable s
ment grants (SIGs), to rally national literacy
 m the central and participating state governments.
 NED); and prepares a National Assessment of Basic
  Project management will support administr
y of the MEST by a) establishing a Project Co
 Training, Social Development and Solidarity,
 ysis, and monitoring and evaluation activities; and 5) effective
 asis over the first three ye
  through the implementation of three comp
  the project will facilitate information dissemi
em, and improving student support services.
 l enrollment, attendance, retention or dropout, and
 ng policies and programs with direct impac
 nting system; (iii) education management information
  rovided to all children from poor households, expected
ucational reforms, th
 ty, and providing for staff management.
 nent aims at improving the quality
 rocedures, and provides communications and
ormation system, and of a project
  e national evaluation system with the evaluation
orms into thousands of additiona
secondary, an
ecific institutions. The third component will, on a p
 optimized, by simultaneously improving t
ement Projects (PMEs) as well as dev
 ary school enrollment which may
nt, and community, and private participation ini
 easing basis, over the four-year implementation, t
ort. The second component funds pilot sup
current costs. The third component promotes effective m
centers, and expand and upgrade learning ce
cilitate flexible allocation of reso
centers, and expand and upgrade learning ce

members to upgrade educational quality;
 trategies in rural areas, through the invo
d improves equity in distributing school
OE, to implement basic education reform
e provided for Head Masters on
 l education; providing educational mate
  a transparent basis: Sam
 quirements. Learning resources
 strengthens its management information system, build
 n centers (CEFACEIs), as well as home-bas
nagement information system, to provide policy
hysical resource management. TA, and training in edu
bilization and awareness building and fina
aining institutions in developing and implement
 g additional school places, through the rationa
  technical assistance, consulting services, and teac
  of the full time schedule; 3) local and inte
 extension of a program for school improvement, the develop

workshops will be provided, designed
 erational costs will be partly
rd mobilizes and communicates with the

 nation. The Ministry of Education will expand AIDS
 tion plan will be conducted, and implement
 student learning, teacher training, scien
cation, to expand the gir
 nistry's capacity for project implementation, m
 bilitation and replacement of primary school
 ty organizations and launches
  ol- and regional-level management capacities.
d sustainability of the progra
 dition to teacher training at the atoll s
  ms. It will further test the viability for a
 y by financing technical assistance, training ,
  ing grants by other officials. The second componen
 y will be provided
 tion base for decisionmaking to lay the ground
petitive fund for scientific excellence which c
  erational, and financial
 stries to implement the nutrition componen
quality and fair university entrance ex
al), video, telecommunications, and mi
es, and upgrading facility and equipment. The fourth component s
nce and management structures. The second c

ent and institutional enhancement
 ion and special education. The third component stren
 peration of the District Education Boards
  institutions and universities. Th
 ogram will construct new secondary schoo
d IEC campaigns. The activities will include
 rt project management, imple
 her system. It wil
ent of a monitoring and eva
 omically disadvantaged families, thus improvin
n-service training for and on-site profess
  or change such as a) policy-based research stud
cation quality: national content a
  support the revision for a comprehensive curriculum,
 roved services to low-income youth. Funded servi
  and international best practice, supports an integrated educatio
sector's policy and advisory bodies and improvi
oherent policy basis as the fou
  building in planning, monitoring, and evaluation. 3) Techni


 of trainers, minor rehabilitati
pment, and polytechnica management and manage
 ote scientific excellence. 3) Network for the pr
ent upgrades and expands teacher training
nd teaching materials; and c) holding in-ser
 aterials component will fin
and statistics systems, operations research
tain growth in school enroll
man resource use. Fourth, intensified u
 nical assistance at the nucleus and m
 omponent finances municipal education plans, and provides i
 , bid evaluators, authors, an
 chools applying the new core curriculum and
ent. Fourth, monitoring and evaluation will
on of stationery to the poorest st
 ed tests, and developing resour
 helves, resource materials, furniture
 ector planning and sector coordination by imp
on; and helping to establish a maintenance c
he Participatory Development component


 ds; c) developing modern curricula; and d) imp
fic research and graduate training under imp
pacity Development will support increase

habilitating school infrastructure as well as provid
 d supervision system. Institutional capacity wi
y-academia projects, and funding technical a

  about 15 public schools and created on
 truments to better reflect targeting goals
 trition school programs; and provide i
 w schools; in-service training to new teach
onsible for the compliance w
nent builds management capacity in schools, municipali

sment materials to teachers for key subjects; (4) tr

								
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