Abdul-Hamid, Husein

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Abdul-Hamid, Husein

Global Practice on Education

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Education

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Global Practice on Education

Last updated: May 17, 2023

Biography

Husein Abdul-Hamid is a Senior Education Specialist at the World Bank Group. He managed education operations in Europe and Central Asia, Middle East and North Africa, Sub-Saharan Africa, Latin America, the Pacific Islands, and North America, with a focus on education system reform, system solutions, education in fragile contexts, and learning in the face of adversity. His professional career includes international development, academia, and government. He has more than 25 years of experience in the following areas of education: teaching, education policy, education reforms, systems approach in education, institutional effectiveness and system accountability, analytics and strategic planning, system intelligence, equality in education, and analysis of learning outcomes. Before joining the World Bank Group, Dr. Abdul-Hamid was a Senior Administrator and Professor of Management at the University of Maryland. During his tenure at Maryland, he pioneered policy research on higher education. He holds a PhD in statistics. His recent publications include Data for learning, From Compliance to Learning, Learning in the Face of Adversity, and What Matters Most for Education Management Systems.

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Assessing Uzbekistan’s Transition: Country Economic Memorandum
(World Bank, Washington, DC, 2021-11-08) Vatyan, Arman; Trushin, Eskender; Abdul-Hamid, Husein; Dalvit, Nicolo; Safarov, Maksudjon; Iootty, Mariana; Novikova, Marina; Ahmedov, Mohirjon; Manuilova, Natalia; Zorya, Sergiy; Nagaraj, Vinayak; Izvorski, Ivailo; Melecky, Martin
Uzbekistan’s transition from planning to market started almost thirty years ago following its independence from the Soviet Union. For most of this period, economic modernization and transformation were stalled, with little change in institutions and policies from those prevailing at the time of the planned economy. In late 2016, Uzbekistan surprised by launching reforms with a breadth and speed that at times exceeded the pace of those observed in some of the earlier reformers at a similar stage of the process. In November 2018, building on the results from more than a year of economic reforms, the government announced the agenda for the next phase of its bold and ambitious economic transformation. In terms of the pace of transition, Uzbekistan’s record has been mixed but appropriate, given that reforms are dependent on experience with markets and prices, initial conditions, and institutional strength. Before the Coronavirus (COVID-19) pandemic started, the reform momentum was supported by comfortable external and fiscal buffers and a robust global economy. The buffers are still sizable, even with doubling of public debt since 2017, and a sign of strength but the pull from the global economy has been substantially diminished. The rest of the introduction reviews progress in the key areas of economic transformation.
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.
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.
Inequality of Educational Opportunity: The Relationship between Access, Affordability, and Quality of Private Schools in Lagos, Nigeria
(Taylor and Francis, 2018) Baum, Donald R.; Abdul-Hamid, Husein; Wesley, Hugo T.
Using data from a census of private schools in one of Lagos, Nigeria’s administrative jurisdictions, this paper explores the linkages between a heterogeneous sector of private schools and issues of school access, affordability, quality, and ultimately social mobility for households at the bottom of the income distribution. Although a large private education market has buoyed Lagos’s growth towards near-universal primary enrolment, this heterogeneous school sector appears to be providing socially stratifying paths towards educational attainment. We apply Lucas’s theory of effectively maintained inequality to assess the extent to which access to higher quality education services within the private sector is determined by cost. We find that higher-cost private schools provide students with greater opportunities to study in institutions with higher quality inputs and increased potential for progression within the educational system. As such, it is highly likely that these schools are primarily accessible to students at the upper ends of the income distribution.
From Compliance to Learning: A System for Harnessing the Power of Data in the State of Maryland
(Washington, DC: World Bank, 2017-04-10) Mintz, Sarah; Abdul-Hamid, Husein; Saraogi, Namrata
From Compliance to Learning: A System for Harnessing the Power of Data in the State of Maryland builds on a 2015 World Bank report that assessed Education Management Information Systems (EMISs) in the state of Maryland. That report uncovered a successful system, and this one expands on lessons learned and ways to apply them in practice. The goal of this study is to distill Maryland’s good practices in education data systems and share them in a way that is useful to education stakeholders interested in harnessing the power of data to strengthen learning outcomes. This study also examines the history of education data collection and use in the United States with a focus on Maryland, including a review of federal and state legislation that has helped to shape Maryland’s education data policies and systems. In the digital age, information is power. When information