doc_id stringlengths 16 27 | page int64 0 3.45k | chunk int64 0 38 | mention_name stringlengths 2 86 | start int64 0 2.75k | end int64 4 2.78k | extractor_specificity stringclasses 3
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value |
|---|---|---|---|---|---|---|---|---|---|---|---|---|
refugee_pads:000194 | 103 | 1 | data from schools | 680 | 697 | descriptive | descriptive | other | TSC county offices will collect ⟦data from schools⟧[17] for submission to the TSC for compilation of annual reports on teacher | true | null | |
refugee_pads:000194 | 107 | 0 | data from MoE | 535 | 548 | descriptive | descriptive | administrative | IVA will obtain ⟦data from MoE⟧[18] on the target classrooms constructed and completed. | true | null | |
refugee_pads:000194 | 107 | 0 | data from MoE | 1,309 | 1,322 | descriptive | descriptive | administrative | IVA will obtain ⟦data from MoE⟧[19] on the target classrooms constructed and completed. | true | null | |
refugee_pads:000194 | 107 | 1 | data from MoE | 763 | 776 | descriptive | descriptive | administrative | IVA will obtain ⟦data from MoE⟧[20] on the target classrooms constructed and completed. | true | null | |
refugee_pads:000194 | 115 | 0 | NEMIS | 1,217 | 1,222 | named | named | system | Use of IT (see below on ⟦NEMIS⟧[21]) for audit such that one can audit partly | true | null | |
refugee_pads:000194 | 118 | 0 | refugee data | 1,006 | 1,018 | vague | vague | other | able to capture ⟦refugee data⟧[22]. | true | null | |
refugee_pads:000194 | 119 | 0 | education data | 483 | 497 | vague | vague | other | Annual educational statistical booklet published for core ⟦education data⟧[23], including refugee children and learner with special needs. | true | null | |
refugee_pads:000194 | 11 | 0 | World Development Indicators | 439 | 467 | named | named | database | per capita gross domestic product (GDP) of US$1,879 (⟦World Development Indicators⟧[24] (WDI), 2020). | true | null | |
refugee_pads:000194 | 11 | 0 | Human Capital Index | 817 | 836 | named | named | indicator | The country’s ranking in the World Bank’s ⟦Human Capital Index⟧[25] (HCI, 2020) places Kenya third in Sub-Saharan Africa | true | null | |
refugee_pads:000194 | 11 | 1 | KNBS data | 1,250 | 1,259 | named | named | other | Source: World Bank calculations based on ⟦KNBS data⟧[26] | true | null | |
refugee_pads:000194 | 12 | 0 | Global Competitiveness Index | 409 | 437 | named | named | indicator | _Source:_ World Economic Forum, ⟦Global Competitiveness Index⟧[27] 2017-2018 | true | null | |
refugee_pads:000194 | 12 | 0 | KIHBS | 1,654 | 1,659 | named | named | survey | _Source:_ World Bank Calculations based on ⟦KIHBS⟧[28] 2015/16 and ⟦NASMLA 2019⟧[29] for Grade 7 | true | null | |
refugee_pads:000194 | 12 | 0 | NASMLA 2019 | 1,672 | 1,683 | named | named | survey | /16 and ⟦NASMLA 2019⟧[30] for Grade 7 | true | null | |
refugee_pads:000194 | 12 | 1 | NASMLA 2019 | 8 | 19 | named | named | survey | /16 and ⟦NASMLA 2019⟧[30] for Grade 7 | true | null | |
refugee_pads:000194 | 13 | 2 | Households Rapid Response Phone Survey | 648 | 686 | named | named | survey | World Bank (2021) _Socioeconomic Impacts of COVID-19 in Kenya on ⟦Households Rapid Response Phone Survey⟧[1], Rounds 1-3 ._ | true | null | |
refugee_pads:000194 | 14 | 1 | Kenya Education Data-October | 1,816 | 1,844 | named | named | report | UNHCR, (2021), ⟦Kenya Education Data-October⟧[2] 2021 | true | null | |
refugee_pads:000194 | 14 | 2 | Kenya Education Data-October | 82 | 110 | named | named | report | UNHCR, (2021), ⟦Kenya Education Data-October⟧[3] 2021 | true | null | |
refugee_pads:000194 | 15 | 1 | 2019 Kakuma Socioeconomic Survey | 939 | 971 | named | named | survey | UNHCR and World Bank, 2021, Understanding the Socio-economic Conditions of Refugees in Kenya: Volume B: Results from the ⟦2019 Kakuma Socioeconomic Survey⟧[4]. | true | null | |
refugee_pads:000194 | 16 | 0 | Human CapitaI Index | 109 | 128 | named | named | indicator | **Figure 4: Comparison Table: ⟦Human CapitaI Index⟧[5], 2020** | true | null | |
