Education and Health Services in Uganda : Data for Results and Accountability
The Service Delivery Indicators (SDI) initiative provides a set of metrics for benchmarking service delivery performance in education and health in Africa. These metrics fall into the following three categories, or indicators: (i) the availability...
| Main Authors: | , |
|---|---|
| Format: | Other Education Study |
| Language: | English en_US |
| Published: |
World Bank, Washington, DC
2014
|
| Subjects: | |
| Online Access: | http://documents.worldbank.org/curated/en/2013/11/18523074/education-health-services-uganda-data-results-accountability http://hdl.handle.net/10986/16683 |
| Summary: | The Service Delivery Indicators (SDI)
initiative provides a set of metrics for benchmarking
service delivery performance in education and health in
Africa. These metrics fall into the following three
categories, or indicators: (i) the availability of key
infrastructure and inputs, (ii) the effort exerted by
providers, and (iii) the knowledge of providers. Uganda is
the second country where a full-fledged SDI has been
implemented, following Kenya and a piloted program in
Tanzania and Senegal. SDI for Uganda are based on surveys of
about 400 primary schools and 400 health facilities, and
nearly 5,300 teachers and health providers. In the health
sector, Uganda performed better than Kenya on input
indicators and adherence to guidelines. However, Kenyan
health providers were 20 percent more likely to get the
diagnosis right and were twice as likely to correctly manage
maternal and neonatal complications. In the education
sector, the share of teachers with minimum knowledge was
twice as large in Kenya compared to Uganda. Kenyan teachers
performed better in every component of the assessment:
English, mathematics, and pedagogy. Kenyan students,
however, outperformed Ugandan students on the SDI English
and mathematics tests. These indicators will enable
governments and citizens to identify gaps and track progress
within and across countries over time. |
|---|