Education Notes

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Education Notes is a series produced by the World Bank to share lessons learned from innovative approaches to improving education practice and policy around the globe. Background work for this piece was done in partnership, with support from the United Kingdom’s Department for International Development (DFID).

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Now showing 1 - 3 of 3
  • Publication
    EFA and Beyond : Service Provision and Quality Assurance in China
    (World Bank, Washington, DC, 2005-07) Wang, Yidan
    China is not often thought of in the Education-for-all (EFA) context but its education sector over the past 20 years provides many lessons for countries that are approaching Universal Primary Education (UPE). The most important lesson may be that the need for educational reform does not diminish as countries approach UPE. The first challenge is to expand education opportunities. As coverage expands, however, new challenges inevitably emerge that require constant attention and frequent updates to education policy and financing mechanisms.
  • Publication
    EFA in Indonesia : Hard Lessons About Quality
    (Washington, DC, 2003-05) World Bank
    Indonesia has seen vast improvements in access to education over the past thirty years. It is a good example of a country that has followed a disciplined linear approach to EFA: Indonesia focused first on primary school access, next on lower secondary school access, and is only now attempting to address key policy issues to improve learning outcomes. However, many long-established precedents that have a negative impact on quality are proving very hard to change. Indonesia's struggles to improve quality demonstrate the importance of tackling such issues from the very beginning, as initial efforts are put in place to expand access. The Indonesia school system is characterized by startling contradictions. It has seen great gains in primary and lower secondary enrollment as a result of strong political will, but educational quality remains very low. The school year in Grades 3-6 is among the longest in the world (over 1400 hours annually for single shift classrooms), but the potential impact of this extraordinary effort is lost in part because the school year in Grades 1 and 2 is among the shortest in the world (under 500 hours annually in most cases).
  • Publication
    Achieving Education for All in Post-Conflict Cambodia
    (World Bank, Washington, DC, 2002-07) Thomas, Christopher J.
    Cambodia has made good progress in rebuilding its education system after three decades of conflict and isolation. Enrollments are growing, administration is improving, and large numbers of schools have been rehabilitated. A number of innovative and mutually reinforcing programs have energized local administrators and resourced schools, building on early efforts to rebuild capacity. These are, however, not sufficient conditions for improving education outcomes, and significant challenges remain in the financing and management of education in order to realize Cambodia's goal of providing free, universal access to basic education.