Other Education Study
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Publication
From Good to Great in Indian Tertiary Education: Realizing the Promise of the National Education Policy
(World Bank, Washington DC, 2023-03-23)India has one of the largest and fastest-growing tertiary education systems in the world. The system enrolls 37 million students across nearly 50,000 institutions. The recently endorsed National Education Policy (NEP) aims at a further doubling of the gross enrollment ratio in higher education from 26.3 percent to 50 percent by 2035. Despite its size and growth rate, and the emphasis placed on tertiary education by Indian policymakers in recent times, the system has faced continuous challenges of equitable access, quality, governance, and financing, with the quality of inputs and outputs not keeping pace with the expansion of the sector. The World Bank has supported tertiary education in India through a series of engagements in technical education at the national level, and general tertiary education in specific states. The NEP’s proposal for broad-based tertiary education reforms as a key step toward transforming the tertiary education sector in India aligns with the Bank’s global tertiary education strategy and presents an opportunity for the Bank’s engagement in this area through analytic work, dialogue with key stakeholders, and strategic engagement with states and tertiary education institutions. Based on this analysis, the World Bank in 2020-2021 expanded its engagement in Indian tertiary education through dedicated analytical and advisory work in the NEP context. Focusing on the areas of access and equity, employability, digitalization, internationalization, academic careers, governance, funding, as well as quality assurance, the World Bank conducted a series of virtual events and prepared technical reports discussing the status quo in Indian tertiary education in the context of the proposed NEP reforms and international trends. The report at hand provides a summary of the outcomes of this work. -
Publication
Digital Transformation of Philippine Higher Education
(Washington, DC, 2022-11-21)The Digital Transformation of Philippine Higher Education recommends a medium-term strategy for the Commission on Higher Education (CHED). Chapter 1 presents an overview of the Philippine higher education sector and analyzes the sectoral and country context for digital transformation of higher education. Chapter 2 discusses the foundations and pillars that support digital transformation as well as the building blocks of common and shared platforms and services for students and academic, research, and administrative stakeholders in higher education. Based on the findings in Chapter 1 and global good practices on digital transformation in Chapter 2, Chapter 3 recommends strategic goals and actions for CHED and HEIs as well as other higher education key players to digitally transform Philippine higher education. -
Publication
Understanding Multidimensional Determinants of Disability-Inclusive Education: Lessons from Rwanda, Sierra Leone, and Zambia
(Washington, DC, 2022-09)Children with disabilities undoubtedly face barriers within the education system, however they also face significant challenges within the broader ecosystem that can significantly undermine their and their family’s ability to pursue educational opportunities on par with their peers without disabilities. This study aimed to understand what key determinants beyond school-based factors shaped the experiences of children with disabilities and their families’ ability to support their educational participation in primary school through case studies in Rwanda, Sierra Leone, and Zambia. The report also includes findings from a short regional survey of parents’ and caregivers’ perceptions across Sub-Saharan Africa. The study explored factors such as: (1) parental aspirations and involvement in their child’s education; (2) stigma and attitudes about children with disabilities; (3) access to necessary supports such as assistive devices, learning materials, and personal assistance; (4) additional and out-of-pocket costs borne by families to support the educational participation of children with disabilities as compared to children without disabilities; (5) accessibility of community infrastructure and transportation; and (6) financial resources and government benefits available to families to support their child’s education. -
Publication
From Learning Recovery to Education Transformation: Insights and Reflections from the Fourth Survey on National Education Responses to COVID-19 School Closures
(Washington, DC, Montreal, New York, Paris, 2022-09)To explore how countries have progressed in learning recovery and longer-term education transformation, the Organization for Economic Co-operation and Development (OECD), United Nations Educational, Scientific, and Cultural Organization (UNESCO), UNESCO Institute for Statistics (UIS), United Nations Children’s Fund (UNICEF) and the World Bank have conducted the fourth round of the Survey on National Education Responses to Coronavirus disease 2019 (COVID-19) school closures (joint survey’, with responses from Ministries of Education in 93 countries. While the first three rounds of the survey were implemented in relatively rapid succession during the periods May to June 2020, July to October 2020, and February to June 2021, respectively, the fourth round was implemented more than one year after the last data collection during the period April to July 2022, when almost all schools had re-opened and policymakers were beginning to reflect on responses going forward in the post-pandemic normalization period. Findings from the joint survey are supplemented by data from the global education recovery tracker (GERT) survey, administered with 166 World Bank and UNICEF country offices between May to July 2022. This report includes the main findings from the surveys, which are analyzed and presented along the lines of the five RAPID key policy actions. Furthermore, each of these analyses is complemented by a discourse of the policy implications and related measures required for longer-term education transformation to address the longstanding systemic bottlenecks, ensure future system sustainability, and achieve national, regional, and global goals, including sustainable development goal 4 on education. -
Publication
Planning a Large-scale Assessment of Student Achievement: What are Essential Elements of the Assessment Framework?
