Publication: The COVID-19 Crisis Response: Supporting Tertiary Education for Continuity, Adaptation, and Innovation
Loading...
Published
2020-09
ISSN
Date
2020-10-05
Author(s)
Editor(s)
Abstract
Tertiary education is vital for producing the caliber and diversity of graduates needed both for the economy that exists today and for economy to which a nation aspires. It fuels competitiveness and growth by preparing professionals, like managers and engineers, medical personal and teachers. Universities are also centers of research and innovation and – working with small and medium size enterprises – support regional development. Tertiary education is both the aspiration of more and more young people around the globe and a fundamental requirement for employment in the industries that drive the global knowledge economy. As such, tertiary education provides unique opportunities for individual development and equality of opportunity as well as promoting shared prosperity. A failure to sustain effective tertiary systems can lead to perilous social upheavals, as youth fall outside the education system, unable to engage in active learning and uncertain about the future of their education and prospects. Societies are, then, confronted with a massive challenge of youth disengagement and deprived of the graduate professionals needed to keep countries on track for social cohesion and growth.
Link to Data Set
Citation
“World Bank. 2020. The COVID-19 Crisis Response: Supporting Tertiary Education for Continuity, Adaptation, and Innovation. © World Bank. http://hdl.handle.net/10986/34571 License: CC BY 3.0 IGO.”
Digital Object Identifier
Associated URLs
Associated content
Other publications in this report series
Journal
Journal Volume
Journal Issue
Collections
Related items
Showing items related by metadata.
Publication The COVID-19 Pandemic(World Bank, Washington, DC, 2020-05-07)Even before the COVID-19 pandemic, the world was living a learning crisis. Before the pandemic, 258 million children and youth of primary- and secondary-school age were out of school. And low schooling quality meant many who were in school learned too little. The Learning Poverty rate in low-and middle-income countries was 53 percent—meaning that over half of all 10-year-old children couldn't read and understand a simple age appropriate story. Even worse, the crisis was not equally distributed: the most disadvantaged children and youth had the worst access to schooling, highest dropout rates, and the largest learning deficits. All this means that the world was already far off track for meeting Sustainable Development Goal 4, which commits all nations to ensure that, among other ambitious targets, “all girls and boys complete free, equitable and quality primary and secondary education.” The COVID-19 pandemic now threatens to make education outcomes even worse. The pandemic has already had profound impacts on education by closing schools almost everywhere in the planet, in the largest simultaneous shock to all education systems in our lifetimes. The damage will become even more severe as the health emergency translates into a deep global recession. These costs of crisis are described below. But it is possible to counter those shocks, and to turn crisis into opportunity. The first step is to cope successfully with the school closures, by protecting health and safety and doing what they can to prevent students' learning loss using remote learning. At the same time, countries need to start planning for school reopening. That means preventing dropout, ensuring healthy school conditions, and using new techniques to promote rapid learning recovery in key areas once students are back in school. As the school system stabilizes, countries can use the focus and innovativeness of the recovery period to “build back better.” The key: don't replicate the failures of the pre-COVID systems, but instead build toward improved systems and accelerated learning for all students.Publication Response to COVID-19(World Bank, Washington, DC, 2020-05-08)In this note the reader will learn : The new school year began with online classes for the first time. How the Ministry Of Education (MOE) and local education offices secured digital devices to lend to students in need, and schools prepared online class guidelines, including the class hours, format, attendance, and evaluation. How the government mobilized academia, government-led institutions, and the private sector to overcome technical problems, increased burden of teachers, and equity issues in learning from online classes. In preparing for the physically reopening of schools, it is important to prepare strategies to respond to any additional extended breaks if the virus comes back and to enable local authorities and schools to develop their reopening plans to prioritize the needs of students and the local community, and implement it working with the community partners. Using this crisis to build an education system that can reach everyone and be resilient and sustainable in a time of crisis.Publication Response to COVID-19 in Europe and Central Asia(World Bank, Washington, DC, 2020-05-08)The Europe and Central Asia (ECA) Education Team's vision is for education systems to empower all to reach their full potential. In line with this vision, the purpose of this guidance note is to provide recommendations and policy advice for decision-makers on potential education responses to the COVID-19 crisis. The note includes measures for mitigating learning losses and preparedness for school re-openings and/or a second wave based on the following scenarios: (i) schools remain closed until the end of June and reopen in July allowing for the possibility of summer school; and (ii) schools remain closed through the summer, reopening for the next school year but with protracted disruptions.Publication SABER - Tertiary Education Governance : Data Collection and Assessment Tool on Governance in Tertiary Education(2012-09-29)Systems Assessment for Better Education Results (SABER) is designed to assess existing education policies of participating countries in order to enable comparisons between them and learning of best practices. The purpose of this background paper is to present SABER-Tertiary Education Governance, a tool for facilitating comparisons of both system-wide policies and practical implementation of these policies at the institution-level across and within countries in the tertiary education sector. This paper was prepared as a background papers for SABER Tertiary Education, one of the domains in the SABER initiative at the World Bank, itself launched within the context of the Bank s new education strategy 2020 which sets the goal of Learning for All. Among the factors influencing tertiary education performance, recent research has identified governance as a key determinant. A good governance structure and favorable regulatory conditions can promote innovative behavior among tertiary education institutions, enable the development of strong quality assurance systems, and facilitate the design of effective financing mechanisms. This tool aims to assess tertiary education policy according to eight policy goals.Publication State Systems for Skill Development in India(Washington, DC, 2015-12)At a time when the World’s leading economies are rapidly greying, India is set to have the largestand youngest workforce the world has ever seen. Indeed, by 2020, when the global shortage ofmanpower soars to 57 million, India is expected to be the world’s leading provider of human resources, with a surplus of 46 million working-age people. However, this window of opportunity will not just be rare, it will also be short-lived, since it is predicted to only last until 2040.It is in this context that Prime Minister Modi has made it a national priority to make India the skill capital of the world.The report endeavors to identify the institutional and systemic structures that will be needed to improve the effectiveness of skills training across India’s states. It also seeks to pinpoint innovative best practices and outline ways to scale them up throughout the country.The report covers skill development institutional structures at the state level (in most cases, the State Skill Development Missions), economic zones and future high-growth industries in those zones,corporate engagement in skill development, and finally, innovation in skilling models by states and the corporate sector. In addition, the report also describes some best practices observed globally, especially from Australia, Germany, Japan and South Korea. These models cover three areas of resource optimization pertaining to increasing apprenticeships and industry participation, leveraging technology, and providing training at the grassroots. The key lesson learned is that skilling is a highly localized issue, and models need to be adapted to target groups rather than be force-fitted using a one-size-fits-all kind of approach. Finally, it must be pointed out that high-level recommendations have been provided to enhance the skill development landscape, particularly at the state level, from an institutional and systemic point of view.
