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Schools Count : World Bank Project Designs and the Quality of African Primary Education

Author

Listed:
  • Ward Heneveld
  • Helen Craig

Abstract

No abstract is available for this item.

Suggested Citation

  • Ward Heneveld & Helen Craig, 1996. "Schools Count : World Bank Project Designs and the Quality of African Primary Education," World Bank Publications - Reports 9974, The World Bank Group.
    • Handle: RePEc:wbk:wboper:9974
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    File URL: https://openknowledge.worldbank.org/bitstream/handle/10986/9974/570450BRI0Find10Box353751B01PUBLIC1.pdf?sequence=1
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    Citations

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    Cited by:

    1. Ben Kelcey & Zuchao Shen & Jessaca Spybrook, 2016. "Intraclass Correlation Coefficients for Designing Cluster-Randomized Trials in Sub-Saharan Africa Education," Evaluation Review, , vol. 40(6), pages 500-525, December.
    2. World Bank, 2008. "Colombia - The Quality of Education in Colombia : An Analysis and Options for a Policy Agenda," World Bank Publications - Reports 7875, The World Bank Group.
    3. World Bank, 2005. "Mexico : Determinants of Learning Policy Note," World Bank Publications - Reports 8284, The World Bank Group.
    4. Adaiah Lilenstein, 2020. "Better measures of progress: Developing reliable estimates of educational access and quality in Francophone sub-Saharan Africa," Working Papers 13/2020, Stellenbosch University, Department of Economics.

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