The development objective of the Global Partnership for Education (GPE) for Early Childhood Education Project for Guyana is to improve emergent literacy and numeracy outcomes for children at the nursery level and primary grade one in hinterland regions and targeted remote riverine areas.
... انظر المزيد + Some of the negative impacts and mitigation measures include: (1) training of the teachers should be done in the month of July after schools close; (2) setting up extensions of schools and adequate, suitable furniture to accommodate learners and the various learning areas; (3) applying for grants through the Toshao from the various communities and seeking funds and help from other stakeholders; (4) preparing learning guides for parents and digital versatile discs (DVDs) for pupils and distributing to parents at mining camps; and (5) encouraging parents and showing the benefits of the program.
رؤية أقل ـ
The development objective of the Global Partnership for Education (GPE) Support to Quality Education Project for Niger is to improve access to schooling, retention of students in school, and the quality of the teaching and learning environment at the basic education level, in the Republic of Niger.
... انظر المزيد + The project comprises of three components. The first component, expanding equitable access to schooling and retention of students in school aim to increase equitable access to and retention in basic education by tackling supply and demand-side constraints to enrollment. It consists of following three sub-components: (i) education infrastructure; (ii) girls' access to education; and (iii) school feeding and student health. The second component aim to improve the quality of teaching and learning by supporting: (a) increased provision of teaching and learning materials and support to a curriculum review; (b) pre-service and in-service teacher training; and (c) better tools for the measurement and improvement of learning outcomes. It consists of following three sub-components: (i) pedagogical inputs; (ii) teacher training; and (iii) learning outcomes. The third component, strengthening management capacity will support more efficient use of resources for improved access and quality through the development of management and institutional capacity and better incentives at the central, district, school, and project levels in several critical areas. It is divided into following three sub-components: (i) capacity enhancement of the ministries in charge of basic education; (ii) central and decentralized education system management; and (iii) project management and coordination.
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The Skills Towards Employability and Productivity (STEP) program was designed to better understand the interplay between skills on the one hand and employability and productivity on the other.
... انظر المزيد + The STEP program developed survey instruments tailored to collect data on skills in low- and middle-income country contexts. The present note is a reference document for readers seeking background information on the STEP surveys and for users of the data, which is publicly available through the World Banks Microdata Catalog. The note describes the design of the survey instruments and the constructs measured as well as the technical standards and implementation protocols adopted to ensure data quality and comparability across countries. It also provides guidance to users for the construction of aggregated skills indicators and for the use of the reading literacy assessment data.
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Ratings for the Education for all Fast-Track Initiative (EFA-FTI) Catalytic Trust Fund Project for Mongolia were as follows: outcomes were moderately satisfactory, risk to development outcome was moderate, Bank performance was moderately satisfactory, and Grantee performance was moderately satisfactory.
... انظر المزيد + Some lessons learned included: low income countries, that are experiencing severe financial constraints and are able to afford little more in education than the payment of salaries and other recurrent costs, can often benefit greatly from the infusion of short-term grant funds for financing capital expenditures and other development expenses. Connecting the delivery of services to traditional ways of doing things (for example, putting kindergartens in movable buildings within nomad communities) can often make these services more attractive, affordable, and culturally acceptable. The use of a consultative framework like the education donors' consultative mechanism, which was effectively used as a steering group during the first three years of the project, can be a good way to bring donors together and to promote cooperation and interagency planning. In designing outcome indicators for an intervention or set of interventions like those financed by the EFA-FTI grant, it is critical that the indicators be linked causally to project inputs, processes, and outputs so that there is no question about attribution. Innovative, eco-friendly building designs are becoming increasingly available in a variety of climactic zones (include Mongolia's, characterized by cold and windy conditions) and need to be promoted as a way of saving resources and improving air and water quality. Regarding school construction, given the short construction season in Mongolia due to weather limitations, as well as booming demand, future projects need to plan carefully, assess local capacity, and supervise implementation closely.
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تقرير إنجاز تنفيذ ونتائج المشروع ICR1665 JUN 30, 2014
Ratings for the Better Education through Reformed Management and Universal Teacher Upgrading (BERMUTU) Project for Indonesia were as follows: outcomes were satisfactory, risk to development outcome was low or negligible, Bank performance was satisfactory, and Borrower performance was moderately satisfactory.
... انظر المزيد + Some lessons learned included: improving teaching quality and performance requires an articulated, focused, and holistic approach, just like the one included in BERMUTU. Ministry of Education and Culture (MoEC) being in the driver seat owning and implementing the program without the need of parallel structures greatly contributed to the satisfactory achievement of the stated project development objectives (PDOs) and ensured technical, institutional, and financial sustainability of BERMUTU's key interventions after the closing date. BERMUTU-follow up programs currently implemented by MoEC and some districts, largely navigating in new and unchartered territory will greatly benefit from a continued technical support from international and multilateral donors providing sound technical advice and linkages with worldwide best practices.
