Other Education Study

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  • Publication
    Greening Public Human Development Buildings in Croatia: Support for the Implementation of the European Green Deal in the Croatian Health and Education Sectors
    (World Bank, Washington, DC, 2023-05-18) Dozol, Adrien; Ambasz, Diego; Shmis, Tigran; Dozol, Adrien; Ambasz, Diego; Shmis, Tigran
    The goal of this policy note is twofold: first, to identify and propose how to address some of the key regulatory and implementation hurdles that Croatia and potentially other EU Member States are facing in greening their HD infrastructure while improving HD outcomes; and second, to compile best practices and examples in green design, construction, and renovation of public HD buildings. The Note will also provide guidance and encourage dialogue among relevant policy makers at national, regional, and local levels, and with targeted clients. Furthermore, the recommendations would address the importance of green skills development and other related topics relevant to the implementation of EUGD. Overall, the analysis results and the recommendations on these issues could also be useful for World Bank experts and other external stakeholders focused on the green economy and human development.
  • Publication
    R&D Policy and the Role of Research Institutions in Fostering Green Innovation in Poland
    (World Bank, Washington, DC, 2023-05-18) Ambasz, Diego; Zuniga, Pluvia
    The diagnostic and analysis presented in this report unveils a complex and challenging picture of Polish R&D capacity and its technological preparedness to engage and deliver green-innovation solutions for regions and industries. The report pinpoints opportunity areas to catch up, as well as the competences that Poland can leverage to address capacity and preparedness challenges. Policy goals should, therefore, ensure that actions by the state, research centers, universities, private sector, and all agents in the innovation eco-system help meet environmental and sustainable development commitments.
  • Publication
    Steering the Human Development Strategy for a Sustainable Green Economy in the Slovak Republic
    (World Bank, Washington, DC, 2023-05-17) Abdul-Hamid, Husein
    The rippling effects of multiple overlapping crises on the economy, declining education outcomes, and inability of the education system to meet the upcoming needs of the labor market puts the Slovak Republic in a human capital crisis. There is a misalignment between the supply and outcomes of the education system and requirements of the labor market. Education-to-work pathways through vocational and tertiary education are insufficient to prepare students for the green economy transition. Education-to-work pathways need to be flexible to align worker choices with needs of the labor market. This policy note provides a deep dive into the education situation in the Slovak Republic and proposes specific policy recommendations aiming at the skilling and reskilling toward the green and digital agenda, utilizing European and international experiences in this area.
  • Publication
    Digital Transformation of Philippine Higher Education
    (Washington, DC, 2022-11-21) World Bank
    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
    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) World Bank; UNICEF; UNESCO; OECD
    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
    Early Grade Reading Rainbow: A Quick Guide to Ending Learning Poverty
    (Washington, DC, 2022-04-20) World Bank
    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
    Handbook for Literacy Lesson Planning: Early-grade Classroom Activities for Teaching Children to Read
    (Washington, DC, 2022) World Bank
    This Handbook for Literacy Lesson Planning is designed to be used as a resource for education stakeholders seeking to design evidence-aligned early grade literacy programs. It describes the different subskills involved in learning to read, outlines best classroom practices for each subskill, and offers examples of high-quality classroom activities for each best practice.
  • Publication
    The Science of Reading in Practice: An Analysis of Instructional Materials for Literacy in Selected States and Municipalities in Brazil
    (Washington, DC, 2022) World Bank
    The goal of this study is to assess if literacy practices in the highest-performing education systems in Brazil are aligned with the Science of Reading evidence. By doing so, the study aims to provide practical examples of evidence-based literacy instruction that can be helpful for low and middle-income countries. This report is guided by the following questions: What is the degree of structure and detail of skills in the curricula? What skills should be taught and in which order? How do these skills compare with the World Bank’s Early Grade Reading Rainbow model 20? What is the level of guidance offered to teachers on what to teach and how does this guidance appear in the teaching material? How aligned are the curriculum, textbooks, teacher materials, and monitoring tools? The intended audience for this report includes education actors responsible for designing and implementing literacy policies in a governmental position or supporting governments. The report mainly focuses on the structure and alignment of literacy instruction. An evaluation of specific curricular content or the quality of pedagogical resources is beyond the scope of the paper. As previously mentioned, other World Bank reports provide more guidance on the content and high-quality teaching practices. The current report is deliberately descriptive, as it is primarily focused on the structure of literacy instruction, assessing the presence of key elements mentioned in the literature on the science of reading and how different resources are connected in the literacy practices analyzed. It does not quantify how well a certain system is working or make any assessments on how positive or negative a certain practice is. An assessment of the relationship between specific content and structural effectiveness can be better addressed by another type of analysis.
  • Publication
    Loud and Clear: Effective Language of Instruction Policies for Learning
    (Washington, DC, 2021) World Bank
    Part 1 addresses why we should care about LoI (Language of Instruction) issues and the major challenges involved. Its four sections are entitled: (i) why should we care (ii) how big is the problem (iii) the role of political economy; and (iv) diverse LoI contexts. Part 2 presents existing solutions (in section 5) and proposes a detailed way forward for the WB Education Global Practice (section 6). It should be noted that the paper does not claim to possess or propose a complete set of technical solutions for the myriad of difficult policy issues involved. By enhancing engagement and devoting adequate resources to the problem, existing solutions will be deployed, and new solutions devised. Increased partnership and knowledge sharing will be part of this, as will be the testing of innovative approaches. The new approach will involve learning at the individual and institutional level, with an intensity of engagement commensurate with the urgency of the issue.