Lessons from Evaluations: World Bank Group Support to Human Development (Issue 3)

8/2/2019 Lessons from Evaluations: World Bank Group Support to Human Development (Issue 3)

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This issue o the knowledge note series, Lessonsfrom Evaluations of World Bank Support for Human

Development, highlights major studies completedby the Independent Evaluation Group (IEG) during

the past year. The latest ood and economiccrises showed that international organizations,including the World Bank, need to have better crisispreparedness plans and programs that strengthencountry capacities during the stable times. IEGsrecent studies recommend that the World Bank seta roadmap or responding to uture economic crisesand to strengthen its work on social saety nets oraddressing long term development objectives aswell as building necessary systems and institutionalcapacities o the client countries to be able to

have saety nets in place in crisis times. One o theimportant IEG ndings is that the Bank targetedthe chronically poor through its social saety netsprograms, including in its support to countries duringthe economic crisis. This led to missed opportunitiesin providing help to people who became poor as aresult o the crisis.

A concern about crises is to ensure that short-

term responses do not compromise longer terminvestments in human capital. This note also bringsout the lessons rom Banks work on reormingeducation and ghting global diseases as part o

the overall contribution to reduce poverty and tocontribute to human development in client countriesPlease see more details on each study below.

Responding to the Global Economic

Crisis: Lessons and the Way ForwardThe global economic crisis o 2008-2009 led toa sharp reduction o growth worldwide with anincrease in millions o poor persons. The World BankGroup responded with an unprecedented expansion

o support that included the majority o countriessuering high levels o stress.

Since the beginning o the economic crisis, IEGconducted two evaluations o the Bank Groupsresponse to the crisis. The Phase II evaluationrearms some o the ndings o the rst phase,particularly sharply increased nancing at the WorldBank, as well as greater processing eciency andaster disbursement o nances. The second phase

1. Responding to the Global Economic Crisis:

Lessons and the Way Forward

2. Addressing Poverty through Social Safety Nets

3. Reforming the Education System: Cases of India,

Zambia, Yemen, Egypt and Jordan

4. Fighting AIDS, Tuberculosis and Malaria: Review

of the Global Fund

5. Upcoming Evaluations

Contents

ieg.worldbankgroup.org

Lessons from Evaluations of World Bank

Support to Human Development:

Responding to the Challenges of the

Global Economic Crisis and Beyond

Issue 3
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evaluation also nds that the bulk o Bank Groupscrisis support ocused on countries that turned out tobe moderately aected. Crisis operations had in manycases limited short-term crisis-response policy contentand in some cases ell short o solid medium-termengagement. Although the Bank provided substantial

support in social protection to a number o countries,it was hampered by limited country capacity to targetthose who were made poor by the crisis, and, as aresult, the bulk o support went to the chronically poor.

The evaluation nds that the International Bank orReconstruction and Development (IBRD) now hasconsiderably more limited capacity to accommodaturther crisis response, i this becomes necessary.This is partly a result o the magnitude o IBRDslending response, the predominant use o traditiona

instruments, a decline in lending rates to middleincome countries just beore the crisis, and a declineglobal interest rates.

The Bank Groups institutions supporting the privatesector, the International Finance Corporat(IFC) and the Multilateral Investment GuaAgency (MIGA) could have done more otheir clients during the crisis. IFCs crisisresponse refected a strategic choiceto protect its portolio. Its stress test

overestimated the deterioration in portoquality. At the same time, the evaluationound that despite MIGAs crisis responsewithin the Joint IFI Action Plan, whichwas agreed to by several internationalorganizations to support the banking seco the countries in the Europe and CentraAsia Region and their lending to the realeconomy, it could have increased new cguarantees in line with other political riskinsurers.

