The key messages in this brief are as follows: 1) Africa's leaders see agriculture as an engine for overall economic development; in Sub-Saharan Africa it contributes 32 percent of gross domestic product and 65 percent of employment; 2) Growth in agriculture is twice to four times as effective in reducing poverty as other sectors but is held back by a lack of qualified professionals; 3) The low level of human capital in Africa's agricultural sector remains a significant constraint to growth, poverty reduction, and food security on the continent; 4) Agricultural education has been neglected for several decades and is poorly prepared to address the need for qualified professionals; 5) African ministers and leaders have asked for "a radically new approach" to agriculture education, as the current system is out of step with the job market; and 6) The World Bank is supporting African leaders as they seek ways to transform higher education so that it produces entrepreneurs, creative thinkers, and business leaders who contribute to economic growth and poverty reduction.
... انظر المزيد +رؤية أقل ـ
The key messages in this brief are as follows: 1) Africa's leaders see agriculture as an engine for overall economic development; in Sub-Saharan Africa it contributes 32 percent of gross domestic product and 65 percent of employment; 2) Growth in agriculture is twice to four times as effective in reducing poverty as other sectors but is held back by a lack of qualified professionals; 3) The low level of human capital in Africa's agricultural sector remains a significant constraint to growth, poverty reduction, and food security on the continent; 4) Agricultural education has been neglected for several decades and is poorly prepared to address the need for qualified professionals; 5) African ministers and leaders have asked for "a radically new approach" to agriculture education, as the current system is out of step with the job market; and 6) The World Bank is supporting African leaders as they seek ways to transform higher education so that it produces entrepreneurs, creative thinkers, and business leaders who contribute to economic growth and poverty reduction.
... انظر المزيد +رؤية أقل ـ
The key messages of this brief are as follows: 1) The Malawi Growth Development Strategy II recognizes the crucial role of higher education as a key driver of competitiveness and growth; 2) The country's higher education system needs to beoverhauled to take in more students, achieve greater equity in enrollment, and offer higher-quality programs relevant tomarket needs; 3) A major concern is that there are far too few qualifiedgraduates to meet market needs in the country, a gap that is bound to negatively affect the economy if unaddressed; 4) University management should include private sector and civil society representatives to ensure that learning is delivered more efficiently and is aligned with market needs; and 5) Encouraging private providers and exploring more sustainable avenues of financing are critical to bridge Malawi's financing and capacity gaps in higher education.
... انظر المزيد +رؤية أقل ـ
The key messages of this brief are as follows: 1) The Malawi Growth Development Strategy II recognizes the crucial role of higher education as a key driver of competitiveness and growth; 2) The country's higher education system needs to beoverhauled to take in more students, achieve greater equity in enrollment, and offer higher-quality programs relevant tomarket needs; 3) A major concern is that there are far too few qualifiedgraduates to meet market needs in the country, a gap that is bound to negatively affect the economy if unaddressed; 4) University management should include private sector and civil society representatives to ensure that learning is delivered more efficiently and is aligned with market needs; and 5) Encouraging private providers and exploring more sustainable avenues of financing are critical to bridge Malawi's financing and capacity gaps in higher education.
... انظر المزيد +رؤية أقل ـ
Ratings for the Second Education Development Project for Lao People's Democratic Republic were as follows: outcomes were moderately satisfactory, risk to development outcome was moderate, Bank performance was satisfactory, and Borrower performance was satisfactory.
... انظر المزيد + Some lessons learned included: decentralization of school construction to remote rural communities increases ownership and commitment to education. Mainstreaming implementation within government agencies requires ongoing capacity building. Strong financial management systems are critical for ensuring the efficient use and accounting of resources.
رؤية أقل ـ
تقرير إنجاز تنفيذ ونتائج المشروع ICR1552 FEB 28, 2014
The objective of the Learning, Equity and Accountability Program Support Project for Philippines is to improve the quality of grades 1 to 3 reading and math skills of children in target regions and target schools, with a special focus on those belonging to target disadvantaged groups.
... انظر المزيد + The project has three components. (1) Improvement of teaching and learning in grades 1 to 3 reading and math; (2) strengthening of accountability and incentives of Department of Education employees; and (3) improvement of program design for targeting disadvantaged groups. The project will focus on improving teaching and learning in early grades reading and math through: (i) enhancing and supporting Department of Education overall reading and math program; (ii) providing incentives and increasing accountability for results of school/education personnel; and (iii) helping ensure that the most disadvantaged have access to these educational services.
