This paper assesses inequality of opportunity in educational achievement using the Human Opportunity Index methodology on data from the Programme for International Student Assessment.
... انظر المزيد + The findings suggest that there are large inequalities in learning outcomes as measured by demonstrated proficiency in Programme for International Student Assessment test scores in math, reading, and science. Differences in wealth, parental education, and area of residence explain a bulk of this inequality in most of the countries in the sample. Consistent with what has been documented previously in the literature, the paper also finds a strong and stable correlation between inequality of opportunity and public spending on school education. An exploration of the changes in inequality of opportunity between the 2009 and 2012 rounds of the Programme for International Student Assessment, using parametric and nonparametric techniques, suggests that there has been little progress.
رؤية أقل ـ
ورقة عمل خاصة ببحوث السياسات WPS7152 JAN 01, 2015
Balcazar, Carlos Felipe; Narayan, Ambar; Tiwari, Sailesh
Access to resources is low across the elementary and primary school systems in Papua New Guinea. The National Department of Education (NODE) is keenly aware that enrollment in primary and elementary school provide little value unless equal priority is given to improving teaching and learning.
... انظر المزيد + This requires resources such as books and reading materials for students, but also professional development for teachers to support them with reading instruction. The main aim of the Reading Education Project is to promote better teaching and learning of reading skills in elementary and primary education. In order to achieve this, funding will be provided for classroom libraries and other educational materials and to train teachers on how to incorporate these into their language and reading lessons. The project will increase the supply of literacy materials in schools. Professional development will be provided to teachers on how to use classroom libraries to encourage children to read. رؤية أقل ـ
While education stocks (measured as the number of years of schooling attained per person over age 15) have risen significantly in all regions, they have risen the fastest in the Middle East and North Africa (MENA) region.
... انظر المزيد + This note documents this remarkable regional achievement. This brief shows that all 15 MENA countries for which we have comparable data increased their education stocks over time. As well as trends in population weighted averages for education stock across regions.
رؤية أقل ـ
Good teachers are essential for high-quality educational systems. However, little is known about teachers' skills formation during college. By combining two standardized tests for Colombian students, one taken at the end of senior year in high school and the other when students are near graduation from college, this paper documents the extent to which education majors relatively improve or deteriorate their skills in quantitative reasoning, native language, and foreign language, in comparison to students in other programs.
... انظر المزيد + Teachers' skills vis-a-vis those in other majors deteriorate in quantitative reasoning and foreign language, although they deteriorate less for those in math-oriented and foreign language-oriented programs. For native language, there is no evidence of robust differences in relative learning mobility.
رؤية أقل ـ
Despite impressive gains in increasing access to school over the past 20 years, an estimated 57 million children worldwide do not go to school.
... انظر المزيد + Abolishing school fees has increased enrollment rates in several countries where enrollments were low and school fees were high. However, such policies may be less effective, or even have negative consequences, when supply-side responses are weak. This paper evaluates the school-level impacts of a tuition waiver program in Haiti, which provided public financing to nonpublic schools conditional on these schools not charging tuition. The paper concludes that a school's participation in the program results in having more students enrolled, more staff, and slightly higher student-teacher ratios. The program also reduces grade repetition and the share of students who are over-age. Although the increase in students at participating schools does not directly equate to a reduction in the number of children out of school, it does demonstrate strong demand from families for the program, and a correspondingly strong supply response from the nonpublic sector.
رؤية أقل ـ
This report is about education, skills, and labor market outcomes in the Kyrgyz Republic. The report shows that skills are valued in the Kyrgyz Republic labor market, yet skills gaps persist.