Way Forward

Continuing global uncertainties andslow recovery rom the current crisisshow the need to improve uture crisispreparedness. Going orward, the WorldBank Group would benet rom a roadmathat includes a systemic analysis o stressactors and a decision-making process thblends country-level responses within a

global strategy and ocuses on eectivelyapplying scarce resources. In recognition the value o prior country knowledge andengagement, the Bank Group could consormalizing commitments to maintain strknowledge in countries or eective crisis

World Bank Group Cooperation: A Tale of Two Countries

Ukraine and Latvia provide two examples o very dierentWorld Bank Group cooperation in responding to the crisis.Both countries suered severe banking crises in 2008, with theInternational Monetary Fund (IMF) in both cases leading rescuepackages involving the European Bank or Reconstruction andDevelopment (EBRD) and private creditors. But the degreeo Bank Group cooperation in the crisis responses was verydierent.In the Ukraine, the World Bank, IFC, and MIGA were closelyinvolved in the international response. The Bank provided athird Development Policy Loan o $500 million directed towardbudgetary support under the IMF program. In September 2009,the Bank provided a rst Programmatic Financial RehabilitationLoan aimed at strengthening deposit insurance (throughincreased limits covered and capitalization o the guarantee

und). IFC participated in investments that helped recapitalizeour commercial banks and provided technical assistance,working in cooperation with the Bank and other partners,including the EBRD. MIGA provided guarantees to two Europeanbanks to support capital injections into their Ukrainiansubsidiaries.In Latvia, in contrast, though the Bank and MIGA providedsupport, IFC did not. The IMF package included commitmentsrom the EU, Nordic and EU countries, and the EBRD. Ater thecrisis struck, the Latvian authorities had taken over the largestdomestically owned bank, Parex Bank. IFC (the Corporate

Operations Committee) chose not to make an investment inParex Bankthough it did consider acquiring assets under itsdistressed asset acility. In contrast, EBRD took both an equitystake and a subordinated loan in Parex.

Source: World Bank Group Response to the Global Economic Crisis: Phase II
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terventions in the uture.

he World Bank would benet rom a review o itsurrent instruments or crisis support to nd wayso support severely aected countries as well as lessected countries according to their needs, while

etter preserving its own headroom and recognizingonstraints on medium- term reorm engagementuring crises. At the same time, the World Bankould benet rom a system-wide approach to socialrotection and risk management, developing nuts andolts o social protection programs and strengtheningountry systems or greater uture crisis preparedness.C could review its stress test methodology to optimizes investment strategy to eectively respond to crisesnd ormalize its existing crisis response arrangementsther than prioritizing the establishment o new

ructures during a crisis. This would help the institutiono reactivate successul tools and programs during

ture nancial crises. At the same time, MIGA couldmphasize its business development unction to helpversiy its portolio.

o learn more, download IEGs Evaluation o the Worldank Group Response to the Global Economic Crisis:

hase II.

ddressing Poverty through Social Safety

etsvents o the past decade have underscored the vitaleed or social saety nets (SSN) - programs designed

o protect the poor rom shocks and contribute toducing chronic poverty - in all countries, especiallytimes o crisis. Over FY 200010, the World Bank

upported SSNs with $11.5 billion in lending and anctive program o analytical and advisory servicesnd knowledge sharing. IEGs recently evaluated theectiveness o World Bank-supported SSN programs

nd ound that while Bank support has largelyccomplished its stated short-term objectives andelped countries achieve immediate impacts, key areas Bank support need strengthening. Some o thecommendations and ndings included the ollowing:

The Bank needs to engage consistently during

stable times to help countries develop SSNs

that address poverty and can respond to

shocks. Throughout the decade, countries and theBank ocused SSN support on addressing chronicpoverty and human development and less on SSNs

to address shocks. The nancial and ood crisespointed out weaknesses in countries SSNs, as manymiddle income countries ound that their poverty-targeted SSNs were not fexible enough to increasecoverage or benets as needed while low-incomecountries lacked poverty data and systems to targetand deliver benets. Countries that had preparedduring stable times by building permanent SSNprograms or institutions were better positioned toscale up than those that had not. The Bank wasmost eective in helping countries in which it had

been steadily engaged through lending, Analyticaland Advisory Assistance, or dialogue over thedecade.