refugee_pads:000194 | 16 | 0 | HCI | 178 | 181 | named | named | indicator | Source: World Bank Analysis based on ⟦HCI⟧[6], 2020 | true | null | |
refugee_pads:000194 | 16 | 0 | National Assessment System for Monitoring Learner Achievement | 557 | 618 | named | named | other | the 2018 and 2019 ⟦National Assessment System for Monitoring Learner Achievement⟧[7] (NASMLA) shows that only 58 percent and 59 percent of learners | true | null | |
refugee_pads:000194 | 18 | 1 | MoE data | 1,172 | 1,180 | named | named | administrative | According to ⟦MoE data⟧[8], over 94 percent of students in basic education re-enrolled in school | true | null | |
refugee_pads:000194 | 18 | 2 | Rapid Response Phone Survey | 188 | 215 | named | named | survey | World Bank, (2021), Socioeconomic Impacts of COVID-19 in Kenya on Households ⟦Rapid Response Phone Survey⟧[9] Rounds 1,2 and 3. | true | null | |
refugee_pads:000194 | 19 | 2 | 2020-21 Urban Socioeconomic Survey | 810 | 844 | named | named | survey | UNHCR and World Bank, (2021), Understanding the Socio-economic Conditions of Refugees in Kenya: Volume C: Results from the ⟦2020-21 Urban Socioeconomic Survey⟧[10]. | true | null | |
refugee_pads:000194 | 21 | 2 | Kenya Refugee Protection Assessment Update | 1,246 | 1,288 | named | named | report | Based on the ⟦Kenya Refugee Protection Assessment Update⟧[11] 2 – 14 February 2022. | true | null | |
refugee_pads:000194 | 26 | 0 | 2018 NASMLA | 649 | 660 | named | named | other | based on the ⟦2018 NASMLA⟧[12]. | true | null | |
refugee_pads:000194 | 26 | 0 | NASMLA 2018 Data | 1,001 | 1,017 | named | named | other | **Figure 9: Achievement of High-Order Proficiency Levels in Grades 3 and 7, by county (⟦NASMLA 2018 Data⟧[13])** | true | null | |
refugee_pads:000194 | 28 | 0 | data from lesson observations and student assessment | 1,407 | 1,459 | descriptive | descriptive | other | The cluster meetings will utilize ⟦data from lesson observations and student assessment⟧[14]. | true | null | |
refugee_pads:000194 | 28 | 0 | data from the lesson observations | 1,472 | 1,505 | descriptive | descriptive | other | Currently, ⟦data from the lesson observations⟧[15] is underutilized. | true | null | |
refugee_pads:000194 | 28 | 1 | attendance data on NEMIS | 1,297 | 1,321 | named | named | system | submit ⟦attendance data on NEMIS⟧[16]. | true | null | |
refugee_pads:000194 | 31 | 0 | NEMIS data | 1,432 | 1,442 | named | named | system | better utilization of ⟦NEMIS data⟧[17] for filling information gaps | true | null | |
refugee_pads:000194 | 32 | 1 | Beneficiarysurvey | 615 | 632 | named | vague | other | 1.4|⟦Beneficiarysurvey⟧[18]|||| | false | null | |
refugee_pads:000194 | 32 | 1 | survey on child development and pre-primary | 1,205 | 1,248 | descriptive | descriptive | survey | (national ⟦survey on child development and pre-primary⟧[19] school quality assurance standards and tools | true | null | |
refugee_pads:000194 | 32 | 2 | survey on child development and pre-primary | 110 | 153 | descriptive | descriptive | survey | (national ⟦survey on child development and pre-primary⟧[20] school quality assurance standards and tools | true | null | |
refugee_pads:000194 | 34 | 1 | NEMIS data | 1,291 | 1,301 | named | named | system | Low utilization of ⟦NEMIS data⟧[21] for planning and decision making in primary education. | true | null | |
refugee_pads:000194 | 34 | 2 | NEMIS data | 380 | 390 | named | named | system | utilization of ⟦NEMIS data⟧[22] for mapping out school needs and the development budget allocations | true | null | |
refugee_pads:000194 | 35 | 0 | NASMLA Grade 3 assessment | 927 | 952 | named | named | other | the ⟦NASMLA Grade 3 assessment⟧[23], in Counties falling into the lowest quintile of performers | true | null | |
refugee_pads:000194 | 38 | 3 | teacher shortage data | 299 | 320 | vague | descriptive | other | implications on the current ⟦teacher shortage data⟧[24]. | true | null | |
refugee_pads:000194 | 40 | 0 | pre-identified and disclosed data from the National Program Coordinating Unit | 413 | 490 | descriptive | descriptive | administrative | The DLIs will be verified through ⟦pre-identified and disclosed data from the National Program Coordinating Unit⟧[25] (PCU). | true | null | |
