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Monitoring educational performance in the Caribbean
Most decades, averaging 4-5 percent of GDP, and considerable progress has been made in making access to primary education universal. However, despite this progress, there are still several deficiencies that need to be addressed related to insufficient coverage and inequitable access in secondary and...
|a Monitoring educational performance in the Caribbean
|c / Emanuela Di Gropello
260
|b World Bank
|a Washington, D.C.
|c 2003
300
|a xiii, 96 p. :
|b il.
490
|a World Bank working paper
|v no. 6
|x 1726-5878
504
|a Incluye bibliografía
505
|a Preface -- Acknowledgments -- Abbreviations and acronyms -- Executive sumary -- 1. Introduction -- 2. Defining operationally relevant education indicators -- 3. Monitoring education indicators in the Caribbean Region -- 4. Conclusions and policy recommendations -- Annexes: Annex 1. Education indicators: definition and interpretation -- Annex 2. Country education profiles -- Annex 3. Comparative tables on educational performance -- Bibliography -- List of tables -- List of charts -- List of boxes -- List of figures
520
|a Most decades, averaging 4-5 percent of GDP, and considerable progress has been made in making access to primary education universal. However, despite this progress, there are still several deficiencies that need to be addressed related to insufficient coverage and inequitable access in secondary and post-secondary education as well as the overall low quality and internal efficiency of the education system. To be capable of effectively undertaking this global effort and to take specific policy actions, it is imperative to have precise knowledge of the deficiencies in question. Despite recent efforts and initiatives, the region ' s foremost shortfall remains the availability of comparable indicators that can be effectively used for policy-relevant diagnostics of the education sectors. The main objectives of this study are: (a) to define a set of operationally relevant education indicators; (b) to provide a database of comparable education indicators in Caribbean countries where data is available, namely Belize, Dominica, Dominican Republic, Grenada, Guyana, Jamaica, St. Kitts and Nevis, St. Lucia, St. Vincent and the Grenadines and Trinidad and Tobago and (c) to propose methods on how the common set of indicators can be used for analyses of the education sectors.