Continued emphasis is needed on building SSN

systems and institutional capacity, particularly

in low-income countries. During the evaluateddecade, the Bank began to make an important shitrom a ocus on projects that emphasize deliveryo social assistance benets to helping countriesbuild SSN systems and institutions that can respond

to various types o poverty, risk, and vulnerability.
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Additionally, the Bank ocused its lending, analyticaland capacity-building support or SSNs signicantlymore on middle-income countries (MICs) than onlow-income countries (LICs) throughout the decade,though attention to LICs increased ater the crisisacilitated by trust unding.

Short- and longer-term results rameworks or

Bank SSN support need to be strengthened.

The Banks support or SSNs has been eective inhelping countries reach short-term objectives, suchas encouraging poor children to attend school orincreasing households short-term consumption;however, these SSN project objectives havenot been adequately anchored in longer-termdevelopment objectives, such as improving learningand income earning potential.

Further efort is needed to ensure strong cross-

network coordination o SSNs. Internal WorldBank coordination or SSN is challenging due to itsmultisectoral nature. Sources o tension exist withregard to budget arrangements, task management,and accountability.

For more inormation, please download the study,Social Saety Nets: An Evaluation o World Bank

Support, 2000-2010.

In the past year, IEG also evaluated SSN projects inColombia. In 2005 the World Banks Social Saety N

Projectsupported the Familias en Accin conditioncash transer program (CCT) in Colombia to strengtthe countrys saety net. The project set out toconsolidate and expand the program and improvethe monitoring and evaluation o the countrys saenet portolio. IEGs project evaluation ound thatsupport to the consolidation and expansion o theFamilias en Accin helped to quadruple the numbebeneciaries, with 45 percent o benets going to tpoorest amilies. Consistent with needs, most o thebenets went disproportionately to pre-school chil

and secondary school students. Due to diculties wscale-up in urban areas uptake rates were lower thaexpected and compliance with health and educatioco-responsibilities did not reach its targets. Crucialsecond generation issues ( such as (i) modicationthe education benets to emphasize secondary schincentives in large urban areas, as recommended byimpact evaluations; (ii) expansion o opportunities t

In 2005, Ethiopias Productive Saety Net Program (PSNP) was established to provide transers to populatiin chronically ood insecure woredas (districts) in a way that prevents asset depletion at the householdlevel and creates assets at the community level. The new saety nets approach ocused on tackling chronicor seasonal hunger and sought to provide a more sustainable saety net system compared to the previousemergency appeal system. The Bank supported the PSNP through three Adaptable Program Loans (ALP).Despite the problems associated with implementation there is strong evidence that the lessons rom APL1have been critical in enabling improvements to be made to the program and to the system o programs thaaddress ood insecurity and poverty. The achievement o the objective was demonstrated by the transitioninaway rom ad hoc annual appeals or emergency ood aid towards a more predictably resourced, multi-annusaety net system. A dialogue has emerged recently on what sorts o programming might achieve this. Sucha dialogue would not have been possible in 2005 at the start o APL1. There was also progress reversing theupward trend in ood insecurity during APL1 although a caseload o more than 7 million remained in the

PSNP in 2010 due to population growth and the impacts o ood price shocks in 2008. Above all, the PSNPdemonstrates what can be achieved in a low-income country with limited capacity and high levels o povert

For more inormation, download the Project Perormance Assessment Report, Ethiopia Productive Saety NProject.
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hnic minorities; and (iii) incorporation o inormationchnologies to reduce transaction costs) were addressed,

ontributing to the consolidation o the CCT program byaking it more inclusive and cost-eective. Monitoring

nd evaluation systems were also strengthened. Short-rm education, nutrition, health, and ood intake outcomedicators improved or program beneciaries.