refugee_pads:000194 | 41 | 1 | school specific learning assessments reports | 784 | 828 | descriptive | descriptive | report | KNEC hosts the platform for data on learning assessments, including the ⟦school specific learning assessments reports⟧[26]. | true | null | |
refugee_pads:000194 | 42 | 1 | education data | 1,485 | 1,499 | vague | vague | other | updating the targets for access and learning outcomes based on the current ⟦education data⟧[27] | true | null | |
refugee_pads:000194 | 42 | 1 | learning assessment data | 1,543 | 1,567 | descriptive | descriptive | other | evidence including findings of various ⟦learning assessment data⟧[28] conducted in 2018-2021 | true | null | |
refugee_pads:000194 | 44 | 2 | 2020-21 Urban Socioeconomic Survey | 367 | 401 | named | named | survey | UNHCR & World Bank, (2021), Understanding the Socio-economic Conditions of Refugees in Kenya: Volume C: Results from the ⟦2020-21 Urban Socioeconomic Survey⟧[29]. | true | null | |
refugee_pads:000194 | 45 | 0 | data on learners with disability | 1,326 | 1,358 | descriptive | descriptive | other | Gaps in the collection and management of ⟦data on learners with disability⟧[30] | true | null | |
refugee_pads:000194 | 47 | 1 | baseline survey | 834 | 849 | descriptive | descriptive | survey | Under SEQIP, a ⟦baseline survey⟧[1] was carried out with a sample from 110 subcounties which provided data | true | null | |
refugee_pads:000194 | 47 | 1 | data from the survey | 976 | 996 | descriptive | descriptive | survey | The ⟦data from the survey⟧[2] informed development of specific plans | true | null | |
refugee_pads:000194 | 48 | 0 | annual beneficiary surveys | 1,147 | 1,173 | descriptive | descriptive | survey | the Program will conduct online and phone-based ⟦annual beneficiary surveys⟧[3] for direct beneficiaries at the school level to assess the progress | true | null | |
refugee_pads:000194 | 48 | 1 | surveys | 112 | 119 | descriptive | vague | survey | Midterm review assessments will leverage lessons generated by the ⟦surveys⟧[4] | true | null | |
refugee_pads:000194 | 49 | 0 | 2019 ND-GAIN Index | 1,209 | 1,227 | named | named | indicator | ranked 152 out of 181 countries in the ⟦2019 ND-GAIN Index⟧[5] | true | null | |
refugee_pads:000194 | 49 | 1 | sex-disaggregated data | 1,276 | 1,298 | descriptive | vague | other | a lack of ⟦sex-disaggregated data⟧[6] for policy change | true | null | |
refugee_pads:000194 | 58 | 1 | NEMIS data | 190 | 200 | named | named | system | Evidence of utilization of ⟦NEMIS data⟧[7] for better management of primary education | true | null | |
refugee_pads:000194 | 65 | 1 | KNBS surveys | 713 | 725 | named | named | survey | MoE-Annual educational Statistical booklets and ⟦KNBS surveys⟧[8] | true | null | |
refugee_pads:000194 | 73 | 0 | data from schools | 1,303 | 1,320 | descriptive | descriptive | other | collect ⟦data from schools⟧[9] for submission to the TSC for compilation of annual reports | true | null | |
refugee_pads:000194 | 73 | 1 | data from schools | 86 | 103 | descriptive | descriptive | other | collect ⟦data from schools⟧[10] for submission to the TSC for compilation of annual reports | true | null | |
refugee_pads:000194 | 74 | 0 | data from schools | 628 | 645 | descriptive | descriptive | other | TSC county offices will collect ⟦data from schools⟧[11] for submission to the TSC for compilation of annual reports | true | null | |
refugee_pads:000194 | 74 | 0 | data from schools | 1,214 | 1,231 | descriptive | descriptive | other | TSC county offices will collect ⟦data from schools⟧[12] for submission to the TSC for compilation of annual reports | true | null | |
refugee_pads:000194 | 77 | 0 | national survey | 609 | 624 | descriptive | descriptive | survey | conducting a sample-based ⟦national survey⟧[13] to measure Pre-school quality | true | null | |
refugee_pads:000194 | 79 | 0 | NEMIS data | 166 | 176 | named | named | system | Evidence of utilization of ⟦NEMIS data⟧[14] through: (a) registration of refugee children in NEMIS | true | null | |