... انظر المزيد + Three findings are particularly noteworthy. First, higher skilled youth have better employment outcomes, meaning that youth with more cognitive and non-cognitive skills are more likely to be employed than inactive or discouraged youth. Second, workers with higher cognitive and non-cognitive skills are more likely to use those skills in their daily work. Third, workers with higher skills, cognitive skills especially, tend to have higher quality (formal sector, less repetitive tasks, less physical work) jobs. However, large variations in observed skills among those with the same level of educational attainment indicate that formal education is failing too many people, even though skill development occurs at different stages in the life cycle and a host of actors are involved, families, for example, play a central role. The report argues that the government could shift some of its focus from providing access to educational institutions and instead focus on providing the skills (cognitive, non-cognitive, and technical) students need to succeed as adults. The government can also do more to get children off to the right start by investing in early childhood development programs, where rates of return to investment are generally very high and important soft skills are learned. Finally, more can be done to match the supply of skills with employer demand by improving the use of information in matching skills to jobs in the labor market.
رؤية أقل ـ
This report is about education, skills, and labor market outcomes in the Kyrgyz Republic. The report shows that skills are valued in the Kyrgyz Republic labor market, yet skills gaps persist.
... انظر المزيد + Three findings are particularly noteworthy. First, higher skilled youth have better employment outcomes, meaning that youth with more cognitive and non-cognitive skills are more likely to be employed than inactive or discouraged youth. Second, workers with higher cognitive and non-cognitive skills are more likely to use those skills in their daily work. Third, workers with higher skills, cognitive skills especially, tend to have higher quality (formal sector, less repetitive tasks, less physical work) jobs. However, large variations in observed skills among those with the same level of educational attainment indicate that formal education is failing too many people, even though skill development occurs at different stages in the life cycle and a host of actors are involved, families, for example, play a central role. The report argues that the government could shift some of its focus from providing access to educational institutions and instead focus on providing the skills (cognitive, non-cognitive, and technical) students need to succeed as adults. The government can also do more to get children off to the right start by investing in early childhood development programs, where rates of return to investment are generally very high and important soft skills are learned. Finally, more can be done to match the supply of skills with employer demand by improving the use of information in matching skills to jobs in the labor market.
رؤية أقل ـ
Female access to higher education in Afghanistan is has been and continues to be limited. At the basic education level, the country has made great advances since 2000; it increased access from 900,000 students in 2000, almost all boys, to 6.7 million students in 2009, and girls enrollment increased from 5,000 under the Taliban to 2.4 million in the same time period (Afghanistan, Ministry of Education 2009-2010).
... انظر المزيد + Seventy-one percent are currently enrolled in primary and middle school (Grades 1-9) and 29 percent are enrolled in secondary education (Grades 10-12; Samady 2013). The post-secondary gains for girls have already increased, as 120,000 girls have graduated from secondary school, and 15,000 have enrolled in universities (George W. Bush Institute 2013). Every year, more than 100,000 secondary school graduates write the Kankor, the nationwide higher education entrance exam, but due to insufficient spaces and limited capacity, only about half of those students find a spot at the government universities and colleges (UN Women 2013). Of the total number of university students, in 2009 only 24.8 percent were female (CEDAW 2011). The issue is not only access, but also retention and graduation. Even when female students enter universities, they require relevant support for gender-specific risks to help them complete their higher education careers. The authors need to learn more about the barriers to entering higher education, as well as to graduating successfully. Equally important is the need to understand what are the strengths, opportunities and resources that can help young girls and women consider, access, and acquire a quality higher education degree to contribute to the on-going development of their families, society and the country.
رؤية أقل ـ
The Second Higher Education Project for Nepal has the following revised project development objectives: (a) enhanced quality, efficiency and relevance of higher education through a set of systemic reforms and incentives to selected institutions; and (b) improved access for academically qualified students from disadvantaged groups in (i) higher education and (ii) higher secondary education.