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تقرير إنجاز تنفيذ ونتائج المشروع ICR2655 JUN 30, 2014
Ratings for the Equity and Efficiency of Education Project for Costa Rica were as follows: outcomes were moderately satisfactory, the risk to development outcome was moderate, the Bank performance was moderately satisfactory, and the Borrower performance was also moderately satisfactory.
... انظر المزيد + Some lessons learned included: when a risk cannot be mitigated, the activity should be either dropped or substantially modified. Experiences or good practices from other countries can be transferred, provided two conditions are fulfilled: (i) there is Government ownership; and (ii) a careful institutional analysis demonstrates that the conditions for this transfer are favorable. It is extremely risky to carry out a project with a participatory approach in a complex institutional context, particularly when the project design does not define decision-making power regarding school investment and contents of the subprojects to be financed. In rural areas, it is possible to propose a pedagogical model and teaching conditions for secondary education which provide the same opportunities to children from low income families and promote equity. The participatory approach is appropriate to adapt the curriculum to the indigenous culture and infrastructure to the needs and local customs. 76. The environmental safeguards could be used as a tool and framework to implement and monitor a National indigenous policy. Construction processes through community participation or managed by a competitively-selected third party can be effective and cost-efficient.
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تقرير إنجاز تنفيذ ونتائج المشروع ICR3070 JUN 27, 2014
Ghana has a youthful population of 24 million and has shown impressive gains in economic growth and in poverty reduction over the last two decades.
... انظر المزيد + The necessary sustained growth requires three critical steps: (1) increase productivity in the strategic economic sectors, (2) diversify the economy, and (3) expand employment. Raising the level and range of skills in the country provides a key contribution to these core drivers of sustained growth. Skills development in Ghana encompasses foundational skills (literacy, numeracy), transferable and soft skills, and technical and vocational skills. These skills are acquired throughout life through formal education, training, and higher education; on the job through work experience and professional training; through family and community; and via the media. This report focuses on one segment of Ghanas skills development system: formal and informal technical and vocational education and training (TVET) at the pre-tertiary level. Although TVET alone does not guarantee productivity gains or job creation, it is generally agreed that a blend of cognitive, non-cognitive, intermediate, and higher technical skills is crucial to enhance the countrys competitiveness and contribute to social inclusion, acceptable employment, and the alleviation of poverty. The public financing approach and general lack of incentives to improve TVET in Ghana help to perpetuate a supply-driven, low-quality skills system that responds very poorly to the needs of the economy, and especially its growth sectors. The national skills strategy should aim to complement, and be complemented by, reforms that are underway in related sectors (for example, private sector development and employment, the informal economy, information and communication technologies, and agriculture). One of the more innovative elements of the ongoing reform has been the establishment of sustainable financing for the skills development fund (SDF). Channeling the majority of TVET resources through a SDF will make it easier for funds to be allocated in line with general national socioeconomic priorities and specific priorities identified by Council for Technical and Vocational Education and Training (COTVET).
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Education has played an important role in making Vietnam a development success story over the last 20 years. In the 1990s and early 2000s Vietnam experienced rapid economic growth.
... انظر المزيد + The accelerated growth was driven predominantly by productivity increases that came in the wake of a rapid shift of employment from low-productivity agriculture to higher-productivity nonfarm jobs. Vietnam's economy began to industrialize and modernize. Poverty fell dramatically. And education played an enabling role. Vietnam's committed effort to promote access to primary education for all and to ensure its quality through centrally set minimum quality standards has contributed to the country's reputation for having a young, well-educated workforce. Results from the 2012 Program for International Student Assessment (PISA) and new evidence from an adult skills survey presented in this book show that literacy and numeracy among Vietnam's youth and young urban adult workforce are strong and exceed those of even some wealthier countries. Despite its clear progress, Vietnam is facing new challenges. The pace of economic growth and the reallocation of jobs away from agriculture have slowed in recent years. Rather than productivity improvements, capital investments have become the main source of economic growth, but this model is not sustainable for ensuring continued rapid economic growth. The size of its workforce is still expanding, but its youth population is shrinking, which means that Vietnam cannot continue to rely on the size of its workforce for continued success. Instead, it needs to focus on making its workforce more productive and on alleviating skills barriers to labor mobility.
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المطبوعات 88895 JUN 17, 2014
Bodewig, Christian; Badiani-Magnusson, Reena; Macdonald, Kevin; Newhouse, David; Rutkowski, Jan
The objective of the Big Results Now in Education Program (BRNEd) Project is to improve education quality in Tanzanian primary and secondary schools.
