The Quality of Health and Education Systems Across Africa

Page 66

The Quality of Health and Education Systems Across Africa

essential services (such as mammograms and electrocardiograms) and cannot reliably maintain a cold chain for storing vaccines or other medicines (Adair-Rohani et al. 2013). Scaling up solar power infrastructure at health facilities may help to address some of these cold chain challenges. The capacity for cold chain maintenance is taking on added importance now, as the global community expands provision of COVID-19 vaccines (Fischetti 2020). Given that rural health facilities may also be more likely to provide care to lower-income members of the population, poorer-quality infrastructure may contribute to greater health disparities by income, raising the stakes for policy action in this area. Lessons from the SDI health surveys have already informed project design and supported health system reforms in some countries. Now, an exceptional window of opportunity exists for countries and development partners to accelerate these efforts. In the wake of COVID-19, public understanding of the importance of well-resourced health systems in saving lives and protecting economies is at an all-time high. In many settings, grassroots demand and high-level political buy-in for investment in resilient health systems are ­converging. Accordingly, COVID-19 has catalyzed long-overdue efforts to redesign health systems. SDI survey data on the quality of health service delivery can inform these ramped-up redesign processes both within and beyond Sub-Saharan Africa at a time when health systems are more stressed and more essential than ever.

Notes 1 | Details of sampling are discussed in appendix B. 2 | Five surveys are excluded, either because they were pilots (Senegal 2010 and Tanzania 2010) or because they were not yet complete and data were not publicly available at the time of writing (Cameroon 2019, Guinea-Bissau 2017, and Malawi 2019). 3 | See chapter 4 for more on comparability over time and results from the SDI surveys. 4 | The SDI survey on which the write-up for Nigeria is based was carried out eight years ago and in only 12 of the 36 states. Thus, it is not nationally representative, and circumstances may have changed since then. 5 | Further details are presented in appendix A, table A.1, and in appendix B. 6 | Sample weights at the facility level are not available for Mozambique, so unweighted results are reported. Provider-level weights are used for calculating the absence rate and for all measures related to the clinical vignettes. 7 | The estimates of GDP per capita (based on purchasing power parity in current international dollars) come from World Bank Open Data, and the year of the survey is used for each country’s estimate. See https://data.worldbank.org/indicator/NY.GDP.PCAP.PP.CD

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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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