Showing items related by title, author, creator and subject.

• Addressing Educational Disparity : Using District Level Education Development Indices for Equitable Resource Allocations in India

  Sankar, Deepa; Jhingran, Dhir (2012-03-19)

  The challenge of development work in the
 social sector in India today is one of bridging huge
 disparities across regions of the country, gender and social
 groups. Unless national and state policies specifically
 target resources to address these disparities, achieving
 higher level outcomes in an inclusive manner, which is the
 real goal for human development in education and health,
 will be a distant dream. This paper takes up the case of the
 Indian government s Elementary Education for All Mission to
 understand how this flagship program relates investments to
 spatial and social disparities. For identifying the most
 deprived districts in terms of educational inputs, outputs
 and overall development, the authors estimate district level
 education development indices for 2003-2004. The
 contribution of the largest investment program is measured
 by "per child allocations" and expenditures at the
 state and district levels for 2005-2006. An analysis of
 comparing the ratio of allocations to expenditures with the
 ratio of district level indices to sub-dimensional indices
 shows that there is an apparent disconnect between the
 "real investment needs" of the districts,
 reflected in their level of educational development and the
 actual allocations made on an annual basis. The analysis
 shows that although all districts received more funds for
 investing in elementary education programs, the most
 disadvantaged and needy districts received proportionately
 more funds, which helped these districts to bridge access
 and infrastructure gaps and appoint more teachers.
 Benchmarking sector development by spatial entities helps
 not only in monitoring the outcomes, but also in targeting
 planning and funding to reduce disparities.
• Indonesia - Investing in Indonesia's Education at the District Level : An Analysis of Regional Public Expenditure and Financial Management

  World Bank (World Bank, 2012-03-19)

  Since the implementation of
 decentralization in 2001, district governments have been
 getting increased responsibilities to provide education
 services to the citizen. Basic and secondary education
 management authority has been fully transferred from the
 central to the provincial and district government. District
 education expenditure has grown rapidly both in terms of
 level and as a share of national education expenditure. The
 amount of district education expenditure has increased from
 Rp. 26 trillion in 2001 to 52 trillion in 2006 and they
 constitute 50 percent of the total national education public
 expenditures in 2006. This review of district education
 expenditures is one of the outputs of a larger set of
 analytical and design activities that will prepare the
 ground for System Improvement through Sector Wide Approaches
 (SISWA) Program in basic education. In 2006, 56 percent of
 education expenditure was spent at the sub-national level.
 District governments are the main spenders, accounting for
 51 percent of total spending, while provincial governments
 account for just over 5 percent. These shares of total
 education spending demonstrate the trend in education
 service delivery, with district government shares being
 relatively high compared with the central government.
 District education expenditure has increased since
 decentralization. However, the budget share of district
 education spending has been decreasing. This decreasing
 trend, particularly since 2005, may have been influenced by
 BOS (school operational assistance) transfers from the
 central government. Net enrollment rates (NERs) at the
 primary school level in most of the visited districts are
 close to universal, except in some remote districts in
 Papua. Districts with high NERs at the primary level also
 tend to have high NERs at the junior secondary level.
 Differences in NERs at the primary and junior secondary
 levels are more significant in kabupaten (district) than
 kota (city) areas. This situation suggests a higher
 transition rate from primary to secondary schools in urban
 than rural districts.
• Eritrea - Health and Education Sectors : Public Expenditure Review

  World Bank (Washington, DC, 2012-06-13)

  Eritrea is one of the poorest countries in the world, with an average annual per capita income of US$ 200 in 2006, and ranks 157th out of 177 countries in the 2005 human development index. Rain-fed agriculture, the predominant economic activity for more than half the population, is a very risky enterprise and food security remains one of the government's main concerns. Given the security situation the government is concerned about fiscal transparency for national security reasons, but has provided access to fiscal data for a review of the education and health sectors. There have been significant improvements in access to education since independence, and improving the skills of the labor force remains critical for Eritrea's long term development. Eritrea's public resource allocation to education has increased rapidly and at 6.7 percent of Gross Domestic Product (GDP) in 2005 is slightly higher than many countries in the Africa Region. There has been a rapid expansion in tertiary education following investments in 2005 to provide an additional five colleges. The general health status of Eritrea has greatly improved since independence.