رؤية أقل ـ
The development objective of the Decentralizing Funding to Schools Project for Myanmar is to improve and expand Myanmar's existing school grants and student stipends programs.
... انظر المزيد + Some of the negative impacts and mitigation measures include: (1) beneficiary assessment, financed and facilitated by the Bank and its contacting agency, will be conducted on an annual basis which aims to assess, and report to Ministry of Education (MoE) and beneficiary people, the past year's progress with regard to the school stipend and school grants programs including on implementation of community participation planning framework (CPPF); (2) Department of Education Planning and Training (DEPT), Department of Basic Educations (DBEs), and Township Education Offices (TEOs) will organize meetings with beneficiary communities and share assessment results; (3) monitoring steps in the local areas will be complemented by the Bank-executed technical assistant (TA) program which will provide information to help the MoE continuously improve the management and operations of the stipend and school grants programs; and (4) the endorsed school improvement plan will be announced at the school assembly and will be displayed at the school notice board for the public.
رؤية أقل ـ
The development objective of the Education Quality Reform Project is to improve the quality of education for primary school children in Mongolia with particular emphasis on improving reading and math learning outcomes.
... انظر المزيد + The project is not expected to have any significant negative impact to indigenous people. On the contrary, it will provide indigenous people with a unique opportunity to enhance their education quality. However, if needed the project will be tailored to fulfill the culture related requirements/demands from related communities, e.g. the sub-projects might need to be designed and implemented in local language. Therefore, this Indigenous People Planning Framework is prepared to: i) ensure ethnic minority groups can benefit from the project; ii) conduct free, prior, and informed consultation with ethnic minority communities; and iii) ensure issues raised by ethnic minority communities are incorporated into subcomponent designs.
رؤية أقل ـ
The development objective of the Results for Education Achievement and Development (READ) Project for Gambia is to increase access to basic education, improve quality of teaching and learning in lower basic schools, and strengthen education systems.
... انظر المزيد + The project has four components. The first component will support increasing access to basic education. It has following four sub-components: (i) school construction; (ii) donkey carts; (iii) community-based early childhood care and development (ECD); and (iv) provision of school sub-grants to support sub-projects to all lower and upper basic public schools and stationery to all students in lower basic education in hardship areas. The second component aims to improve quality of teaching and learning. It has following eight sub-components: (a) enhancing teacher training; (b) stipends for teacher students; (c) hardship allowances for public lower and upper basic teachers in remote areas; (d) extended teacher continuing professional development; (e) teacher supervision and support through the use of a standardized classroom observation tool; (f) reading in the early grades with a focus on building reading abilities; (g) reading in the early grades with a focus on building reading abilities; and (h) LEARNET, a public-private partnership (PPP) initiative for information and communication technology (ICT) integration in learning and teaching, will provide broadband and curriculum- linked dynamic e-content to public schools. The third component, technical assistance (TA) aims to support institutional and capacity strengthening interventions to facilitate the implementation of components one and two and engaging in effective communication regarding the sector and the READ project. It has following two sub-components: (i) development and implementation of a strong communication strategy including dissemination of information, training, outreach campaigns, and surveys; and (ii) institutional support and capacity building. The fourth component, strengthening the education system with a focus on governance and management results aims to improve access to education, and teachers and students' performance, through the achievement of disbursement linked indicators (DLIs).
رؤية أقل ـ
The development objective of the Additional Financing for the Lagos Eko Secondary Education Project for Nigeria is to improve the quality of public junior and senior secondary education in Lagos State.
... انظر المزيد + This additional financing also entail the following: (i) changes in the results framework; (ii) minor modifications in the project components; and (iii) an update of existing implementation arrangements, and disbursement estimates. The changes being proposed relate to: (1) extending school development grants to 667 schools for improving education quality and student learning under the original project up to 2015; (2) continuing professional development of teachers, principals and vice-principals, enhanced capability of Lagos State to undertake standardized testing; and (3) strengthening monitoring and evaluation. Expected outcomes include (a) increased performance in student learning achievement under the Basic Education Certificate Examination (BECE) and the West Africa Senior Secondary Certificate Examination (WASSCE); (b), enhanced system of student assessment; and (c) strengthened institutional capacity within the Lagos State educational system, particularly at district and school level.