... انظر المزيد + In March 2011, the several significant revisions in components were approved. About US$4 million from IDA financing for reforms grants were reallocated to higher secondary education. Other significant changes include the amendment of the Financing Agreement dated April 30, 2007. The overall outcome rating is 'Satisfactory'; for this structured project, its outcome is assessed against both its original and revised project objectives. The outcome of the original project is rated 'Moderately Satisfactory' due to its high relevance and efficient achievement of both development objectives which met all three outcome indicators at project closing, but fell short in two of nine results indicators. The outcome of the revised project is rated 'Highly Satisfactory' due to its high relevance and the efficient achievement of most targets of outcome and intermediate indicators directly linked to project interventions. This project was developed and implemented in a fragile country environment with limited resources and connectivity but with high demand for higher education from its young population. The project holds many rich lessons for other low-income countries facing similar issues: with appropriate recognition and catalytic support, community-run institutions can outperform public-funded institutions; for national development, human resources are critical and access to higher education should not be limited to a select few; and widespread consultations with all stakeholders are important for major reforms and full ownership.
رؤية أقل ـ
تقرير إنجاز تنفيذ ونتائج المشروع ICR2849 DEC 30, 2014
The Afghanistan Skills and Development Project received a moderately satisfactory outcome rating with significant risk to development outcome. Both the Bank and the Borrower received moderately satisfactory performance ratings.
... انظر المزيد + A restructuring took place during the project that affected the following: A Supplemental Letter (Performance Indicators) was included at the time of restructuring because of limited progress on developing a regulatory and quality assurance framework and some indicators and targets were too ambitious or could not be measured. Other key changes made include: (i) scope of Component 1 was revised to make it achievable; (ii) results indicators and targets were revised to make them realistic and measurable; (iii) covenants were added to improve the implementation of a governance framework; (iv) covenants were added to strengthen actions to ensure compliance; (v) closing date was extended by 16 months; (vi) a pilot voucher program was added; and (vii) training of additional vulnerable persons and new training of rehabilitated injectable drug users (IDUs) were added under Component 3. There were six lessons recorded from this project and they are: (1) Strong commitment and leadership are critical for successfully steering reforms in a Technical and Vocational Education and Training (TVET) institute. (2) Sustained implementation support and supervision by the Bank in a fragile situation is likely to lead to improved project implementation. (3) Even in a challenging fragile situation, institutional capacity can be enhanced. (4) Progress on improving gender equity is feasible even in situations with substantial cultural constraints. (5) Timely project restructuring can play a pivotal role in improving project implementation. (6) Projects can achieve good results even in remote and insecure areas in a fragile context.
رؤية أقل ـ
تقرير إنجاز تنفيذ ونتائج المشروع ICR3252 DEC 30, 2014
The Early Childhood Education Enhancement Project for the Arab Republic of Egypt aimed to support an increase in the access to early childhood education of 4 and 5 year-old children, particularly the disadvantaged, and also to equip kindergarten classes with learning materials.
... انظر المزيد + The outcome of the project is moderately satisfactory with both the Bank and the Borrower performed moderately satisfactory. A moderate risk to development was related to inadequate coordination between the Ministry of Education and the Ministry of Insurance and Social Affairs and subsequent involvement of participating NGOs and community run kindergartens.This was and continues to be a substantial risk to long-term sustainability of the project's outcomes. Lessons learned from the project include the following: 1) although project implementation units situated within the ministry are more effective than those established outside the ministry structure, careful planning is required to ensure leadership continuity; 2) plans for parallel financing and joint project activities with co-financing partners should be carefully designed, prepared for, coordinated, and implemented to avoid project delays; 3) project implementation plans and schedules should be more realistic, flexible and in-line with the Bank's previous country experience; and 4) assessment of impact and monitoring and evaluation of school construction projects may require a new approach.
رؤية أقل ـ
تقرير إنجاز تنفيذ ونتائج المشروع ICR3220 DEC 29, 2014
The Third Emergency Education Project for Iraq received a moderately satisfactory outcome rating with a high risk to development outcome. Both the Bank and Borrower received moderately unsatisfactory performance ratings.
