Cameroon - Can School Grants and Teacher Incentives be Used to Increase School Access and Improve Quality?

The Results in Education for All Children (REACH) Trust Fund at the World Bank funded a feasibility study and a pre-pilot of performance-based school grants and teacher incentives among 20 rural primary schools in Cameroon. The purpose was to asses...

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Main Author:	World Bank
Format:	Brief
Language:	English
Published:	World Bank, Washington, DC 2020
Subjects:	RESULTS-BASED FINANCING EDUCATION FOR ALL TEACHER INCENTIVES TEACHER EFFECTIVENESS PRIMARY EDUCATION EDUCATION FINANCE SCHOOL GRANTS EDUCATION QUALITY
Online Access:	http://documents.worldbank.org/curated/en/304191556557313186/Cameroon-Can-School-Grants-and-Teacher-Incentives-be-Used-to-Increase-School-Access-and-Improve-Quality http://hdl.handle.net/10986/33618

id	okr-10986-33618
recordtype	oai_dc
spelling	okr-10986-336182021-05-25T10:54:43Z Cameroon - Can School Grants and Teacher Incentives be Used to Increase School Access and Improve Quality? World Bank RESULTS-BASED FINANCING EDUCATION FOR ALL TEACHER INCENTIVES TEACHER EFFECTIVENESS PRIMARY EDUCATION EDUCATION FINANCE SCHOOL GRANTS EDUCATION QUALITY The Results in Education for All Children (REACH) Trust Fund at the World Bank funded a feasibility study and a pre-pilot of performance-based school grants and teacher incentives among 20 rural primary schools in Cameroon. The purpose was to assess whether these RBF mechanisms could feasibly be used to improve transparency, financial management, and monitoring at the school level, increase community satisfaction, and draw lessons from the implementation of these RBF mechanisms to enable the initiative to be scaled up throughout Cameroon. While it is not possible to draw conclusions about the effect of this RBF program on education access or quality given the short time period and small sample size, this pre-pilot demonstrated that RBF is feasible in rural primary schools in Cameroon and highlighted the importance of several critical preconditions that must be in place for RBF to be effective. These preconditions include a simple and context-appropriate design, clear communication with key stakeholders, effective monitoring tools to assess school and teacher performance, and community involvement. 2020-04-17T19:47:52Z 2020-04-17T19:47:52Z 2019-02 Brief http://documents.worldbank.org/curated/en/304191556557313186/Cameroon-Can-School-Grants-and-Teacher-Incentives-be-Used-to-Increase-School-Access-and-Improve-Quality http://hdl.handle.net/10986/33618 English RBF Education; CC BY 3.0 IGO http://creativecommons.org/licenses/by/3.0/igo World Bank World Bank, Washington, DC Publications & Research Publications & Research :: Brief Africa Cameroon
repository_type	Digital Repository
institution_category	Foreign Institution
institution	Digital Repositories
building	World Bank Open Knowledge Repository
collection	World Bank
language	English
topic	RESULTS-BASED FINANCING EDUCATION FOR ALL TEACHER INCENTIVES TEACHER EFFECTIVENESS PRIMARY EDUCATION EDUCATION FINANCE SCHOOL GRANTS EDUCATION QUALITY
spellingShingle	RESULTS-BASED FINANCING EDUCATION FOR ALL TEACHER INCENTIVES TEACHER EFFECTIVENESS PRIMARY EDUCATION EDUCATION FINANCE SCHOOL GRANTS EDUCATION QUALITY World Bank Cameroon - Can School Grants and Teacher Incentives be Used to Increase School Access and Improve Quality?
geographic_facet	Africa Cameroon
relation	RBF Education;
description	The Results in Education for All Children (REACH) Trust Fund at the World Bank funded a feasibility study and a pre-pilot of performance-based school grants and teacher incentives among 20 rural primary schools in Cameroon. The purpose was to assess whether these RBF mechanisms could feasibly be used to improve transparency, financial management, and monitoring at the school level, increase community satisfaction, and draw lessons from the implementation of these RBF mechanisms to enable the initiative to be scaled up throughout Cameroon. While it is not possible to draw conclusions about the effect of this RBF program on education access or quality given the short time period and small sample size, this pre-pilot demonstrated that RBF is feasible in rural primary schools in Cameroon and highlighted the importance of several critical preconditions that must be in place for RBF to be effective. These preconditions include a simple and context-appropriate design, clear communication with key stakeholders, effective monitoring tools to assess school and teacher performance, and community involvement.
format	Brief
author	World Bank
author_facet	World Bank
author_sort	World Bank
title	Cameroon - Can School Grants and Teacher Incentives be Used to Increase School Access and Improve Quality?
title_short	Cameroon - Can School Grants and Teacher Incentives be Used to Increase School Access and Improve Quality?
title_full	Cameroon - Can School Grants and Teacher Incentives be Used to Increase School Access and Improve Quality?
title_fullStr	Cameroon - Can School Grants and Teacher Incentives be Used to Increase School Access and Improve Quality?
title_full_unstemmed	Cameroon - Can School Grants and Teacher Incentives be Used to Increase School Access and Improve Quality?
title_sort	cameroon - can school grants and teacher incentives be used to increase school access and improve quality?
publisher	World Bank, Washington, DC
publishDate	2020
url	http://documents.worldbank.org/curated/en/304191556557313186/Cameroon-Can-School-Grants-and-Teacher-Incentives-be-Used-to-Increase-School-Access-and-Improve-Quality http://hdl.handle.net/10986/33618
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Cameroon - Can School Grants and Teacher Incentives be Used to Increase School Access and Improve Quality?

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