(Washington, DC: World Bank, 2022-06-27)An important part of planning a large-scale assessment of student achievement is developing the framework for the assessment. In many education projects financed by the World Bank and other international organizations, the development of an assessment framework is included as one of the results indicators for the project. This note addresses frequently asked questions about the contents of an assessment framework. Examples of assessment frameworks are included at the end. An assessment framework describes what is being assessed, why it is being assessed, how it is being assessed, and who is being assessed. A well thought-through assessment framework supports the development of appropriate assessment instruments, sample designs, implementation strategies, analytical approaches, and reporting structures. Indeed, assessment frameworks are one of the building blocks for strengthening national assessment systems. At the same time, frameworks are only guiding documents and should be flexible enough to allow for necessary changes to the design, conduct, or analysis of the assessment in response to conditions on the ground. This guidance note discusses how to develop an assessment framework for a large-scale assessment exercise that will provide information on overall learning levels in an education system. Typically, such assessments are national in scope, but they may also be sub-national or international. -
Publication
Jordan and Lebanon Performance in International Student Assessments
(Washington, DC: World Bank, 2022-06-01)This report analyzes the results of various PISA and TIMSS assessment rounds conducted in Jordan and Lebanon to identify trends in achievement, provide insights into factors that contribute to better learning, and allow for cross‑country comparisons. The performance of Jordanian and Lebanese students in reading, mathematics, and science is compared to student achievement in other countries. Comparisons of students’ scores across a range of covariates – such as ability levels, gender, and socioeconomic background – are also presented. The PISA and TIMSS data are also analyzed to understand what factors promote or hamper student educational success in these two countries. The report provides in‑depth analysis beyond simple rankings, analyzing results for different academic subjects, grades, and years. By analyzing various factors associated with learning, especially in specific context of each country, it draws upon a broadened perspective to interpret the results in a real-world context of every day social life. -
Publication
Results-Based Financing in Education for Subnational Government and School Administrators: A Conceptual Framework and Practical Recommendations
(Washington, DC: World Bank, 2022-05-04)This study used qualitative data analysis to draw both theoretical and practical lessons from diverse experiences with RBF at the meso-level of the education sector, particularly in low and middle-income countries. We drew upon the experiences of those who have designed, implemented and/or researched such RBF initiatives. The review included four different sources of data: 1) academic literature; 2) project documents; 3) a global survey; and 4) key stakeholder interviews. -
Publication
Building a Responsive and Resilient Vocational Education and Training System in Benin
(Washington, DC, 2022-05)Benin has embarked on an ambitious reform of rapid expansion of its technical and vocational education training (TVET) sector with the goal, among others, to increase enrollment tenfold by 2030. Investments in the Benin’s human development are important to support the government’s economic growth objectives. A specific area of focus and one that has received support from the very highest levels of government is the focus on skills development and TVET. The government has put in place significant reforms to support this subsector with the aim to increase the skills base of the Beninese workforce and the population more generally, to enhance the coordination and functioning of the sector, to strengthen sectoral and institutional governance, and to improve system efficiency and relevance of programs to the needs of the labor market. The objective of this policy note is to inform the ongoing TVET reforms. The note assesses the effectiveness of the TVET system in Benin and provides policy recommendations for improvements. This policy note also presents a perspective on the plans to rapidly expand the sector, drawing on the experience of other economies including high-growth East Asian countries, and considers global trends, technological advances, climate change, and structural challenges, including the high level of informal employment and gender inequality. The report is organized into five chapters. Chapter one presents background information outlining opportunities, challenges, and reforms in the Benin TVET system. Chapter two provides broader analysis of the TVET system in Benin. Chapter three analyzes the recent developments and reforms to system of governance and financing. While chapter four assesses the quality assurance (QA) system in TVET, chapter five summarizes the key reform options and policy recommendations. -
Publication
Early Grade Reading Rainbow: A Quick Guide to Ending Learning Poverty
(Washington, DC, 2022-04-20)The Early Grade Reading Rainbow is a simple way to understand the key messages from the science of reading. Each rainbow color represents one of eight key skills students need to master to become independent readers. This guide presents the basic elements of an approach to decreasing learning poverty through planning for a program of reading instruction aligned with the science of reading. Each page deals with a single element of the program: it starts with understanding the key findings of the science of reading and then proposes how these can be instantiated in a multi-year series composed of daily lesson plans, each building on the previous one. It also proposes that teacher guidance and support be provided, and that instruction and materials be in the language students best speak and understand. It further proposes that teaching and learning materials be made available to each child, that assessments be aligned with the progression of subskills that are the focus of instruction, and that these materials be adapted to the local linguistic and cultural context. -
Publication
Sistematización y Revisión de la Experiencia de Chile para las Políticas y Medidas Educativas en el Contexto de la Pandemia
(Washington, DC: World Bank, 2022-03-08)La pandemia del COVID-19 generó una disrupción sin preceden - tes en los sistemas educativos de todo el mundo, obligando a los gobiernos a reaccionar con urgencia implementando soluciones para permitir la continuidad del aprendizaje durante el cierre de las escuelas. Simulaciones del Banco Mundial indican que el rezago en el aprendizaje causado por el cierre de las escuelas podría resultar en pérdidas de hasta US$17 trillones en ingresos futuros (calculados a valor presente) para la actual generación de estudiantes, equivalente a 14% del PBI mundial. A las pérdidas de aprendizaje, hay que añadir los costos en términos de bienestar físico y mental, y de habilidades socioemocionales relacionados con el cierre escolar. Mientras la emergencia sanitaria continúa significando una serie de retos hacia el regreso a clases pre - senciales, los gobiernos deben enfrentarse a otra urgencia: la recuperación de las enormes pérdidas académicas, donde existe evidencia de una concentración en los estratos más vulnerables de la población. La recuperación no es una tarea de corto plazo, sino un desafío que requerirá un esfuerzo de mediano y largo plazo sin precedentes.