Person:
Bruns, Barbara

Human Development Department, Latin America and the Caribbean Region, World Bank
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Education Economics; Brazil; Education for All
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Human Development Department, Latin America and the Caribbean Region, World Bank
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Last updated: February 1, 2023
Biography
Barbara Bruns is lead economist in the Education Global Practice at the World Bank, specializing in research on education quality in Latin America and the Caribbean. She is lead author of the books Great Teachers: How to raise student learning in Latin America and the Caribbean, with Javier Luque (October 2014) and Achieving World Class Education in Brazil: the Next Agenda (2012), with David Evans and Javier Luque. She also co-authored Making Schools Work: New Evidence on Accountability Reforms (with Deon Filmer and Harry Patrinos, 2011), a review of global evidence on interventions to improve school quality.   From 2007-2009, Barbara was the first manager of the $14 million Strategic Impact Evaluation Fund (SIEF) at the World Bank, launched to support rigorous research on education quality.  She also co-authored the World Bank/IMF MDG Global Monitoring Reports of 2005, 2006 and 2007, served on the Education Task force appointed by the UN Secretary General in 2003, co-authored the book A Chance for Every Child: Achieving Universal Primary Education by 2015, and headed the Secretariat of the global Education for All Fast Track Initiative (EFA FTI) from 2002 to 2004.   Prior to joining the World Bank, Barbara was a staff economist on the US Senate Banking Committee and legislative assistant to Senator Adlai Stevenson III.  She holds degrees from the London School of Economics and the University of Chicago.

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  • Publication
    Making Schools Work : New Evidence on Accountability Reforms
    (World Bank, 2011-02-24) Bruns, Barbara; Filmer, Deon; Patrinos, Harry Anthony
    This volume is a systematic stock-taking of the evidence on school accountability reforms in developing countries. It provides a measured and insightful review and assessment of the results of a variety of approaches that developing countries are experimenting with in their quest for better schools. It is not the final word on the subject, but will hopefully contribute to better policy choices, grounded in the evidence currently available. This book is about the threats to education quality that cannot be explained by lack of resources. It focuses on publicly financed school systems and the phenomenon of service delivery failures: cases where programs and policies that increase the inputs to education fail to produce effective delivery of services where it counts-in schools and classrooms. It documents what authors know about the extent and costs of service delivery failures in public education in the developing world. And it further develops aspects of the conceptual model posited in the World development report 2004: that a root cause of low-quality and inequitable public services-not only in education-is the weak 'accountability' of providers to both their supervisors and their clients (World Bank 2003). The central focus of this book, however, is a new story. It is that developing countries are increasingly adopting innovative strategies to attack these issues.