is effectively harnessed and aligned with student learning, it carries the potential to radically transform the delivery of education, as well as the sector as a whole. Increasingly, education systems are moving away from using education data narrowly for compliance purposes; instead, they are embracing data as a tool to drive systemwide innovation, professionalization, and, most importantly, learning. Whether to prioritize and optimize data and information systems around student learning is no longer an option; it is imperative for education systems that aim to excel and achieve strong learning outcomes. Over the past several decades, fundamental shifts have occurred in the way that education data are collected, managed, and used. Today real-time learning data inform classroom instruction; predictive analytics identify at-risk youth before they drop out of school; and data from preschool to workforce are linked to help guide education reforms. These represent just a few of the innovative ways that schools and other stakeholders across the United States are harnessing data to improve education. The state’s success in establishing an enabling environment for education data systems and data utilization has built a strong foundation. Maryland effectively aligned a complex, statewide data system to deliver value. Prioritization of integration and alignment was key. The state then launched a longitudinal data system center that would drive an adaptive education system with insights that track students from pre-kindergarten to entry in the workforce. Data across the state are high quality and follow strict rules to preserve privacy and enhance security. Maryland’s utilization of data also offers valuable lessons. The statewide data system supports policy makers and decision makers in planning and management, as well as teachers, students, and families in instruction and learning. Consistent across Maryland’s structuring and use of data systems were a strong vision and a road map to execute that vision. Maryland’s journey offers many lessons, not only for countries with advanced data systems but also for those in less developed stages. While the technology and information exist to achieve data for learning, harnessing data within the right information system and ensuring utilization are challenging endeavors. An array of factors must align—leadership, policies, processes, and resources, to name a few—to effectively harness data to support and drive strong learning outcomes.
Lessons Learned from World Bank Education Management Information System Operations: Portfolio Review, 1998-2014
(Washington, DC: World Bank, 2017-04-10) Saraogi, Namrata; Abdul-Hamid, Husein; Mintz, Sarah
Lessons Learned from World Bank Education Management Information System Operations provides an overview of the World Bank’s portfolio in the area of Education Management Information Systems (EMISs) over the course of 17 years, from 1998 to 2014. It seeks to identify overall trends and characteristics of World Bank support in this area, with the intent of informing future project preparation and analytical work. The portfolio review revealed that although several good practices were evident, operational performance of EMIS activities fell short of expectations, with widespread deficiencies that ranged from unclear definitions and understanding of the EMIS to ineffective implementation and utilization. Examples of successful activities include the development of an EMIS to manage teachers and provide access to education (for example, Afghanistan); utilization of an EMIS as a management tool (for example, Bosnia and Herzegovina); creation of an online EMIS to improve access to education data (for example, Honduras); use of an EMIS to strengthen teaching and learning (for example, Guatemala and Lithuania); and use of an EMIS as a management tool for schools (for example, Malaysia). These success stories highlight how a well-implemented EMIS can improve the performance of an education system. The challenges that have been identified as contributing to the shortcomings are related to the following: • Misalignment of activities and unrealistic EMIS goals • Institutionalization of the EMIS • Sustainability challenges resulting from inconsistent leadership • Missed integration opportunities • Private players in education • EMIS at the local level Future projects could benefit from the SABER (Systems Approach for Better Education Results)-EMIS Assessment Framework. The SABER-EMIS Framework focuses on the need for a strong enabling environment, system soundness, quality data, and effective utilization as the key factors essential for the successful implementation of an EMIS. Initial needs assessment of a country’s EMIS can play a critical role i n benchmarking countries and provide a valuable foundation for the design of new projects.
Republic of Haiti Education Management Information Systems: SABER Country Report 2017
(World Bank, Washington, DC, 2017-06) Mayrhofer, Diana; Abdul-Hamid, Husein; Saraogi, Namrata
