Person:
Ghorpade, Yashodhan
Author Name Variants
Fields of Specialization
Social protection,
Poverty,
Conflict
Degrees
Departments
Social Protection and Jobs Global Practice
Externally Hosted Work
Contact Information
Last updated
January 31, 2023
Biography
Yashodhan Ghorpade is an economist in the Social Protection and Jobs Global Practice of the World Bank. He joined the World Bank as a Young Professional in the Education – South Asia Team in 2016. He holds a PhD in Economics from the University of Sussex UK, where his research focused on the microeconomic effects of conflict and natural disasters on households in Pakistan. His research interests include the microeconomic analysis of conflict, household behavior and policy interventions in response to shocks, and child labor. He has previously worked with the International Food Policy Research Institute, the Institute of Development Studies (UK), the ILO Child Labour Program, Oxford Policy Management Ltd., and the India and Myanmar country offices of the World Bank
Publication Search Results
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Publication
Ready to Learn: Before School, In School, and Beyond School in South Asia
(Washington, DC: World Bank, 2020-02-19)Countries that have sustained rapid growth over decades have typically had a strong public commitment to expanding education as well as to improving learning outcomes. South Asian countries have made considerable progress in expanding access to primary and secondary schooling, with countries having achieved near-universal enrollment of the primary-school-age cohort (ages 6–11), except for Afghanistan and Pakistan. Secondary enrollment shows an upward trend as well. Beyond school, many more people have access to skill-improving opportunities and higher education today. Although governments have consistently pursued policies to expand access, a prominent feature of the region has been the role played by non-state actors—private nonprofit and for-profit entities—in expanding access at every level of education. Though learning levels remain low, countries in the region have shown a strong commitment to improving learning. All countries in South Asia have taken the first step, which is to assess learning outcomes regularly. Since 2010, there has been a rapid increase in the number of large-scale student learning assessments conducted in the region. But to use the findings of these assessments to improve schooling, countries must build their capacity to design assessments and analyze and use findings to inform policy.