The Quality of Health and Education Systems Across Africa

Page 63

Health service delivery in nine African countries

each condition, and correct diagnosis and treatment refer to having at least one health care provider in the facility who is able to give correct answers on the related vignette. Each bar is conditional on the availability of inputs in the prior step, with the final bar representing the overall likelihood of a patient receiving all of the necessary steps in the care process for that specific ailment. For example, to treat a case of malaria, the required tools for diagnosis are a thermometer and a malaria rapid diagnostic test, the facility needs to have at least one provider who can accurately diagnose and treat malaria in the clinical vignette, and the required medicine for treatment is artemisinin combination therapy. Although most facilities have some of these individual components, only a little over half of facilities have all of the necessary components in combination and can therefore be considered prepared to treat a case of malaria. Readiness to provide care differs across conditions, with a high of 57.6 percent of facilities prepared to provide care for a malaria patient and a low of 10.8 percent of facilities prepared to provide care for a diabetes patient. For diabetes and tuberculosis, a limiting factor is the lack of necessary tools and medicines. Lack of timely screening and diagnosis has been identified as a pressing issue for both of these diseases, and the results of this analysis suggest that primary care facilities still do not have the tools to address this problem or to provide appropriate medicines (Manne-Goehler et al. 2019; Raviglione et al. 2012). For the other conditions, no single factor emerges as dominant; rather, a combination of deficiencies results in facilities often being unprepared to offer full care.

Conclusions: What will it take to improve service delivery in health? The SDI health surveys give insight into ordinary people’s experience of PHC in nine Sub-Saharan African countries. SDI data shed light on the obstacles people encounter in seeking quality care for common medical conditions within these health systems and identify entry points for policy to improve PHC delivery and results. Despite decades of global efforts to promote robust PHC, SDI evidence suggests that the quality of PHC delivery in these nine countries remains suboptimal. Upon arriving at a typical health facility, patients in these countries are likely to find a substantial number of clinical personnel absent. Despite the absences, many providers’ outpatient caseloads are not especially elevated. This raises questions about how health systems organize and distribute their human resources. When health care providers are available, patients have a high likelihood of receiving an incorrect diagnosis and insufficient treatment. These risks

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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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