Gs impact evaluation ound that the program helpedcrease the likelihood that participant children completegh school and promoted high school completion rates

mong girls and rural students. The evaluation also oundat the test scores o program recipients who graduated

om high school were similar to the ones o poor non-cipient graduates. More inormation can be ound in theoject Perormance Assessment Report, Colombia Social

aety Net Project, and the Impact Evaluation,Assessing

he Long-Term Efects o Conditional Cash Transers onuman Capital: Evidence rom Colombia.

eforming the Education System: Cases of

ndia, Zambia, Yemen, Egypt and Jordanthe past year, IEG assessed a number o World Bank

rojects aimed at improving post-primary educationorldwide. Main lessons were drawn on private sectorvolvement, accreditation, labor-market relevance o

ducation and graduate employment, and cost recovery ine assessed projects.

Gs assessments ound that projects sought greaterrivate sector involvementprimarily through thepresentation o the private sector on governance boards

nd in making curriculum more labor market relevant. Ine Middle East and North Arica Region, IEG assessed the

erormance o three higher Education Projects in Egypt,

Zambia Technical Education Vocational and

Entrepreneurship Training Development Support

Program

The Zambia Technical Education Vocational andEntrepreneurship Training Development SupportProgram, implemented between 2002 and 2008, aimed

to comprehensively reorm Zambias Technical EducationVocational and Entrepreneurship Training (TVET) system.The changes were made through granting nancial andmanagerial autonomy to the publicly-owned traininginstitutions; establishing an autonomous nationaltraining authority (TEVETA) responsible or regulationand quality assurance; nancing training in all typeso institutions through a competitive und (TEVETFund); and diversiying sources o unding through costrecovery (student ees) and a proposed payroll levy onenterprises. The implementation authority or TVET

would be shited rom the central government to thenew training authority and training institutions, with thecentral ministry ocusing upon policy ormulation andinormation management.Zambias experience in attempting to shit its TVETsystem rom supply- to demand-driven provides severallessons: ReformsofTVETshouldbebasedonin-depth

analysis o the strengths, perceptions, interests, andincentives o dierent stakeholder groups, since changein the governance structure o TVET needs buy-in bymultiple stakeholders. Implementation o the projectwas substantially aected by insucient consensus andwillingness to cooperate between the various partiesinvolved in implementation. Acompetitivetrainingfundundernon-

government management can be eective in addressingneeds in the inormal sector and the needs or in-servicetraining, but sustainability is a major challenge. Payrollleviestonancein-servicetrainingare

dicult to apply in low-income countries as well as in

the inormal sector.

For additional lessons learned download the ProjectPerormance Assessment Report,Zambia TechnicalEducation Vocational and Entrepreneurship Training

Development Support Program.
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Yemen, and the Hashemite Kingdom o Jordan, all owhich had a component on strengthening privatesector engagement. For instance in Egypt, Banks HigherEducation Enhancement Project ormed Boards oTrustees that would include representatives o theprivate sector and improved collaboration between

Technical Colleges and the private sector, which wasone o its success stories. To learn more about theproject, please see Project Perormance AssessmentReport, Higher Education Reorm in the Middle Eastand North Arica.

IEG also ound that most projects had a qualityassurance goal that emphasized accreditation ofprograms. Accreditation was also seen as a way omaking the degree more valuable. Indias Technical/Engineering Education Quality Improvement

Project I (TEQIP I), which was designed to improvethe technical education system through systemicreorm, emphasized accreditation o institutes,thereby building a mechanism or ensuring theywere accountable or perormance. Over the projectperiod, 91 percent o programs had either receivedor applied or accreditation to the National Board oAccreditation. However, IEGs project assessment oundthat accreditation processes are dicult in remoteregions where travel time could exceed a ew days.Additionally, there is potential or manipulation o the

accreditation process, thereby devaluing its credibility asan instrument or accountability. For more inormation,please see the Project Perormance Assessment

Report on Indias Third Technician Education Projeand Technical/Engineering Education Quality

Improvement Project I.