رؤية أقل ـ
The development objective of the Second Education Sector Development Project for Azerbaijan is to: (i) enhance the effectiveness of teaching in general secondary schools; (ii) improve learning results in schools which receive new school libraries and where teachers adopt improved teaching practices as a result of in-service training; and (iii) improve efficiency of spending on general education.
... انظر المزيد + This restructuring will support: (i) revising the project development objectives (PDO) to sharpen the focus on improving the effectiveness of teaching and learning conditions as the key project development outcome; (ii) modifying the results framework to better measure project outcomes; (iii) extending the project closing date from March 31, 2014, to March 31, 2016, for an additional 24 months to allow for the project's successful completion; and (iv) reallocating credit proceeds across priority areas to reflect implementation progress and challenges.
رؤية أقل ـ
This paper studies the relative academic performance of students tracked or randomly assigned to South African university dormitories. Tracked or streamed assignment creates dormitories where all students obtained similar scores on high school graduation examinations.
... انظر المزيد + Random assignment creates dormitories that are approximately representative of the population of students. Tracking lowers students' mean grades in their first year of university and increases the variance or inequality of grades. This result is driven by a large negative effect of tracking on low-scoring students' grades and a near-zero effect on high-scoring students' grades. Low-scoring students are more sensitive to changes in their peer group composition and their grades suffer if they live only with low-scoring peers. In this setting, residential tracking has undesirable efficiency (lower mean) and equity (higher variance) effects. The result isolates a pure peer effect of tracking, whereas classroom tracking studies identify a combination of peer effects and differences in teacher behavior across tracked and untracked classrooms. The negative pure peer effect of residential tracking suggests that classroom tracking may also have negative effects unless teachers are more effective in homogeneous classrooms. Random variation in peer group composition under random dormitory assignment also generates peer effects. Living with higher-scoring peers increases students' grades and the effect is larger for low-scoring students. This is consistent with the aggregate effects of tracking relative to random assignment. However, using peer effects estimated in randomly assigned groups to predict outcomes in tracked groups yields unreliable predictions. This illustrates a more general risk that peer effects estimated under one peer group assignment policy provide limited information about how peer effects might work with a different peer group assignment policy.
رؤية أقل ـ
This study focuses on the link between teachers' 'time-on-task' (TOT) and the nature of tasks in classrooms. This study, carried out with concurrence from Ministry of Human Resource Development (MHRD), is built upon the independent study commissioned by MHRD to explore teacher attendance rates in schools.
... انظر المزيد + This study ventures beyond the quantitative dimensions of teacher attendance (physical presence) to look at the 'time-on-task' (TOT) and nature of tasks, that is, the quantity and quality of teacher presence and interaction. Most specifically, it will provide insight into the work environment of teachers who are the key to service delivery and suggest implications for both policy and program interventions to empower teachers and introduce more accountability into the system. The McKinsey and Company study (Barber & Mourshed, 2007) identified three things that matter most: (1) getting the right people to become teachers; (2) developing them into effective instructors; and, (3) ensuring that the system is able to deliver the best possible instruction for every child. In the present study, the attempt is to see whether the teachers are 'effective instructors' and the system is delivering the best to its children. The study aims to find out the factors that facilitate improved quality of instructional time on the one hand, and what it means to the whole process of improving learning levels on the other. In addition, there is an effort to understand the characteristics of various enabling inputs
رؤية أقل ـ
Ratings for the Education Sector Support Project for Timor-Leste were as follows: outcomes were moderately satisfactory, the risk to development outcome was substantial, the Bank performance was moderately satisfactory, and the Borrower performance was also moderately satisfactory.
