= Country Case Studies = Impact Evaluation = Project Performance Assessment Report (PPAR) Ghana | Honduras | Mali | Niger | Pakistan | Peru | Romania | Uganda Uruguay | Yemen Ghana Impact Evaluation Books, Buildings, and Learning Outcomes; An Impact Evaluation of World Bank Support to Basic Education in Ghana Honduras Project Performance Assessment Report Honduras This is a Project Performance Assessment Report (PPAR) on two education projects in Honduras: The Rural Primary Education Management project (ADEPRIR) and The Basic Education project (PROMEB). Case Study: Mali This case study examines the impact of World Bank assistance to the education sector in Mali from 1990-2005. It also examines the ways in which government, donors, NGOs, and civil society have responded to the enormous challenges in the sector, and suggests a variety of ways in which the support from all actors, and particularly the Bank, can be improved. More > Niger Project Performance Assessment Report Niger This is a Project Performance Assessment Report on two education projects in Niger: First Education Project, Primary Education Development Project, Basic Education Sector Project. Case Study: Pakistan This case study is one of four that aim to assess the Bank’s support for primary education within specific country contexts. This is a difficult task in a country as large as Pakistan (population about 148 million) with a complex federal structure of government and a long history that has resulted in a mosaic of ethnic and cultural diversity, even though it is a majority Muslim nation. Nonetheless, it is important to attempt this task and address major issues in primary education such access, quality, and equity. Although the Bank has been involved in education in Pakistan since 1964, the time frame for this study of primary education is from about 1990, the year of the World Conference on Education for All in Jomtien, Thailand and also the issue of the Bank’s major Primary Education Policy Paper, to March 2005, the time when the field work for this study was undertaken in Pakistan. More > Case Study: Peru Since 1990, the World Bank developed and launched two major education loans in Peru, one (1995) aimed at improving urban primary education, and the second (2002) aimed at improving rural primary education. The first loan totaled US$146.5 million, and along with counterpart funds, invested nearly US$300 million in building urban primary schools, developing and distributing school textbooks, and improving classroom teaching. The second loan is still in progress, but it will end up investing roughly $170 million over four years (with counterpart funds nearly US$350 million) in improving rural primary teaching, testing incentive systems to improve teacher and student attendance, and developing a secondary school distance education system. More > Case Study: Romania Over the last 15 years, two huge events have impacted all dimensions of Romania’s economic, political, and social life: the 1989 collapse of communism and of Romania’s autarkic regime and Romania’s drive to join the European Union. More > Uganda Project Performance Assessment Report This is the Project Performance Assessment Report on two education projects in Uganda: The Primary Education and Teacher Development Project, and the Education Sector Adjustment Credit. Uruguay Project Performance Assessment Report Uruguay This is the Project Performance Assessment Report (PPAR) on three education projects in Uruguay: Vocational Training and Technological Development Project, Basic Education Quality Improvement Project, Second Basic Education Quality Improvement Project. Yemen Project Performance Assessment Report Yemen This is the Project Performance Assessment Report (PPAR) for the Basic Education Project in Yemen.   Also see Background Documents >

The Independent Evaluation Group (IEG) is an independent unit within the World Bank; it reports directly to the Bank's Board of Executive Directors. The goals of IEG 's evaluations are to draw lessons from Bank experience, and to provide an objective basis for assessing the results of the Bank's work.