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Endnotes to Education - Education Sector Strategy
1 "Post-basic education" includes upper general secondary, technical and professional training, community-based adult education and higher education.
2 See Tim Campbell, 1999, The Quiet Revolution: The Rise of Political Participation and Local Government with Decentralization in Latin America and the Caribbean.
3 "Market economy" is used here to cover a range of economies-from the few true market economies to the many economies that are regulated through a mix of market mechanisms and central planning.
4 UNESCO, World Education Report 1998. Figure for 1995.
5 Research undertaken by UNESCO's International Institute of Education Planning shows that the provision of education of acceptable quality depends on two determining factors: (i) an adequate system of school management, and (ii) a reliable information system enabling the operation of the education system at the local level to be monitored (www.education.unesco.org/unesco/ educprog/iiep/res1.htm). See also Annex 1 and Heneveld, Ward, 1994, Planning and Monitoring the Quality of Primary Education in Sub-Saharan Africa. Washington D.C.: World Bank.
6 Age group enrollment rates show the proportion of the population in the relevant age-group enrolled at any level of education. Published aggregate data from 1992 is the latest available (UNESCO, Statistical Yearbook 1985, 1994)
7The comparative figures for developed countries are: 6-11 year-olds (1960) 91 % (1992) 92 %; 12-17 year-olds (1960) 69 % (1992) 86 %; 18-23 year-olds (1960) 15 % (1992) 40%. (UNESCO, Statistical Yearbook 1985, 1994)
8 The 6-11 year-old enrollment figures represent the number of 6-11 year-olds enrolled in formal education, while the primary education figures in the preceding table are "gross" (i.e. include over-age pupils in primary education).
9 UNESCO regional categories vary in some cases from those used by the Bank. For example, "Arab States" does not include Islamic Republic of Iran, where the Bank region "MNA" does.
10 See Florencia Castro-Leal, Julia Dayton, Lionel Demery and Kalpana Mehra, "Public Social Spending in Africa: Do the Poor Benefit?" The World Bank Research Observer, Vol. 14 No. 1, February 1999, pp. 49-72. Note that the degree of targeting of primary education subsidies to the poorest groups depends very much on the measure of welfare used.
11 See Mark Bray, 1996, Counting the Full Cost: parental and community financing of education in East Asia.
12 OECD data include both overseas development assistance and other official flows (which in turn include debt rescheduling and forgiveness).
13 International Development Association, 1998, Additions to IDA Resources: Twelfth Replenishment (A Partnership for Poverty Reduction).
14 Quality Assurance Group, Annual Report on Portfolio Performance: Fiscal Year 1998, Table 3.9.
15 Quality Assurance Group, Annual Report on Portfolio Performance: Fiscal Year 1998, Table 3.10. Projects at risk comprise two types of projects: actual problem projects based on the Bank's latest Project Supervision Report ratings, and potential problem projects which are associated with at least three of twelve leading indicators of future problems. Each of the indicators is a "flag" pointing toward final outcomes. Analysis of historical data suggests, for example, a high correlation between delays in effectiveness and unsatisfactory final outcomes. Similarly, if an operation has been in extended problem project status (over 24 months) in the past, it is highly unlikely to succeed. "Net commitments at risk" refers to the proportion of the dollar value of the portfolio that is attached to projects rated "at risk".
16 These findings derive from OED's review of the Implementation Completion Reports of the 108 education projects exiting the portfolio between fiscal years 1993 and 1998. OED ratings are based on a desk review of the regions' own assessments and may be modified based on OED's performance audits of selected operations.
17 The EFA goals are: the expansion of early child care and developmental activities; universal access to, and completion of, primary education by the year 2000; improvements in learning achievement; reduction in adult illiteracy to one-half its 1990 level by the year 2000; expansion of provision of basic education and training in other essential skills required by youth and adults; increased acquisition by individuals and families of the knowledge, and skills and values required for better living and sound sustainable development. In addition, the OECD's Development Assistance Committee (DAC) has called for universal primary education in all countries by 2015, and the elimination of gender disparity in primary and secondary education by 2005 (OECD, Shaping the 21st Century, 1996.
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