... انظر المزيد + The main changes from the original project were: (i) the introduction of focus on institutional capacity building for the MOE through construction of prototype schools, so that the increased Government resources could be invested in a more effective and efficient way; (ii) strengthening MOE's capacity to better design modern curricula and to train teachers; and (iii) adjusting the implementation arrangements in order to increase the effectiveness and efficiency of project implementation. There is one main lesson learned from the project and is as follows: The main and most important lesson is that, in a country where Bank staff visiting is hampered and where implementation capacity is low, as was the case with Iraq, the Bank must be very careful to finance projects and activities that have a reasonable chance of being satisfactorily implemented, despite the fact that Bank staff will not be able to provide meaningful implementation support on the ground and will have only limited contacts with Iraqi counterparts. There are also several lesser lesson learned and are as follows: (1) In fragile states, the World Bank should always assume low institutional capacity, and the design of emergency projects in conflict-affected situations should recognize that there is a need for a very strong, full-time project management consistent with the cultural context to overcome all the obstacles to project implementation. (2) Flexibility and simplicity in project design needs to be built in. and the Bank Team should be prepared to adjust the design as the Project is implemented. (3) In civil works projects especially in in-conflict and post-conflict environments, disbursement mechanisms need to be designed in ways that facilitate project implementation and that do not expose contractors to cash flow problems. (4) Identification of needs prior to project preparation is important, and priority geographic areas for support should be identified during project preparation while striving for equity and political economy. (5) Land acquisition issues for school construction should be resolved during project preparation. (6) The decision to rely on DOE supervision committees for construction supervision was appropriate but, as discussed during supervision missions, it should have been accompanied by measures (including incentives) to ensure a daily presence on each site during the construction period. (7) It is very difficult to implement quality improvement measures such as teacher training or curriculum reforms without the active engagement of the MOE. (8) For teacher training and curriculum development, a greater emphasis could have been placed on management capacity and on Arabic experience in the selection of implementing agencies consulting firms.
رؤية أقل ـ
تقرير إنجاز تنفيذ ونتائج المشروع ICR3168 DEC 16, 2014
Kazakhstan's Programme for International Student Assessment (PISA) 2012 performance improved markedly compared to 2009, and indicated a narrowing achievement gap among students.
... انظر المزيد + Math and science performance improvements equivalent to more than half a year of schooling were achieved. According to the OECD, 40 points in PISA is equivalent to what students learn in one year of schooling. The improvements reduced the gap with other countries in Europe and Central Asia (ECA) by almost half. Moreover, the performance improvements of the lowest achievers in 2009 and 2012 outpaced those of their higher achieving peers at a rate that compares favorably against OECD countries. However, performance on reading improved only marginally and overall reading achievement remained low, with some groups of students actually performing worse in 2012. Kazakhstan's PISA performance places it significantly behind other countries, especially in reading. Countries with income per capita levels similar to Kazakhstan's (namely Turkey and Russia) performed significantly better in math, science, and reading. Most importantly, Kazakh reading scores still lag about one year of schooling behind the ECA average and almost two years of schooling behind OECD. Public expenditures on education are lowest in Kazakhstan compared with other PISA 2012 participating countries, which likely hampers the country's ability to ensure effective learning for all. Any increase in public spending on education will have to be aligned with careful policy reform decision making, since resources alone do not guarantee attainment of desired education outcomes.
رؤية أقل ـ
Kazakhstan's Programme for International Student Assessment (PISA) 2012 performance improved markedly compared to 2009, and indicated a narrowing achievement gap among students.
... انظر المزيد + Math and science performance improvements equivalent to more than half a year of schooling were achieved. According to the OECD, 40 points in PISA is equivalent to what students learn in one year of schooling. The improvements reduced the gap with other countries in Europe and Central Asia (ECA) by almost half. Moreover, the performance improvements of the lowest achievers in 2009 and 2012 outpaced those of their higher achieving peers at a rate that compares favorably against OECD countries. However, performance on reading improved only marginally and overall reading achievement remained low, with some groups of students actually performing worse in 2012. Kazakhstan's PISA performance places it significantly behind other countries, especially in reading. Countries with income per capita levels similar to Kazakhstan's (namely Turkey and Russia) performed significantly better in math, science, and reading. Most importantly, Kazakh reading scores still lag about one year of schooling behind the ECA average and almost two years of schooling behind OECD. Public expenditures on education are lowest in Kazakhstan compared with other PISA 2012 participating countries, which likely hampers the country's ability to ensure effective learning for all. Any increase in public spending on education will have to be aligned with careful policy reform decision making, since resources alone do not guarantee attainment of desired education outcomes.