refugee_pads:000194 | 79 | 0 | categorization data | 656 | 675 | descriptive | descriptive | other | utilization by MoE of the ⟦categorization data⟧[15] in the allocation of MoE’s annual development grants | true | null | |
refugee_pads:000194 | 79 | 1 | NEMIS GRM | 285 | 294 | named | named | system | Number of complaints and grievances lodged through the ⟦NEMIS GRM⟧[16] | false | null | |
refugee_pads:000194 | 8 | 0 | INSTITUTIONAL DATA TBL | 323 | 345 | named | named | other | **~~⟦INSTITUTIONAL DATA TBL⟧[17]~~** | false | null | |
refugee_pads:000195 | 11 | 1 | update on refugees and asylum seekers in Djibouti | 1,422 | 1,471 | descriptive | named | report | United Nations High Commissioner for Refugees (UNHCR) ⟦update on refugees and asylum seekers in Djibouti⟧[18] as of January 31, 2022, states that there are 34,810 such individuals | true | null | |
refugee_pads:000195 | 12 | 0 | Notre Dame Global Adaptation Initiative (ND-GAIN) Index | 1,464 | 1,519 | named | named | indicator | The ⟦Notre Dame Global Adaptation Initiative (ND-GAIN) Index⟧[19] places Djibouti at 117 out of 181 countries | true | null | |
refugee_pads:000195 | 13 | 0 | data from 14 weather stations | 955 | 984 | descriptive | descriptive | other | recent studies using ⟦data from 14 weather stations⟧[20] covering the period 1946-2017 | true | null | |
refugee_pads:000195 | 14 | 2 | pulse surveys | 613 | 626 | descriptive | descriptive | survey | Preliminary data from ⟦pulse surveys⟧[21] suggests relatively good student participation | true | null | |
refugee_pads:000195 | 15 | 0 | pulse surveys | 497 | 510 | descriptive | descriptive | survey | the preliminary results from ⟦pulse surveys⟧[22] have been favorable | true | null | |
refugee_pads:000195 | 16 | 1 | Modeled ILO estimates | 1,621 | 1,642 | named | named | estimates | ⟦Modeled ILO estimates⟧[23] and retrieved on January 29, 2021, suggests that | true | null | |
refugee_pads:000195 | 16 | 2 | Modeled ILO estimates | 185 | 206 | named | named | estimates | ⟦Modeled ILO estimates⟧[24] and retrieved on January 29, 2021, suggests that LFP rates are about 64 percent | true | null | |
refugee_pads:000195 | 20 | 2 | telephone surveys | 331 | 348 | descriptive | descriptive | survey | undertook a set of ⟦telephone surveys⟧[25] to look at the socio-economic impacts | true | null | |
refugee_pads:000195 | 22 | 2 | Labour Force Survey | 532 | 551 | named | named | survey | ⟦Labour Force Survey⟧[26], 2016 | true | null | |
refugee_pads:000195 | 23 | 1 | official statistics | 1,354 | 1,373 | vague | descriptive | report | the ⟦official statistics⟧[27] suggest that nearly 41 percent of students in the TVET sector are women | true | null | |
refugee_pads:000195 | 23 | 2 | national primary | 517 | 533 | descriptive | descriptive | other | their scores on the ⟦national primary⟧[28] school examination are slightly better than boys | false | null | |
refugee_pads:000195 | 24 | 0 | survey of out of school children | 945 | 977 | descriptive | descriptive | survey | According to the initial results of a ⟦survey of out of school children⟧[29] in 2019 | true | null | |
refugee_pads:000195 | 24 | 1 | refugee related data | 1,772 | 1,792 | vague | vague | other | keeping track of ⟦refugee related data⟧ since 2017/18 | true | null | |
refugee_pads:000195 | 24 | 1 | out of school children (OOSC) survey 2019 | 1,882 | 1,923 | descriptive | named | survey | A recent ⟦out of school children (OOSC) survey 2019⟧, estimates | true | null | |
refugee_pads:000195 | 24 | 2 | refugee related data | 10 | 30 | vague | vague | other | track of ⟦refugee related data⟧ since 2017/18 and include these in their annual educational statistical tables | true | null | |
refugee_pads:000195 | 24 | 2 | out of school children (OOSC) survey 2019 | 120 | 161 | descriptive | named | survey | A recent ⟦out of school children (OOSC) survey 2019⟧, estimates | true | null | |
refugee_pads:000195 | 25 | 2 | Expanding Opportunities for Learning Project | 860 | 904 | named | named | database | These numbers have been obtained from the ⟦Expanding Opportunities for Learning Project⟧ (P166059) | true | null | |
