E x c e l l e n c e i n p u b l i c s e r v i c e : D e l i v e r y a n d r e f o rm Bloom, D., Hartley, M. and Rosovsky, H., 2006. ‘Beyond private gain: The public benefits of higher education’. In: Samuel Neaman Institute, 2004. Transition to Mass Higher Education Systems: International Comparisons and Perspectives. Haifa: Samuel Neaman Press. Boissiere, M., 2004. Rationale for Public Investment in Primary Education in Developing Countries pdf IEG (Independent Evaluation Group). Available at: http://ieg.worldbank.org/Data/ reports/education_public_investments_wp.pdf Accessed 1 December 2014. Bruns, B., Filmer, D. and Patrinos, H., 2011. Making Schools Work: New Evidence on Accountability Reforms. Washington: World Bank. Catford, J., 2013. ‘Advancing the “science of delivery” of health promotion: Not just the “science of discovery”’. Health Promotion International, 24 (1), pp. 1–5. Duflo, E., Dupas, P. and Kremer, M., 2008. ‘Peer effects, teacher incentives, and the impact of tracking: evidence from a randomized evaluation in Kenya’. American Economic Review, 101 (5), pp. 1739–1774. Glewwe, P., 2002. ‘Schools and skills in developing countries: Education policies and socioeconomic outcomes’. Journal of Economic Literature, 40 (2), pp. 436–82. IEG (Independent Evaluation Group), 2014. Results and Performance of the World Bank Group 2013 webpage World Bank. Available at: http://ieg.worldbankgroup.org/evaluations/ rap2013 Accessed 2 December 2014. Lustig, N. C., 2011. Scholars Who Became Practitioners: The Influence of Research on the Design, Evaluation and Political Survival of Mexico’s Antipoverty Program Progresa/ Oportunidades webpage Tulane University. Available at: http://stonecenter.tulane.edu/uploads/Lustig_Scholars_and_Practiti oners_Mx_June_2011_correct_version-1308242989.pdf Accessed 2 December 2014. Mourshed, M., Chijioke, C. and Barber, M., 2010. How the World’s Most Improved School Systems Keep Getting Better webpage McKinsey and Company. Available at: www.mckinsey.com/ client_service/social_sector/latest_thinking/worlds_most_improved _schools Accessed 2 December2014. Rawlings, L., 2009. Monitoring and Evaluation: The Foundations for Results pdf World Bank. Available at: http://siteresources. worldbank.org/INTISPMA/Resources/383704-1184250322738/ 3986044-1250881992889/M&E_TheFundationsOfResults_Rawlings_ EN.pdf Accessed 2 December 2014. Schuck, P., 2014. Why Government Fails so Often and How it can do Better? Princeton: Princeton University Press. Schultz, T. P., 1993. ‘Returns to Women’s Education’. In: E. M. King and M. A. Hill, eds. 1997. Women’s Education in Developing Countries: Barriers, Benefits and Policies. Baltimore: Johns Hopkins University, pp. 51–99. Walker, S. et al., 2007. ‘Child development: Risk factors for adverse outcomes in developing countries’. The Lancet, 369 (9556), pp. 145–57. Woolcock, M., 2013. The Science Of Delivery-Taking Context Seriously: Expanding the Range of Ideas, Methods and Strategies to Enhance Development Effectiveness video World Bank Group. Available at: https://cdnapisec.kaltura.com/index.php/extwidget/ openGraph/wid/1_pegt1z2f Accessed 2 December 2014. Commonwealth Governance Handbook 2014/15 52 ARIANNE WESSAL (awessal@worldbank.org) is a monitoring and evaluation consultant with the Global Partnership for Education, which is administered by the World Bank. Prior to this, she worked with the World Bank’s Independent Evaluation Group (IEG), with a focus on capacity-building and global programmes. She has also worked on education and social development with Save the Children, the Inter-American Development Bank and the World Bank. Her research has focused on issues of access and equity to basic education in rural areas with particular attention to nomadic populations. Wessal holds a master’s degree in international development policy from Duke University. CLAY WESCOTT is director of the Asia-Pacific Governance Institute, president of the International Public Management Network and a senior consultant with the World Bank. He is also the book review editor for Governance, and senior editor of the International Public Management Review. He has held senior positions with Princeton and Harvard universities, the Asian Development Bank, United Nations Development Project (UNDP) and Development Alternatives Inc. He has degrees from the universities of Harvard and Boston. CARLOS ESPINDOLA is a managing associate of the Infrastructure Planning and Economics group at Nathan Associates. He is a registered transport engineer and holds an MBA focused on strategic and regional planning for transport and logistics projects. He is frequently involved in project design and performance assessment as part of his work, much of which has focused on Latin America, the USA and Africa. Espindola also works with engineering and economic consulting firms on projects sponsored by diverse clients, including multilateral developing partners, US foreign aid agencies, national governments and private investors.
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