Suchergebnisse

Which characteristics of NGOs are associated with the adoption of modern management practices and to what extent have those practices become standardized? Based on a national sample of 135 international and local NGOs operating in Cambodia, we address these questions by analyzing the dynamics of "monitoring and evaluation" (M&E), a term used to describe a broad range of activities that NGOs undertake to track, understand, and assess their work. We provide an overview of monitoring and evaluation in a developing country setting, investigate the factors associated with more extensive (or sophisticated) M&E using multivariate analysis, and look at how M&E practices vary between local and international NGOs. Findings demonstrate that professionalization, resource dependence, and social embeddedness all play important roles in explaining the activities of NGOs operating in Cambodia. The analysis also suggests that the flow of management practices in the NGO sector differs for local and international actors.

Honduras has recorded impressive gains in expanding educational access in the 1990s, with the result that primary education is available to almost all children. With improved access, the focus has shifted to quality and efficiency issues. Previous research suggests that academic achievement is still quite low, while repetition and school desertion rates continue to remain high. An important cause of these outcomes appears to lie in patterns of school attendance. Low levels of school attendance may be responsible for low academic achievement, which, in turn, is linked to high repetition and desertion rates. Recognizing this probable chain of events, this paper focuses on the school attendance decision. (DSE/DÜI)

The Government of Equatorial Guinea (GoEG) requested financial, analytical, and technical support from the World Bank during the country's protracted economic recession. Given the prioritization of education in the country's national development plan, the World Bank agreed to undertake an education sector diagnostic study to: (a) help the World Bank better understand the education sector, including the main challenges and policy priorities of the government; (b) facilitate dialogue between the World Bank and GoEG in the education sector and suggest options to move forward in the current economic downturn; (c) provide supporting background for a parallel activity that is focusing on public expenditures in the social sector (public expenditure review (PER)); (d) support the activities that are planned as part of the national development plan's programa mayor educación para todos; and (e) provide education sector stakeholders with an updated summary of the sector including a review of recent indicator trends and program activities. This diagnostic focuses primarily on primary and secondary education, while also providing some information on technical and vocational education and training (TVET) and higher education, especially where relevant to the other subsectors. It is also intended to update an earlier World Bank-supported education sector diagnostic. The diagnostic is divided into three main parts. Part A focuses on country context, background on the education sector, and recent trends in education (for example, enrollment, and repetition). Part B moves into the education sector diagnostic by topic, focusing on the main challenges in areas such as education finance, quality, and learning outcomes. Part C introduces possible policy actions, framed with the current crisis context, that address some of the main issues identified in Part B.