refugee_pads:000195 | 28 | 0 | national data | 1,884 | 1,897 | vague | vague | other | not adequately captured in ⟦national data⟧ | true | null | |
refugee_pads:000195 | 28 | 1 | national data | 123 | 136 | vague | vague | other | not adequately captured in ⟦national data⟧ | true | null | |
refugee_pads:000195 | 32 | 2 | Massive Open Online Courses | 689 | 716 | named | descriptive | survey | existing evidence from ⟦Massive Open Online Courses⟧ illustrates that completion rates can be as low as 10 percent | true | null | |
refugee_pads:000195 | 36 | 1 | tracer and employer satisfaction surveys | 737 | 777 | descriptive | descriptive | survey | carry out ⟦tracer and employer satisfaction surveys⟧, student and teacher evaluations | true | null | |
refugee_pads:000195 | 37 | 0 | update on refugees and asylum seekers in Djibouti | 419 | 468 | descriptive | descriptive | report | As per the UNHCR’s ⟦update on refugees and asylum seekers in Djibouti⟧ as of January 31, 2022, states that there are 34,810 such individuals in the country | true | null | |
refugee_pads:000195 | 44 | 1 | administrative data | 1,792 | 1,811 | descriptive | descriptive | administrative | including but not limited to ⟦administrative data⟧ collected through both the MENFOP and MT | true | null | |
refugee_pads:000195 | 44 | 1 | standardized data collected from training providers | 1,899 | 1,950 | descriptive | descriptive | other | ⟦standardized data collected from training providers⟧ | true | null | |
refugee_pads:000195 | 44 | 2 | administrative data | 102 | 121 | descriptive | descriptive | administrative | ⟦administrative data⟧ collected through both the MENFOP and MT | true | null | |
refugee_pads:000195 | 44 | 2 | standardized data collected from training providers | 209 | 260 | descriptive | descriptive | other | ⟦standardized data collected from training providers⟧, and data from | true | null | |
refugee_pads:000195 | 44 | 2 | periodic surveys | 276 | 292 | descriptive | descriptive | survey | data from ⟦periodic surveys⟧, tracer studies | true | null | |
refugee_pads:000195 | 45 | 0 | beneficiary surveys | 563 | 582 | descriptive | descriptive | survey | ⟦beneficiary surveys⟧, and ⟦TVET satisfaction survey⟧ | true | null | |
refugee_pads:000195 | 45 | 0 | TVET satisfaction survey | 588 | 612 | descriptive | descriptive | survey | ⟦TVET satisfaction survey⟧ | true | null | |
refugee_pads:000195 | 47 | 2 | monthly budget execution reports | 26 | 58 | descriptive | descriptive | report | The Project will produce ⟦monthly budget execution reports⟧ | true | null | |
refugee_pads:000195 | 50 | 1 | Djiboutian statistics | 683 | 704 | descriptive | descriptive | report | according to official ⟦Djiboutian statistics⟧ | true | null | |
refugee_pads:000195 | 52 | 2 | graduate tracking surveys | 522 | 547 | descriptive | descriptive | survey | other information obtained through ⟦graduate tracking surveys⟧, etc. | true | null | |
refugee_pads:000195 | 52 | 2 | data for the World Bank | 1,400 | 1,423 | descriptive | vague | other | The latest available ⟦data for the World Bank⟧ refer to 94.4% of prevalence | true | null | |
refugee_pads:000195 | 53 | 0 | User Experience survey | 2,115 | 2,137 | descriptive | descriptive | survey | the Project will use ⟦User Experience survey⟧ approaches | true | null | |
refugee_pads:000195 | 53 | 1 | User Experience survey | 276 | 298 | descriptive | descriptive | survey | contract ⟦User Experience survey⟧ approaches to collect beneficiary feedback | true | null | |
refugee_pads:000195 | 55 | 0 | ISRs | 651 | 655 | descriptive | named | report | a review of ⟦ISRs⟧ reveals that across the portfolio, the country’s FM risk levels are high | true | null | |
refugee_pads:000195 | 60 | 1 | PDO Indicators | 578 | 592 | named | named | other | :⟦PDO Indicators⟧ DataSource | false | null | |
refugee_pads:000195 | 63 | 0 | DGETFP | 1,059 | 1,065 | named | named | other | collected from the ⟦DGETFP⟧ | false | null | |
refugee_pads:000195 | 63 | 0 | Trainer Files | 1,071 | 1,084 | named | descriptive | administrative | and ⟦Trainer Files⟧ | true | null |
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