The Quality of Health and Education Systems Across Africa

Page 67

Health service delivery in nine African countries

8 | Further details on the calculation of each indicator are available in appendix A, table A.3. 9 | The category “other health workers” includes a variety of positions, depending on the country. It may include health assistants, community health workers, and midwives. In some contexts, it can include technicians, pharmacists, nutritionists, or orderlies, if they are involved with patient diagnosis and treatment. 10 | Diarrhea at 7.6 percent of disability-adjusted life years, malaria at 7.9 percent, diabetes at 1.3 percent, lower respiratory infections at 8.7 percent, tuberculosis at 3.3 percent, and anemia at 1.4 percent, based on IHME (2020). 11 | Correct treatment is not made conditional on correct diagnosis, so providers can occasionally prescribe the correct treatment without the correct diagnosis. Further information on the clinical vignettes is provided in Andrews et al. (2021). 12 | This section includes results from multivariate regressions presented in Andrews et al. (2021). Multivariate regressions for diagnostic and treatment accuracy include facility- and provider-level controls. The facility-level controls are ownership (public, private), location (urban, rural), facility level (hospital, health clinic, health post), and country. The provider-level controls are type, education, age (in 10-year groupings), and gender. 13 | In the diarrhea with dehydration vignette, the child presents as a case of diarrhea but displays multiple warning signs for severe dehydration. According to IMCI guidelines, severe dehydration necessitates rehydration with an intravenous line or nasogastric tube. However, 86 percent of providers simply prescribe oral rehydration salts (ORS), and 45 percent prescribe ORS plus zinc. ORS plus zinc is scored as appropriate treatment, because the child is able to drink in most vignettes. Similarly, for malaria with anemia, most providers identify malaria as the primary condition (diagnosed by 81 percent) but do not identify the warning signs for anemia (diagnosed by 21 percent) and therefore do not prescribe iron supplements. 14 | A facility is considered to have “improved toilets” if the enumerators confirms it has one or more functioning flush toilets or ventilated improved pit latrines, or covered pit latrine (with slab). A facility is considered as having an “improved water source” if it reports that its main source of water is piped into the facility, piped onto facility grounds, or comes from a public tap/standpipe, tube well/ borehole, a protected dug well, a protected spring, bottled water, or a tanker truck. This definition is based on the WHO/UNICEF Joint Monitoring Program for Water Supply, Sanitation, and Hygiene. See also appendix A, table A.3.

References Adair-Rohani, H., K. Zukor, S. Bonjour, S. Wilburn, A. C. Kuesel, R. Hebert, and E. R. Fletcher. 2013. “Limited Electricity Access in Health Facilities of Sub-Saharan Africa: A Systematic Review of Data on Electricity Access, Sources, and Reliability.” Global Health: Science and Practice 1 (2): 249–61. https://doi.org/10.9745/GHSP-D-13-00037. Andrews, K., R. Conner, R. Gatti, and J. Sharma. 2021. “The Realities of Primary Care: Variation in Quality of Care across Nine Countries in Sub-Saharan Africa.” Policy Research Working Paper 9607, World Bank, Washington, DC. Bamgboye, E. A., and A. I. Adeleye. 1992. “Sickness Absenteeism in a Nigerian Teaching Hospital.” East African Medical Journal 69 (8): 450–55.

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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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