World Banks projects also strived to make post-primeducation relevant or labor market and graduate

employment. Indias TEQIP I and Third TechnicianEducation Project (TTEP) projects aimed at designinlabor market relevant curricula and required instituto have placement cells to ensure employment ostudents in suitable jobs. Placement cells broughtemployers to the institution or recruiting graduatesand also helped graduates prepare or interviews.Additionally, placement cells requently acilitatedindustry internships or students where such internshad been built into the curriculum. One o the lessolearned rom the assessment o the projects is that i

important to align courses with economic needs, asas students employment aspirations. TEQIP I perormbetter than Technician Education III in its studentemployment record because it supported programgeared towards ormal sector employment, which iswhere students sought jobs. For more inormation,please see the Project Perormance AssessmentReport on Indias Third Technician Education Projeand Technical/Engineering Education Quality

Improvement Project I.

Some o the projects also sought to include a cost-recovery component. In the case o Zambia, one othe Banks projects aimed to diversiy unding throustudent ees or tuition, boarding and other servicesa payroll levy on enterprises. Additionally, the projecintended to develop mechanisms or private sectornancial contribution to training, through a payrolllevy or other means. One o the lessons learned romIEGs assessment o the project was that payroll levieto nance in-service training are dicult to apply in

low-income countries as well as in the inormal sectFor additional lessons learned download the ProjecPerormance Assessment Report,Zambia TechnicaEducation Vocational and Entrepreneurship Train

