When client countries ask World Bank Task Team Leaders (TTLs), in charge of Bank-client relations how top-performing countries tackle different issues related to teacher policies (e.g., teacher training, incentives or accountability), TTLs have to respond to such requests on a case-by-case basis either by using Bank publications and databases or taking the initiative to find out more about policies in top performing education systems.
... انظر المزيد + This approach has the advantage of being tailored to the specific needs of each country, but it has the drawbacks of being time-consuming, duplicating work, lacking comparability and including few countries. This brief consists of three form activities for teachers to engage in to mitigate some of these drawbacks. There are three prime activities of SABER teachers and they are: 1. Collecting information about teacher policies by administering a set of questionnaires to key informants and gathering quantitative data and legal documents; 2. Analyzing this information by classifying countries according to how they fare on eight core teacher policy goals to which all school systems should aim; 3. Disseminating this information through this website, print materials and workshops. We also hope that cross-national comparisons on teacher policies will shed light on what policy-makers can do to improve the quality of teaching.
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The returns to investments in early childhood development (ECD) are manifold and can include improved school readiness, reduced drop-out rates, higher labor force productivity and greater social cohesion.
... انظر المزيد + Despite these high returns, enrollment in early childhood education is just 18 percent across Africa, with disproportionately high enrollment from children in urban areas and from wealthier families. Interactive Audio Instruction (IAI) is a distance learning technology that can deliver low-cost, culturally appropriate education via radio or mobile audio technology. It is a highly effective tool to reach children who can be hard to reach through conventional programs, including the rural poor and children with disabilities. IAI can also be an effective form of service delivery in unstable and conflict-affected regions.
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The Balochistan Education Support Project for Pakistan received a moderately satisfactory outcome rating with high risk to development outcome.
... انظر المزيد + The Bank received a satisfactory rating for their performance while the Borrower received a moderately satisfactory rating. Three restructurings took place throughout the course of this project. The first restructuring extended the project closing date 18 months to allow completion of construction activities under Component 1 of the Project. The second restructuring (i) Extended the project closing date another two years to allow for completion of construction of functional community schools under Component 1 and (ii) Reallocation of unallocated expenditure category to finance Community Implementation Partner contracts for extension period, to meet Balochistan Education Foundation (BEF) equipment and operational expenses during extension period, and to provide additional resources for school construction. The third restructuring reallocated funds originally allocated for the construction of a BEF office to cover expenses for office equipment for BEF staff (including monitoring equipment), a refresher teacher training course for community school teachers, and overdrawn Category 4 expenditure on support to construction of community schools. The following lessons were drawn from this project: (1) It is very important that the public sector commitment and ownership for the implementation and successful completion of any project are efficient. (2) The PECs when migrate or their children graduate, they have to quit the membership of the PEC. The PECs should be imparted with regular training every year or every second or third year. (3) In retaining children and teachers attendance, and increasing children enrollment and decreasing dropouts, community active participation is important. (4) Public sector institutions capacity to measure average annual increase in learning achievement in Language and Mathematics in Schools is weak. This needs to be built within institution, which deal with the education sector. (5) To retain teachers at Community Schools, their salaries need to be at the minimum equivalent to the minimum wage rate. (6) Capacity development support is crucial for ensuring timely and effective implementation of projects in provinces and regions that have limited public sector capacity, weak private sector presence and have deteriorating law and order situation. (7) Community School construction should be undertaken through professional engineering contractors under the supervision of PECs. (8) Early Childhood Education should be made a part of primary school teacher training. (9) Most importantly, the community school establishment design is far time and cost effective. The province is suffering from and alarming access issue. Education Department of Balochistan should adopt this design to ensure access throughout Balochistan.
رؤية أقل ـ
تقرير إنجاز تنفيذ ونتائج المشروع ICR3246 JAN 30, 2015
The Compensatory Education Project for received a satisfactory outcome rating with low risk to development outcome. The Banks performance was rated moderately satisfactory while the Borrower received a satisfactory rating.
... انظر المزيد + There was one restricting that took place within this project. The change was a reallocation of funds from Categories 2 and 6 to Category 1. This change was requested in order to disburse the full loan before Project closing. There were no revisions to the PDO or project components. The Project provided a number of lessons that were considered in preparation of the follow-on operation. With respect to the Early Childhood Development (ECD) intervention, there were lessons learned about sessions specifically targeted at fathers, which were unsuccessful. Future efforts to engage fathers should be better suited to the cultural and gender norms that prevail in many of these areas. The Mobile Pedagogical Support (API) program has also provided valuable lessons. Since engagement with parents is an important element of the program, visits by APIs to parents will be held on weekends, in order to maximize the probability that fathers who work outside the village of origin are present, since women are less likely to receive the API when they are home alone. One key lesson learned from the program is the need for more frequent supervision by National Council for Educational Development (CONAFE) of schools targeted by the program. From an administrative viewpoint, expense categories under the Project did not correspond with Project Components, making it difficult for the Implementing Agency to monitor Project costs. Categorization of expenses by component, rather than by procurement category, would allow for a better understanding of outputs and activities by component in future projects.
