International Development Association project appraisal document on a global partnership for education grant in the amount of US$6.7 million to the co-operative Republic of Guyana for an Education Sector Program Project
In the context of Guyana, where education is predominately provided by the public sector, government intervention is an effective way to realize these benefits. This is particularly true for the specific activities under this Project. The nursery level is critical to set up students for a lifetime of learning and can be underinvested in by parents, in particular in underserved areas. Education technology allows the Government to pilot innovations that have the power to transform its education system and improve equity. The EMIS is a critical tool to manage the education system, uniquely useful from the Government vantage point of the education system. Together, these interventions support students at critical junctures on their path through education and sets them up for success as productive citizens in the future. The World Bank has extensive experience supporting governments in improving their provision of education services, as well as experience in the sector in Guyana. The Bank has expertise across all levels of the education sector, including early childhood, education technology, and EMIS, and can draw expertise from a vast global knowledge depository. Furthermore, the Project builds on and complements other Bank-financed projects at the country level, including the previous Guyana Early Childhood Education Project (P129555, TF019053), the ongoing Secondary Education Improvement Project (P147924, IDA Credit No. 5473-GY), and the ongoing Guyana Education Sector Improvement Project (P159519, IDA Credit No. 6009-GY).
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| Format: | Other biblioteca |
| Language: | en_US |
| Published: |
The World Bank
2021-06-18
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| Subjects: | education sector, educational development, |
| Online Access: | https://documents1.worldbank.org/curated/en/487521631549455802/pdf/Guyana-Education-Sector-Program-Project.pdf https://hdl.handle.net/2139/56676 |
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