Development Support Program.
http://lnweb90.worldbank.org/oed/oeddoclib.nsf/DocUNIDViewForJavaSearch/34BE3C7D5C106EF1852578E2007C724A/$file/PPAR_Egypt%20-%20Jordan%20-%20Yemen%20-%20Higher%20Education%20Reform%20in%20the%20Middle%20East.pdfhttp://lnweb90.worldbank.org/oed/oeddoclib.nsf/DocUNIDViewForJavaSearch/34BE3C7D5C106EF1852578E2007C724A/$file/PPAR_Egypt%20-%20Jordan%20-%20Yemen%20-%20Higher%20Education%20Reform%20in%20the%20Middle%20East.pdfhttp://lnweb90.worldbank.org/oed/oeddoclib.nsf/DocUNIDViewForJavaSearch/BE7E19627F5C2AD4852579840066095F/$file/Report%20No.%2066056%20-%20INDIA%20Education.pdfhttp://lnweb90.worldbank.org/oed/oeddoclib.nsf/DocUNIDViewForJavaSearch/BE7E19627F5C2AD4852579840066095F/$file/Report%20No.%2066056%20-%20INDIA%20Education.pdfhttp://lnweb90.worldbank.org/oed/oeddoclib.nsf/DocUNIDViewForJavaSearch/BE7E19627F5C2AD4852579840066095F/$file/Report%20No.%2066056%20-%20INDIA%20Education.pdfhttp://lnweb90.worldbank.org/oed/oeddoclib.nsf/DocUNIDViewForJavaSearch/BE7E19627F5C2AD4852579840066095F/$file/Report%20No.%2066056%20-%20INDIA%20Education.pdfhttp://lnweb90.worldbank.org/oed/oeddoclib.nsf/DocUNIDViewForJavaSearch/BE7E19627F5C2AD4852579840066095F/$file/Report%20No.%2066056%20-%20INDIA%20Education.pdfhttp://lnweb90.worldbank.org/oed/oeddoclib.nsf/DocUNIDViewForJavaSearch/BE7E19627F5C2AD4852579840066095F/$file/Report%20No.%2066056%20-%20INDIA%20Education.pdfhttp://lnweb90.worldbank.org/oed/oeddoclib.nsf/DocUNIDViewForJavaSearch/F90E83043593889E852578E2007F2152/$file/PPAR_Zambia%20-%20Technical%20Education%20Vocational%20&%20Entrepreneurship%20Training.pdfhttp://lnweb90.worldbank.org/oed/oeddoclib.nsf/DocUNIDViewForJavaSearch/F90E83043593889E852578E2007F2152/$file/PPAR_Zambia%20-%20Technical%20Education%20Vocational%20&%20Entrepreneurship%20Training.pdfhttp://lnweb90.worldbank.org/oed/oeddoclib.nsf/DocUNIDViewForJavaSearch/F90E83043593889E852578E2007F2152/$file/PPAR_Zambia%20-%20Technical%20Education%20Vocational%20&%20Entrepreneurship%20Training.pdfhttp://lnweb90.worldbank.org/oed/oeddoclib.nsf/DocUNIDViewForJavaSearch/F90E83043593889E852578E2007F2152/$file/PPAR_Zambia%20-%20Technical%20Education%20Vocational%20&%20Entrepreneurship%20Training.pdfhttp://lnweb90.worldbank.org/oed/oeddoclib.nsf/DocUNIDViewForJavaSearch/F90E83043593889E852578E2007F2152/$file/PPAR_Zambia%20-%20Technical%20Education%20Vocational%20&%20Entrepreneurship%20Training.pdfhttp://lnweb90.worldbank.org/oed/oeddoclib.nsf/DocUNIDViewForJavaSearch/F90E83043593889E852578E2007F2152/$file/PPAR_Zambia%20-%20Technical%20Education%20Vocational%20&%20Entrepreneurship%20Training.pdfhttp://lnweb90.worldbank.org/oed/oeddoclib.nsf/DocUNIDViewForJavaSearch/BE7E19627F5C2AD4852579840066095F/$file/Report%20No.%2066056%20-%20INDIA%20Education.pdfhttp://lnweb90.worldbank.org/oed/oeddoclib.nsf/DocUNIDViewForJavaSearch/BE7E19627F5C2AD4852579840066095F/$file/Report%20No.%2066056%20-%20INDIA%20Education.pdfhttp://lnweb90.worldbank.org/oed/oeddoclib.nsf/DocUNIDViewForJavaSearch/BE7E19627F5C2AD4852579840066095F/$file/Report%20No.%2066056%20-%20INDIA%20Education.pdfhttp://lnweb90.worldbank.org/oed/oeddoclib.nsf/DocUNIDViewForJavaSearch/BE7E19627F5C2AD4852579840066095F/$file/Report%20No.%2066056%20-%20INDIA%20Education.pdfhttp://lnweb90.worldbank.org/oed/oeddoclib.nsf/DocUNIDViewForJavaSearch/BE7E19627F5C2AD4852579840066095F/$file/Report%20No.%2066056%20-%20INDIA%20Education.pdfhttp://lnweb90.worldbank.org/oed/oeddoclib.nsf/DocUNIDViewForJavaSearch/BE7E19627F5C2AD4852579840066095F/$file/Report%20No.%2066056%20-%20INDIA%20Education.pdfhttp://lnweb90.worldbank.org/oed/oeddoclib.nsf/DocUNIDViewForJavaSearch/34BE3C7D5C106EF1852578E2007C724A/$file/PPAR_Egypt%20-%20Jordan%20-%20Yemen%20-%20Higher%20Education%20Reform%20in%20the%20Middle%20East.pdfhttp://lnweb90.worldbank.org/oed/oeddoclib.nsf/DocUNIDViewForJavaSearch/34BE3C7D5C106EF1852578E2007C724A/$file/PPAR_Egypt%20-%20Jordan%20-%20Yemen%20-%20Higher%20Education%20Reform%20in%20the%20Middle%20East.pdf



ighting AIDS, Tuberculosis and Malaria: Review of the

lobal Fundhe Global Fund to Fight AIDS, Tuberculosis and Malaria was ounded in 2002o mobilize large-scale donor resources or the specic purpose o reducingections, illness and death caused by the three diseases. The Global Fund hasnce become the largest o the 120 global and regional partnership programs

which the World Bank is currently involved. IEG recently reviewed the work the Global Fund by assessing the independence and quality o the Five-Yearvaluation o the Global Fund and validating its ndings. IEG also examinedhe extent and nature o the World Banks engagement with the Global Fund

the global and country levels.