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تقرير إنجاز تنفيذ ونتائج المشروع ICR3228 JAN 29, 2015
The second phase of the School-Based Management Project for the United Mexican States received a moderately satisfactory outcome with low or negligible risk to development outcome.
... انظر المزيد + Both the Bank and Borrowers performances were moderately satisfactory. Ultimately there were three restructurings that took place. The first restructuring dropped Component 3 because most activities were not critical to the achievement of the PDO and were supported outside the Project, revised Component 2 to include the impact evaluation previously under Component 3, the provision of technical assistance to states to improve their prioritization of marginalized and indigenous schools, and the carrying out of an monitoring and evaluation survey to collect data from community members on the School Based Management model in Quality Schools Program (PEC) schools, among others. The restructuring also adjusted the results framework to ensure full measurement of the achievement of the PDO. A reallocation of part of the loan proceeds to increase the number of beneficiary schools and an extension of the closing date by one year were also part of this restructuring. The second restructuring reallocated all funds from Category 3 (Consultant Services) to Category 1 (Goods, Works and Consultant's Services supported under direct support to schools). This change was needed because Ministry of Public Education (SEP) decided to finance the impact evaluation of PEC with its own resources. The third restructuring reallocated US$93,331.55 from Category 2 (Incremental Project Costs) to Category 1 (Goods, Works and Consultants' Services supported under the direct support to schools). The change was necessary, given SEP's decision to finance the remaining operating costs with its own resources. There were six lessons learned from this project and they are as follows: (1) Early adjustment of PDO and project results framework is desirable. (2) A rigorous impact evaluation of PEC is crucial to understand the effect of the program on learning outcomes. (3) Local Education Authorities play an important role in planning and implementing federal programs on the ground. It is important to find compelling ways to ensure that all states provide their PEC counterpart financing in a timely manner and comply with management information systems (MIS) that are compatible with the federal MIS. (4) In future operations, Project procurement and FM should be simplified in regards to the direct support to schools to avoid burdening schools with excessive administrative requirements and delays in the reporting of disbursements and proof of expenditures from the Government to the Bank. (5) Moving into country systems in countries with a solid fiduciary structure could help expedite technical assistance procurement processes and ensure that countries benefit from the technical assistance built into the project designs without necessarily compromising healthy procurement procedures. (6) The simplification and dissemination of school planning instruments help disadvantaged schools put together initial school improvement plans and therefore allow them to benefit more frequently from programs such as PEC.
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تقرير إنجاز تنفيذ ونتائج المشروع ICR1629 JAN 29, 2015
The Higher Education Reform Project of Nepal has an objectives to support reforms in selected institutions for improving quality, relevance and efficiency of higher education; and to assist underprivileged students for equitable access.
... انظر المزيد + The governments NPHERD has four components: (i) Higher Education Reforms; (ii) Centers of Excellence; (iii) System Strengthening; and (iv) Regular Program. The IDA-financed Higher Education Reforms Project (HERP) supports the Higher Education Reforms component and the Regular Program component of NPHERD through partial financing of faculty salaries, student scholarships and research grants, and financing of capacity building and project management. The Project is structured around two components: (i) Implementation of Reforms; and (ii) Capacity Building and Project Management. Component one will use a results-based approach (RBF) whereby IDA funds will be disbursed against specific eligible expenditure programs (EEPs, see Annex 3) in the development and regular program budget heads upon the achievement of pre-specified results measured by a set of disbursement-linked indicators (DLIs). This component will focus on the following four results areas to help achieve the PDO: (i) Systemic and Institutional Reforms; (ii) Academic Reforms and Relevance; (iii) Equity; and (iv) Academic Excellence and Research. Component two will support effective implementation and monitoring of NPHERD. It will finance inputs and activities required to achieve the above-stated results and enhance the capacity of the implementing, coordinating and participating agencies. Technical assistance will include inputs and activities such as: (i) services of consultants in the areas of procurement, financial management, EMIS and information technology; (ii) employer, student and faculty satisfaction surveys; (iii) studies associated with implementation of the HEP; (iv) impact assessments in various areas of project intervention; (v) strategic planning and institutional capacity building; and (vi) conferences and workshops. Inputs and activities supporting project management will include: (a) salaries for project staff; (b) staff training and study tours; (c) monitoring and evaluation including monitoring of compliance with applicable agreements and guidelines; (d) travel and subsistence allowances; and (e) vehicles10, office equipment including computers, office rental and other associated costs. This component will also support activities that will require central-level coordination and support for networking among HEIs to access global knowledge.