... انظر المزيد + Some lessons learned included: ensuring quality at entry during project preparation is a determinant for an early and sustained good physical and financial implementation progress. Ensuring a functional Monitoring and Evaluation (M&E) system, including an appropriate project Results Framework (RF), as a means to make informed policy decisions and budget allocations, and gauge achievement of project outcomes and component targets. Institutionalization (mainstreaming) of parallel projects into MoE requires a time-bound capacity building and skills transfer plan and strategy, explicitly laid out as part of consultant ToRs. Some principles to be reflected in such ToRs include: (a) recruitment of qualified local staff (mentees) to be paired to consultants (mentors); (b) a clear mentoring/coaching program for local staff; (c) clear intermediate and final measurable targets to ascertain skills/competencies acquisition; and (d) a simple verification mechanism by a qualifying third party. This skills transfer plan and strategy was absent in ESSP and it is still absent today in MoE. An approximation to the above was the transformation experienced by Infrastructure Facilities Unit, or IFU, from being a parallel project unit heavily dependent on international consultants to a MoE department with some local consultant support.
رؤية أقل ـ
تقرير إنجاز تنفيذ ونتائج المشروع ICR2846 JAN 31, 2014
This paper presents a systematic and comprehensive meta-analysis of the literature on financial education interventions. The analysis focuses on financial education studies designed to strengthen the financial knowledge and behaviors of consumers.
... انظر المزيد + The analysis identifies 188 papers and articles that present impact results of interventions designed to increase consumers' financial knowledge (financial literacy) or skills, attitudes, and behaviors (financial capability). These papers are diverse across a number of dimensions, including objectives of the program intervention, expected outcomes, intensity and duration of the intervention, delivery channel used, and type of population targeted. However, there are a few key outcome indicators where a subset of papers are comparable, including those that address savings behavior, defaults on loans, and financial skills, such as record keeping. The results from the meta analysis indicate that financial literacy and capability interventions can have a positive impact in some areas (increasing savings and promoting financial skills such as record keeping) but not in others (credit default).
رؤية أقل ـ
ورقة عمل خاصة ببحوث السياسات WPS6745 JAN 01, 2014
Miller, Margaret; Reichelstein, Julia; Salas, Christian; Zia, Bilal
This paper aims to estimate the impact of school-based management on students' test scores in the Philippines. Estimation results using double differencing combined with propensity score matching show that school-based management increases the average national achievement test score by 4.2 points over three years.
... انظر المزيد + The increase in mathematics reached 5.7 points. This is larger than the estimate previously reported from the Philippines, probably because the sample schools had learned about implementation of school-based management from experiences accumulated in other provinces that introduced it earlier. The empirical results also show that schools with experienced principals and teachers are eager to introduce school-based management.
رؤية أقل ـ
This paper examines inequality patterns of school and teacher resources as well as student performance in the Philippines. School and teacher resources, measured by pupil classroom and teacher ratios and per-pupil teacher salary, became more unequal over time.
... انظر المزيد + Strikingly, a large portion of the variation is attributed to their within-division distributions, especially the non-city areas in each province (rural schools), where pupil classroom and teacher ratios have significantly positive returns in terms of student test scores. Concavity built into the education production function implies that reallocation of teachers and classrooms within a division can potentially increase average test scores. The estimates also imply that it is optimal to deploy young, inexperienced teachers to rural schools and reassign them to urban schools when the teachers are more experienced.
رؤية أقل ـ
Despite sustained economic growth since the mid-1980s, Lao PDR's education system faces challenges in meeting its goals of providing all students with access to education and improving learning outcomes.
... انظر المزيد + To further the country's economic development, the Government of Lao PDR has placed a priority on improving its education sector. However, as of 2012, Lao PDR was not on track to achieve its Millennium Development Goal (MDG) of universal primary education. There are concerns about education quality as well, particularly whether students are completing primary school with sufficient mathematics and literacy skills. To help address these challenges, the government instituted in 2011 a School Block Grant (SBG) program that gives provinces, districts and schools greater administrative control than they have ever had. This report presents a framework that explains how SBGs can improve education quality. The framework draws lessons from international experience that may be particularly useful for the government, and identifies challenges and potential risks to successful implementation of the program.
رؤية أقل ـ
This paper uses data from a post-hoc evaluation of a performance-based teacher incentive program in the Kyrgyz Republic to examine the opinions of teachers receiving different pay bonuses based on their performance as assessed by external evaluators.
... انظر المزيد + Overall, teacher opinions of the program were favorable, although teachers who received lower performance ratings held less favorable opinions about the motivational aspects of the program. Despite this, lower-rated teachers were more likely to report that they used what they learned to evaluate their own teaching, as compared with more highly rated teachers, and were more likely to take professional development courses in the years following the program's implementation.
رؤية أقل ـ