Person:
Yassine, Mohamed

Education MENA
Profile Picture
Author Name Variants
Yassine, Mohamed
Fields of Specialization
EDUCATION POLICY, EDUCATION AND DEVELOPMENT
Degrees
ORCID
0000-0002-6193-315X
Departments
Education MENA
Externally Hosted Work
Contact Information
Last updated:January 31, 2023
Biography
Mohamed Yassine is an Education Specialist at the World Bank. With more than 8 years of experience in international development, he has led the design and implementation support of large education programs in the Middle East and Africa regions. He has expertise in a broad range of education topics, including teacher professional development, student learning assessments, school-based management, refugee education, information management systems, and education technology. Mohamed has co-led several research programs in education, including rigorous impact evaluations. He has also worked on introducing innovative financing instruments in education sector development, including results-based financing approaches, public-private partnership models, and impact bonds. Mohamed holds a Master’s degree in Education from Stanford University and a Bachelor’s degree in Computer Engineering from the American University of Beirut.

Filters

2020 - 20251
Browse document type tree
Reset filters

Settings

Statistics
Citations

Publication Search Results

Now showing1 - 1 of 1
  • Thumbnail Image
    Publication
    Political Economy of Education in Lebanon: Research for Results Program
    (Washington, DC: World Bank, 2020-03-05) Abdul-Hamid, Husein; Yassine, Mohamed
    Education is a source of national pride in Lebanon. When the general public was asked how the education system was performing, 76 percent of respondents had a positive opinion; and these satisfaction rates have been consistently high over the years. However, perception of education quality does not reflect the reality of the sector; and learning outcomes, which are the determining metrics of success in education, have been lower than the international average, with a declining trend since 2007. This volume seeks to uncover why the education system in Lebanon is not reaching its full potential. It uses a political economy approach to study the drivers and factors that guide education operations to produce and utilize education outcomes. This includes the study of context, stakeholders, and processes that shape education policies, institutions, and activities. It also aims to identify enablers of and constraints on policy change and implementation, as well as the achievement of results. In this context, the analysis encompasses how education policies are developed; how education consumables—such as curricula, textbooks, and learning materials—are produced, distributed, and used by learners; how education services are delivered and monitored; and how achieved results are measured. It includes the identification of the most influential actors in the education arena, as well as their vested interests. It also examines unfavorable frameworks for action that are likely to block the adoption of reforms and delay or derail their implementation. The system-level analysis presented in this volume used a mixed-method approach. Qualitative and quantitative analyses were conducted based on a review and analysis of more than 1,900 research papers, articles, and books; laws and policies; expenditures; trends; and enrollment and outcome indicators. Primary methods of inquiry were also used and included interviews, focus group discussions, and a household-based perception survey.