رؤية أقل ـ
This paper reviews the experience of the Middle East and North Africa region in education attainment over the past four decades (1970-2010). It documents the following main findings: (a) all countries in the region experienced significant improvements in educational attainment over this period; (b) most countries in the region did better in this regard than comparators that had roughly the same education stocks in 1970; (c) collectively, the region achieved a greater percentage increase in education than other regions; (d) the regionapos;s better performance was in part because of higher rates of public spending on education, better food sufficiency status, and a lower initial stock of education in 1970 in comparison with most other developing country regions; and (e) the region had among the lowest payoffs to public spending in terms of increments in education stock; the impressive advance in education was achieved at high cost.
... انظر المزيد +رؤية أقل ـ
This book diagnoses Cambodian teaching quality and presents policy options for reform. Through classroom observation, assessments of mathematics and pedagogical content knowledge, and surveys of teachers and school directors, it sheds light on content and instruction, interactions with school directors, instructional support systems, and the implementation of teacher standards.
... انظر المزيد + The book investigates the competencies and skills of those attracted to teaching; it assesses the extent to which preservice education in Cambodia is delivering graduates with high content mastery and exposure to a student-centered learning environment; and it examines how teacher performance has been impacted by national incentives, an evaluation system that is disconnected from classroom realities, and the extent to which opportunities to learn and share best-practice lessons with peers exists. Out of the diagnosis follow three policy pillars to reform how teachers are trained, maintained, and motivated. First, the government must make teaching a much more attractive profession. Second, it must improve how teachers are prepared. And third, it must encourage stronger classroom performance. The book contains detailed recommendations under each policy pillar and provides the platform for Cambodia to undertake its next generation of educational reform.
رؤية أقل ـ
The development objective of the Xinjiang Technical and Vocational Education and Training Project for China is to improve the quality and relevance of project schools to produce skills that respond to the labor market demand in Xinjiang.
... انظر المزيد + Some of the negative impacts and mitigation measures include: (1) the project management office (PMO) and the project schools should pay attention to the problems, listen to the teachers and students, and establish an effective mechanism for consultation and public participation; (2) feedback on suggestions should be collected from PMO and project schools based on discussions with affected students and teachers, and listen to the views on measures through interviews and network communication; (3) in order to ensure equal benefits to be shared by minority students and teachers from the project, it is recommended that an ethnic minority development plan (EMDP) should be prepared based on the current situation in Xinjiang, and special problems the minority students and teachers are facing; and (4) EMDP should cover the improvement of minority students' education quality (especially the preparatory language education quality), increase of minority students' employment rate, and improvement of the minority teachers development mechanism.
رؤية أقل ـ
The development objective of the Xinjiang Technical and Vocational Education and Training Project for China is to improve the quality and relevance of project schools to produce skills that respond to the labor market demand in Xinjiang.
... انظر المزيد + Some of the negative impacts and mitigation measures include: (1) the project management office (PMO) and the project schools should pay attention to the problems, listen to the teachers and students, and establish an effective mechanism for consultation and public participation; (2) feedback on suggestions should be collected from PMO and project schools based on discussions with affected students and teachers, and listen to the views on measures through interviews and network communication; (3) in order to ensure equal benefits to be shared by minority students and teachers from the project, it is recommended that an ethnic minority development plan (EMDP) should be prepared based on the current situation in Xinjiang, and special problems the minority students and teachers are facing; and (4) EMDP should cover the improvement of minority students' education quality (especially the preparatory language education quality), increase of minority students' employment rate, and improvement of the minority teachers development mechanism.
رؤية أقل ـ