The Quality of Health and Education Systems Across Africa

Page 56

The Quality of Health and Education Systems Across Africa

FIGURE 2.10  Availability of basic infrastructure in public health facilities in nine African countries, by country and type of infrastructure Niger Mozambique Togo Sierra Leone Uganda Madagascar Tanzania Kenya Nigeria 0

20

40

60

80

100

Infrastructure availability (% of facilities) Satisfactory Inadequate electricity source Unimproved sanitation

Unimproved water source Multiple infrastructure components missing

Source: SDI (Service Delivery Indicators) health surveys. Note: This figure shows the breakdown of infrastructure (improved water, improved sanitation, electricity) not available in public facilities by country. “Multiple missing” refers to facilities that have more than one piece of infrastructure unavailable. Country surveys were conducted in the following years: Kenya (2018), Madagascar (2016), Mozambique (2014), Niger (2015), Nigeria (2013), Sierra Leone (2018), Tanzania (2016), Togo (2013), and Uganda (2013).

that country, level of health facility, facility ownership, and urban location are all important determinants of basic infrastructure availability. The urban-­rural gap is particularly notable and provides important suggestive evidence that rural populations, which are typically reliant on public health care, have an inequitable share of facilities without access to improved water, sanitation, and ­electricity. In Kenya, infrastructure availability is lower in counties with a lower household wealth index, as shown in box 2.2. Paying attention to within-­country inequities therefore must be a priority, as countries devise plans to overcome insufficiencies in the foundations needed to provide basic clinical care.

Equipment and medicine availability A patient coming to a health facility would also hope that the facility is stocked with all of the tools and medicines needed for proper diagnosis and treatment. The list of necessary equipment and medicines can vary depending on the level of facility and type of care provided, but the SDI survey focuses on basic items. For equipment, basic tools are items such as a thermometer, stethoscope, blood pressure cuff, and weighing scale. These items represent the bare minimum that should be present in all facilities offering preventive and curative health care services. For medicines, the survey focuses on 14 common medicines,

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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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