The main objective of this paper is to outline what matters most for an effective education management information system (EMIS). It presents the conceptual background and operational tools for the Systems Approach for Better Education Results (SABER)‐EMIS domain. These tools are intended for use by government education policy makers to assess policy areas of relevance to a country’s EMIS against international best practices. This paper begins with an introduction of the domain and the rationale for an EMIS benchmarking tool. Chapter one then provides an overview of current data‐related demands to improve education, explains how an EMIS meets those data demands, and highlights examples of specific systems in action. Chapter two outlines what matters in an EMIS, starting with an explanation of what comprises the construct validity and theoretical underpinnings for benchmarking an EMIS. This chapter shows that the guiding principles behind an EMIS drive actionable policies. A detailed description of four policy areas, specifically, the enabling environment, system soundness, data quality, and utilization for decision making, then follows in chapter three. That chapter describes the rubric for the SABER‐EMIS Tool and gives a brief overview of an EMIS benchmarking pilot, which demonstrated the feasibility of the concept. The last chapter describes how an EMIS is benchmarked, scored, and subsequently leads to a situation analysis. This assessment sequence provides an understanding of the strengths and weaknesses of an EMIS system for a fuller, more comprehensive depiction of its status. Overall, this paper evaluates whether a management information system is set up to use the information it generates for improving operational efficiency and educational quality.
Lebanon Education Public Expenditure Review 2017
(World Bank, Washington, DC, 2018-06-22) Sayed, Haneen Ismail; Abdul-Hamid, Husein; Krayem, Dima; Ghaleb, Joey R.
This Education Public Expenditure Review (PER) analyzes public expenditures and outcomes since 2004. Its purpose is to help the Ministry of Education and Higher Education (MEHE) set priorities; and make decisions on resource allocation, utilization, efficiencies, and management, and in achieving learning goals against a backdrop of serious economic and political challenges. The influx of refugees since 2011 from the Syria Crisis has created new issues for MEHE, which compound pre-conflict challenges in the education sector. The PER uses multiple sources including administrative and household-level micro-survey data, as well as results of national and international assessments among others (see annex 1 for full sources and description). It tackles the composition of and trends in government spending and resulting impact on education inputs and outcomes, as well as internal and external efficiencies. The equity dimension—in terms of geographic location, household socioeconomic status, and gender—is also explored in detail. It evaluates current processes in budget planning and execution. Finally, the PER makes a series of policy recommendations for the government's consideration.
Tajikistan Education Management Information Systems: SABER Country Report 2017
(World Bank, Washington, DC, 2017-06) Saraogi, Namrata; Mayrhofer, Diana Katharina; Abdul-Hamid, Husein
The systems approach for better education results (SABER) is an established tool designed to support countries in systematically examining and strengthening the performance of their education systems. SABER uses diagnostic tools for examining education systems and their component policy domains against global standards and best practices, and in comparison with the policies and practices of countries around the world. By leveraging this global knowledge, the SABER tools fill a gap in the availability of data and evidence on what matters most to improve the quality of education and achievement of better results. This report discusses the results of applying the SABER - education management information systems (EMIS) tool in Tajikistan. The objectives of this report are to examine the system according to key policy areas, identify successes, and challenges in the system, and provide recommendations to support the continued advancement of EMIS in Tajikistan.
Data for Learning: Building a Smart Education Data System
(Washington, DC: World Bank, 2017-09-19) Abdul-Hamid, Husein
Data are a crucial ingredient in any successful education system, but building and sustaining a data system are challenging tasks. Many countries around the world have spent significant resources but still struggle to accomplish a functioning Education Management Information System (EMIS). On the other hand, countries that have created successful systems are harnessing the power of data to improve education outcomes. Increasingly, EMISs are moving away from using data narrowly for counting students and schools. Instead, they use data to drive system-wide innovations, accountability, professionalization, and, most important, quality and learning. This broader use of data also benefits classroom instruction and support at schools. An effective data system ensures that education cycles, from preschool to tertiary, are aligned and that the education system is monitored so it can achieve its ultimate goal—producing graduates able to successfully transition into the labor market and contribute to the overall national economy. Data for Learning: Building a Smart Education Data System and its forthcoming companion volume shed light on challenges in building a data system and provide actionable direction on how to navigate the complex issues associated with education data for better learning outcomes and beyond. Data for Learning details the key ingredients of successful data systems, including tangible examples, common pitfalls, and good practices. It is a resource for policy makers working to craft the vision and strategic road map of an EMIS, as well as a handbook to assist teams and decision makers in avoiding common mistakes. It is designed to provide the “how-to” and to guide countries at various stages of EMIS deployment. A forthcoming companion volume will focus on digging deeper into the practical applications of education data systems by various user groups in different settings.