The Quality of Health and Education Systems Across Africa

Page 42

The Quality of Health and Education Systems Across Africa

Explicitly or implicitly, the following questions are on a patient’s mind as she engages with the health system: • Provider’s effort. Will health care providers be present at the health ­facility? Will health care providers be too busy with other patients? • Provider’s knowledge. Are health care providers able to diagnose and treat common conditions correctly? • Inputs. Will the necessary infrastructure, equipment, supplies, and ­medicines be available? These questions and the indicators embedded in them provide a broad overview of the current state of the health system, with each indicator measuring a different aspect of quality of care.8

Will health care providers be present in the health facility? After deciding to seek care at a health facility of her choice and overcoming any barriers to reaching the facility, a patient would expect health care professionals to be available at the health facility during scheduled work hours. However, even among workers who are assigned to be on duty, it is not guaranteed that every health care professional will be present and available to provide services to patients. Health worker absence has long been recognized as a fundamental obstacle to improving the quality of care in low- and middle-income settings (Bamgboye and Adeleye 1992; Belita, Mbindyo, and English 2013; Chaudhury and Hammer 2004). Despite recent gains, the problem persists in many countries, and both a better understanding of the underlying drivers and innovative solutions are needed to address it (Tumlinson et al. 2019). The SDI surveys reveal that, on average, 6 out of 10 health care providers are present at the facilities surveyed on any given day. Across all nine countries, 43 percent of providers are absent from their facility during an unannounced visit. This high absence rate includes absence for both authorized and unauthorized reasons (further analyzed below) and is consistent with rates observed in Bangladesh, Ecuador, India, Indonesia, Peru, and Uganda, where 35 percent of health workers, on average, are absent from health clinics during an unannounced visit (Chaudhury et al. 2006). SDI surveys include two visits, of which the second is not announced, to assess staff presence, allowing for an unbiased estimate of the absence rate on a typical day of operation. Absence rates differ substantially across countries, ranging from more than 50 percent in public facilities in Kenya to less than 20 percent in private facilities in Mozambique and Tanzania, as shown in figure 2.1. Outside of

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Appendix D: Methodological groundwork for the SDI teacher and student assessments

6min
pages 165-169

C.1 Example of a typical SDI education survey instrument

4min
pages 161-164

Appendix C: Survey methodology

7min
pages 157-160

B.1 Typical sampling strategy process for SDI surveys

7min
pages 152-156

Appendix B: Sampling procedures

1min
page 151

A.6 Definition of a correct treatment

4min
page 146

A.3 Definition and calculation of health indicators

3min
page 142

A.4 Definition of education indicators

4min
pages 143-144

SDI surveys: Turning measurement into momentum for reform

4min
pages 132-133

Rethinking service delivery

4min
pages 130-131

Results in action: How SDI surveys inform program operations

8min
pages 120-123

References

6min
pages 126-129

A wider perspective: Measurement as a public good for research

2min
page 124

Notes

2min
page 125

Improving comparability of SDI surveys over time

4min
pages 118-119

Understanding interactions with family background

4min
pages 116-117

Addressing determinants of provider performance

6min
pages 113-115

Adapting SDI surveys to different country contexts

14min
pages 106-112

References

8min
pages 101-105

concern during COVID-19

3min
page 90

Are basic requirements for learning in place?

4min
pages 82-83

location

2min
page 95

Notes

5min
pages 99-100

High- and low-performing schools: How can countries narrow the gaps?

2min
page 89

low-performing groups of students in nine African countries

1min
page 80

3.1 How does language of instruction affect test scores?

2min
page 81

Sample, methods, and framework

2min
page 73

SDI education surveys: Seeing basic education from the students’ perspective

2min
page 72

Background: Reimagining what education can achieve

1min
page 71

References

9min
pages 67-70

Conclusions: What will it take to improve service delivery in health?

6min
pages 63-65

African countries, by country and type of equipment

1min
page 58

Notes

2min
page 66

medicines in six African countries, by country and type of facility

1min
page 60

infrastructure

1min
page 56

Will health care providers be present in the health facility?

2min
page 42

Will health care providers be ready to provide quality care?

4min
pages 48-49

Sample, methods, and framework

2min
page 40

Will the necessary infrastructure, equipment, supplies, and medicines be available?

1min
page 54

Structure of this chapter

2min
page 39

location

1min
page 55

SDI health surveys: A finger on the pulse of primary health care

2min
page 38

by country and health facility ownership

1min
page 43

1.1 What do Service Delivery Indicators surveys measure?

4min
pages 29-30

COVID-19: Challenging the resilience of health and education systems

4min
pages 26-27

Human capital at the core of development

1min
page 25

References

1min
pages 23-24

Aims and structure of the book

2min
page 32

Data to drive change

2min
page 22

Background: An opportunity to transform primary health care

1min
page 37

Learning from the Service Delivery Indicators surveys

2min
page 28
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