The Quality of Health and Education Systems Across Africa

Page 54

The Quality of Health and Education Systems Across Africa

where it is not recommended. There is variation by type of provider in prescription patterns, with doctors more likely to prescribe antibiotics inappropriately in Mozambique, Nigeria, and Sierra Leone, whereas nurses or other medical staff are more likely to prescribe antibiotics inappropriately in other countries. Inappropriate prescription of antibiotics is not noticeably different between providers at public versus private facilities or at rural versus urban facilities, but it is higher at hospitals than at health centers or health posts. Health care providers over the age of 50 are less likely than younger providers to prescribe antibiotics inappropriately, and males are more likely to prescribe antibiotics inappropriately. In some cases, antibiotics are ordered inappropriately in addition to correct treatment, which still suggests widespread overprescription of antibiotics. The variation suggests that health care providers with more education or training are not always more likely to make better decisions regarding prescriptions. Although clear guidelines and oversight of antibiotic use could help to reduce overprescription, the recent literature identifies knowledge gaps, misaligned incentives, and patients’ own demand as possible causes of overprescription (Lopez, Sautmann, and Schaner 2021).

Will the necessary infrastructure, equipment, supplies, and medicines be available? Even when a patient is treated by health care providers who have high clinical competence, the availability of key inputs such as basic infrastructure, equipment, clean water, supplies, and medicines may constrain the quality of care. Lack of clean water, sanitation, and hygiene facilities has been well documented as a risk for increased infection in health care settings; but global estimates suggest that these deficiencies remain the norm at up to a quarter of health facilities (UNICEF 2019). The availability of these physical resources does not guarantee system competence, but any gap in the provision of these structural inputs to care is a limiting factor in optimizing service delivery, regardless of the technical ability and behavior of health care providers (Leslie, Sun, and Kruk 2017).

Infrastructure availability Basic infrastructure availability—defined as the availability of an improved water source, improved toilet, and electricity14—varies from a country average of 77 percent in Kenya to 21 percent in Niger. Infrastructure availability is significantly higher in urban areas, driven partly by the higher rates of ­electrification. Infrastructure availability is also significantly higher at private facilities than at public facilities across all countries and, predictably, is highest at hospitals and lowest at health posts.

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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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