Gs review draws the ollowing lessons and recommendations:At the country-level the Global Fund needs to better coordinate andharmonize its work with other donors and to all in-line with nationalbudget cycles. While this situation may improve as the Health SystemsFunding Platorm matures and as the Global Fund transitions its grant

portolio to single streams o unding under its new grant architecture,the Global Fund has not generally contributed to harmonization throughexisting mechanisms or pooling unds at the country level, such asSWAps.

The Global Fund, along with other development partners, needs to ndways to strengthen the ability o governments to eectively coordinatedonor eorts around agreed national strategies.

The scarce resources available to ght the three diseases need to beallocated collectively and proactively in each country in accordance withan agreed long-term strategy or ghting each disease in the country.

Both the Global Fund and the World Bank could work toward improvingthe Monitoring and Evaluation (M&E) ramework. As such, the project levelM&E could ocus on accountability or achieving the specic outputs oeach project, while country-level M&E ocuses on tracking the higher-leveloutcomes and impacts collectively.

The World Bank needs to set up an engagement strategy that includesall o the roles that the Bank plays in the partnership, including providing

guidance to country-level operations.

The Bank could establish a community o practice among its projectmanagers who are working with the Global Fund to learn cross-cuttinglessons o experience.


8/8

For more lessons and ndings, please see the Global

Program Review: The Global Fund.

Upcoming evaluationsIEG is in the process o evaluating the World BanksSupport or Youth Employmentover FY 2001-2011.Youth employment has become a major and costlyissue in many countries. Young people encountermore diculties than adults in nding quality work orbecoming sel-employed. In many countries, emalesentering the labor orce ace more social and labormarket entry barriers than men. Instead o contributing

to the economy, the young who are underemploye

or unemployed, incur costs to the economy. Thisevaluation will identiy what the World Bank is dointo promote youth employment, showcasing theinternational evidence on initiatives to promote youemployment and lessons emerging rom the Bankssupport in helping countries increase employmento young workers and establish sustainable youthemployment policies. The evaluation report is due summer 2012.

For more information, visit the IEG webpage at

http://ieg.worldbankgroup.org

Photos courtesy of Jouni Martti Eerikainen, IEGPE, Asita de Silva, IEGPE andthe WorldBankPhoto Library

To see lessons and ndings rom the previous IEG studies on human development, download Issue 1: HumanDevelopment: Lessons rom Evaluation and Issue 2: Lessons rom Evaluations o World Bank Support toHuman Development.
http://ieg.worldbankgroup.org/content/ieg/en/home/reports/grpp_global_fund.htmlhttp://ieg.worldbankgroup.org/content/ieg/en/home/reports/grpp_global_fund.htmlhttp://ieg.worldbankgroup.org/http://ieg.worldbankgroup.org/content/dam/ieg/pubs/HD_ed.pdfhttp://ieg.worldbankgroup.org/content/dam/ieg/pubs/HD_web.pdfhttp://ieg.worldbankgroup.org/content/dam/ieg/pubs/HD_web.pdfhttp://ieg.worldbankgroup.org/content/dam/ieg/pubs/HD_web.pdfhttp://ieg.worldbankgroup.org/content/dam/ieg/pubs/HD_web.pdfhttp://ieg.worldbankgroup.org/content/dam/ieg/pubs/HD_web.pdfhttp://ieg.worldbankgroup.org/content/dam/ieg/pubs/HD_web.pdfhttp://ieg.worldbankgroup.org/content/dam/ieg/pubs/HD_ed.pdfhttp://ieg.worldbankgroup.org/content/dam/ieg/pubs/HD_ed.pdfhttp://ieg.worldbankgroup.org/http://ieg.worldbankgroup.org/content/ieg/en/home/reports/grpp_global_fund.htmlhttp://ieg.worldbankgroup.org/content/ieg/en/home/reports/grpp_global_fund.html

Lessons from Evaluations: World Bank Group Support to Human Development (Issue 3)

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