رؤية أقل ـ
وثيقة التقييم المُسبق للمشروع PAD1019 JAN 22, 2015
The Liaoning and Shandong Technical and Vocational Education and Training Project of China seeks Board approval for a level 1 restructuring to revise the Project Development Objective (PDO) as it mentions the number of schools benefitting from project support.
... انظر المزيد + The PDO will only refer to project schools instead of the specific number of schools. The proposed revised PDO is: to improve the quality and relevance of technical education in project schools in Liaoning and Shandong provinces and produce lessons from this experience as a guide for future school reforms and policy development. Other changes include: (i) adjust the list of beneficiary schools due to account for the withdrawal of the Labor Economy College in Liaoning province. The loan funds released from the school which withdrew from the project (US$3.5 million) will be redistributed to the remaining three schools in Liaoning province with the same ratio of category a (civil works and goods) and b (school innovations); and (ii) adjust the definition of the 2nd PDO indicator by changing the length of period to measure the employment rate from 3 months to 6 months to be aligned with the updated government standardized indicator.
رؤية أقل ـ
The Post Primary Education and Training Adaptable Program Lending Project for Uganda received a moderately unsatisfactory outcome with a substantial risk to development outcome.
... انظر المزيد + Both the Bank and the Borrower received moderately unsatisfactory performance ratings. The project was restructured twice, July 18, 2012 and August 9, 2013. In neither restructuring was the PDO changed. The initial restructuring was to extend the project by two years with a new closing date of July, 31, 2014. The second restructuring revised the Intermediate Results indicators and reduced the scope of civil works in Component 1 and reallocated IDA proceeds from Categories 2, 3 and 4 to Category 1. There were six lessons learned from this project and are as follows: (1) Project teams must understand and document indicator definitions as well as constantly monitor the reliability of project data that depends on national data systems. The development of monitorable indicators designed in the context of the specific project is important. (2) Project teams designing projects which focus on government programs as opposed to individual projects must develop and use project specific indicators and data sources to deal adequately with issues of attribution. (3) Inclusion of a strong capacity development component is essential for projects that mainstream implementation in a decentralized system. (4) Implementation readiness is essential to ensuring that project implementation proceeds as designed. (5) Strategic use of technical assistance within the implementing agencies teams significantly enhances capacity. (6) Project implementation period chosen during design must be commensurate with the projected project activities.
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تقرير إنجاز تنفيذ ونتائج المشروع ICR3234 JAN 12, 2015
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
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.
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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.
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This paper examines wage dynamics and turnover using tracking data of adolescents from the Philippines. The analysis uses individual test scores in grade 6 to proxy abilities.
... انظر المزيد + The empirical results show that (i) returns to labor market experience are large, nearly a half of the conventional estimate of returns to schooling; (ii) returns to experience are higher if educational attainment and/or test scores are higher; and (iii) ability, measured by test scores, positively influences the upgrading of occupations toward more skilled categories, although educational attainment plays an important role in determining the first occupation. The complementarity between schooling and experience is greater among good performers who show high test scores; education and ability augment gains from accumulating labor market experiences.
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The education system was one of the biggest casualties of the three decade old war in Afghanistan. In 2000, when the American led International Security Forces reached Afghanistan, there were less than one million children enrolled in school and virtually no girls in the system.
... انظر المزيد + Today, there are over eight million children in school of which 40 percent are girls. Even before the Taliban, investment in the education system was weak. During the rule of the King as well as the Communists the number of schools providing modern education was minuscule. By 1980 only 11 percent of the countrys population beyond the age of 25 had any formal education. By 1996, only 22 percent of the eligible population of children was studying in formal schools. At the end of the war in 2001, rebuilding the education sector was one of the first priorities of the new government as well as the international community. However, with no accurate and/or reliable data, planning and financing of the sector proved difficult. Data collection, collation and analysis except in the most rudimentary forms were virtually non-existent. Most of the reports were based on extrapolation of historic data. Supported by the World Bank and the Afghanistan Reconstruction Trust Fund (ARTF), the Education Quality Improvement Project (EQUIP) was launched in 2004. At USD 460 million, EQUIP II is today the largest education program in the country. Increasing use of Information and Communication Technology (ICT) in the education sector and strengthening the Education Management Information System (EMIS) has been a priority under EQUIP II. Indeed, the evolution of EMIS has been one of the most important achievements of the project.
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This report summarizes the main findings of the first phase of the regional study on teacher policies which draws heavily from the SABER-Teachers methodological papers and country reports.
... انظر المزيد + It presents the methodology of the SABER-Teachers benchmarking exercise; provides a preliminary analysis of the regional trends in teacher policies based on data collection and analytical tools developed by HDNED as well as the country reports produced by the SABER-Teachers team; and discusses the next steps for the regional work on teacher policies.
رؤية أقل ـ