... انظر المزيد + Progress towards the achievement of project development objective, or PDO will be measured through the following indicators: (i) national average performance of grade two students in reading (measured by Kiswahili oral reading fluency); (ii) national average performance of grade two students in numeracy (measured by competency in level one subtraction); (iii) percentage of teachers found in classrooms during unannounced visit in primary and secondary schools; and (iv) percentage of teachers with minimum knowledge in Mathematics and Languages in primary schools. Improvements in student performance on Primary School Leaving Examination, or PSLE and Certificate of Secondary Education Examination, or CSEE examinations will be a higher order objective of the program. These are key results indicators of the overall BRNEd program but are considered unsuitable for inclusion as PDO indicators due to concerns around attribution, realism, and volatility. They will, however, be tracked closely throughout the life of the program and technical assistance will be directed towards development of National Assessment Framework which will lead to strengthening the test items, grading policy, data decomposition within the PSLE and CSEE assessment systems.
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The motivation for this study is to contribute to the preparation of the new Palestinian Education Strategy by shedding light on the school and classroom level factors that influence student learning, and to identify good practices that can be generalized from high-performing classrooms to those that need improvement.
... انظر المزيد + While most Palestinian children are in school, performance on assessments indicates that many of them are not learning as much as they could. This represents not only inefficiency in the use of public resources, but also a lost opportunity for individual students and the society as a whole. The current study was carried out by the Assessment and Evaluation Department (AED) of the Palestinian Ministry of Education and Higher Education (MoEHE) with technical and financial support from the World Bank. The analysis presented in this paper was prepared by the World Bank team as a complement to a previous paper prepared by a team of experts from AED. For the purposes of this study, schools were classified by student performance in TIMSS 2011 and the 2012 Palestinian national exams. Classroom and school-based tools were then used to gather information from both high and low-performing schools. A total of 122 public, private and United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA) schools were surveyed using four different instruments: (i) stalling's classroom observations; (ii) school leadership survey; (iii) teacher survey; and, (iv) school facilities survey, which are all provided in annex one.
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Ratings for the Institutional Development for Education Project for Kosovo were as follows: outcomes were satisfactory, risk to development outcome was moderate, Bank performance was moderately satisfactory, and Borrower performance was moderately satisfactory.
... انظر المزيد + Some lessons learned included: close supervision of day-to-day project management makes a difference in contexts of limited capacity. A balance between the levels of complexity and ambitiousness of project design and institutional and administrative capacities is essential. Building in flexibility in project design may help address challenges of projects prepared for countries in conflict-affected contexts. An accurate assessment of both enabling conditions and implementation readiness is paramount.
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تقرير إنجاز تنفيذ ونتائج المشروع ICR2786 JUN 09, 2014
The Quality Education for All Project for São Tomé and Príncipe objective is the proposed operation is to improve the system of in-service teacher training and to strengthen the management of human resources in the education sector in São Tomé and Príncipe.
... انظر المزيد + The components of the Original Project will remain unchanged. The changes being proposed include the following: (i) training of 267 additional primary education teachers; (ii) supporting a learning assessment test for 6th grade (was only planned for 4th grade); (iii) piloting a small-scale impact evaluation in 40 schools (was only planned for 100 schools); and (iv) purchasing additional computers and ensuring internet connectivity of schools to the central level. New activities to be financed under the AF include: (i) training of 100 pre-school teachers; (ii) training of 100 pre-school trainers of trainers; (iii) supporting the review of pre-school curricula; and (iv) the purchase of equipment and pedagogical materials for the teacher training school.
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The Haiti Education for All Project objective of the project is to support the strategy for rebuilding the education system through the implementation of sustainable programs to improve: (a) access, particularly of under-served populations, to primary education; (b) quality of primary education; and (c) the institutional capacity in the recipient's education sector.
... انظر المزيد + The Restructuring is submitted to (i) establish a more achievable and measurable objective and (ii) to trigger the application of the Banks Operational Policy 4.12 on involuntary resettlement. The additional financing is sought in order to extend funding of the school health and nutrition program, under component 1.3 of the Project, by 2 school years. Proposed changes also include revising the project design and activities, and adjusting to actual costs and existing implementation capacity. The Project closing date will be extended for 15 months given additional time needed to complete original and revised activities. In addition, changes are proposed to the results framework. These proposed changes to the Project are in response to Government of Haiti priorities.
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The Skills Development and Youth Employment Project for Mali objective is to support education and training for employability and private-sector led job opportunities for youth in the Republic of Mali.
... انظر المزيد + The project will be divided into three components: (1) Education and Training for Employability; (2) Private-Sector led Jobs Creation for Youth; and (3) Institutional Strengthening and Project Management. Projects sub-components under Component 1 are: (2.1) Supporting Entrepreneurship for Youth; and (2.2) Supporting Established Small and Medium Enterprises for Job Creation.
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