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Pakistan - Second Sindh Education Sector Project (Английский)

The objective of the Second Sindh Education Sector Project for Pakistan is to raise school participation by improving sector governance and accountability and strengthening administrative systems, and measure student achievement. The components include: preparation of school budgets, both salary and non-salary components, following transparent, objective, and needs-based criteria; and third party support to the districts for managing and monitoring the flow and use of school budgets in line with applicable rules and regulations. Administration of the Annual School Census (ASC) for government schools on a regular basis through two distinct channels across districts, namely via a contracted third party and standard government process, accompanied by strengthened administrative procedures, procedures, and practices, and web-based direct reporting by secondary and higher secondary schools to improve the regularity, relevance, and reliability of ASC data. Appointment of specialized cadres of education managers and school headmasters following transparent, objective, merit-based criteria and rigorous mechanisms; contracts with performance terms and conditions; induction training, job guidelines, management materials and tools; and a tailored annual performance evaluation process (within the government's standard performance evaluation system).

Подробная Информация

  • Дата подготовки документа

    2013/02/18

  • Тип документа

    Акт экспертизы проекта

  • Номер отчета

    74552

  • Том

    1

  • Total Volume(s)

    1

  • Страна

    Пакистан,

  • Регион

    Южная Азия,

  • Дата раскрытия информации

    2013/03/28

  • Disclosure Status

    Disclosed

  • Название документа

    Pakistan - Second Sindh Education Sector Project

  • Ключевые слова

    Progress in International Reading Literacy Study;Systems Approach for Better Education Results;Public Expenditure and Financial Accountability;human resource management information system;International Financial Reporting Standards;Provincial Institute for Teacher Education;quality of service delivery;Primary and Secondary Education;Governance and Accountability;global partnership for education;information and communication technology;monitoring and evaluation data;annual development program;monitoring and evaluation system;dropping out of school;Public Financial Management;school participation;core sector indicator;result indicator;school participation rate;complaint management system;service delivery performance;education sector reform;student assessment system;primary school participation;Public Sector Governance;children of ages;international accounting standard;students in mathematics;high school teacher;improving service delivery;standard operating procedure;gender parity index;universal primary education;education service delivery;per capita income;bilateral development assistance;government primary school;primary school teacher;specific procurement notice;system and governance;accounting model;operational risk assessment;Safeguard Policies;education development strategy;global information system;Learning for All;readiness for implementation;generation of knowledge;safeguard policy;school system;school level;rural area;test result;poor household;administrative datum;middle school;private schooling;poor child;institutional context;school infrastructure;sample survey;standard performance;exchange rate;credit disbursement;school building;primary grade;procurement activities;administrative procedure;elementary school;education outcome;total credit;evaluation process;annual disbursement;incentive payment;project effectiveness;school budget;government ordinance;rural community;program financing;fundamental right;Exchange Rates;induction training;rural economy;sector priorities;survey data;borrower's performance;school outcome;monitoring responsibility;fiscal weakness;external review;testing system;rural girl;school performance;school design;original amount;primary enrollment;direct beneficiaries;strategic guidance;public education;government process;private entrepreneur;competitive selection;construction quality;child population;qualified teacher;improved communication;administration system;primary level;data quality;measure of use;evidentiary data;private provision;budget amount;trend line;system improvement;critical data;official statistic;linear trend;public financing;evaluation activity;diagnostic testing;environmental enhancement;approved plan;Education Services;external financing;populous country;Learning and Innovation Credit;classification scheme;natural shock;average score;child's household;school quality;employee salary;functional school;educational input;household demand;special interest;school fee;administrative tier;price pressure;agricultural activity;indus river;canal network;commercial service;urban population;free textbook;household income;social cohesion;civil works;procurement complaints;annual withdrawal;respective year;complaints mechanism;departmental accounts;fixed budget;grace period;incentive plan;budgetary expenditure;budget line;budget allocation;district education;reinforced concrete;messaging service;science study;results framework;political leadership;Gender Gap;education agenda;economic integration;vested interests;binding constraint;natural disaster;electrical power;compulsory education;urban economy;complaints handling;budgetary framework;non-governmental organization;discount value;pakistani rupee;parallel financing;positive externality;complementary activities;monitoring indicator;qualification criteria;school headmaster;gestation period;performance management;crossing over;financial mean;teaching material;Teacher Recruitment;education budget;government system;line item;improving governance

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