Users also downloaded
Showing related downloaded files
Publication Classroom Assessment to Support Foundational Literacy(Washington, DC: World Bank, 2025-03-21)This document focuses primarily on how classroom assessment activities can measure students’ literacy skills as they progress along a learning trajectory towards reading fluently and with comprehension by the end of primary school grades. The document addresses considerations regarding the design and implementation of early grade reading classroom assessment, provides examples of assessment activities from a variety of countries and contexts, and discusses the importance of incorporating classroom assessment practices into teacher training and professional development opportunities for teachers. The structure of the document is as follows. The first section presents definitions and addresses basic questions on classroom assessment. Section 2 covers the intersection between assessment and early grade reading by discussing how learning assessment can measure early grade reading skills following the reading learning trajectory. Section 3 compares some of the most common early grade literacy assessment tools with respect to the early grade reading skills and developmental phases. Section 4 of the document addresses teacher training considerations in developing, scoring, and using early grade reading assessment. Additional issues in assessing reading skills in the classroom and using assessment results to improve teaching and learning are reviewed in section 5. Throughout the document, country cases are presented to demonstrate how assessment activities can be implemented in the classroom in different contexts.Publication World Bank Annual Report 2024(Washington, DC: World Bank, 2024-10-25)This annual report, which covers the period from July 1, 2023, to June 30, 2024, has been prepared by the Executive Directors of both the International Bank for Reconstruction and Development (IBRD) and the International Development Association (IDA)—collectively known as the World Bank—in accordance with the respective bylaws of the two institutions. Ajay Banga, President of the World Bank Group and Chairman of the Board of Executive Directors, has submitted this report, together with the accompanying administrative budgets and audited financial statements, to the Board of Governors.Publication Argentina Country Climate and Development Report(World Bank, Washington, DC, 2022-11)The Argentina Country Climate and Development Report (CCDR) explores opportunities and identifies trade-offs for aligning Argentina’s growth and poverty reduction policies with its commitments on, and its ability to withstand, climate change. It assesses how the country can: reduce its vulnerability to climate shocks through targeted public and private investments and adequation of social protection. The report also shows how Argentina can seize the benefits of a global decarbonization path to sustain a more robust economic growth through further development of Argentina’s potential for renewable energy, energy efficiency actions, the lithium value chain, as well as climate-smart agriculture (and land use) options. Given Argentina’s context, this CCDR focuses on win-win policies and investments, which have large co-benefits or can contribute to raising the country’s growth while helping to adapt the economy, also considering how human capital actions can accompany a just transition.Publication Digital-in-Health(Washington, DC: World Bank, 2023-08-18)Technology and data are integral to daily life. As health systems face increasing demands to deliver new, more, better, and seamless services affordable to all people, data and technology are essential. With the potential and perils of innovations like artificial intelligence the future of health care is expected to be technology-embedded and data-linked. This shift involves expanding the focus from digitization of health data to integrating digital and health as one: Digital-in-Health. The World Bank’s report, Digital-in-Health: Unlocking the Value for Everyone, calls for a new digital-in-health approach where digital technology and data are infused into every aspect of health systems management and health service delivery for better health outcomes. The report proposes ten recommendations across three priority areas for governments to invest in: prioritize, connect and scale.Publication Digital Africa(Washington, DC: World Bank, 2023-03-13)All African countries need better and more jobs for their growing populations. "Digital Africa: Technological Transformation for Jobs" shows that broader use of productivity-enhancing, digital technologies by enterprises and households is imperative to generate such jobs, including for lower-skilled people. At the same time, it can support not only countries’ short-term objective of postpandemic economic recovery but also their vision of economic transformation with more inclusive growth. These outcomes are not automatic, however. Mobile internet availability has increased throughout the continent in recent years, but Africa’s uptake gap is the highest in the world. Areas with at least 3G mobile internet service now cover 84 percent of Africa’s population, but only 22 percent uses such services. And the average African business lags in the use of smartphones and computers as well as more sophisticated digital technologies that catalyze further productivity gains. Two issues explain the usage gap: affordability of these new technologies and willingness to use them. For the 40 percent of Africans below the extreme poverty line, mobile data plans alone would cost one-third of their incomes—in addition to the price of access devices, apps, and electricity. Data plans for small- and medium-size businesses are also more expensive than in other regions. Moreover, shortcomings in the quality of internet services—and in the supply of attractive, skills-appropriate apps that promote entrepreneurship and raise earnings—dampen people’s willingness to use them. For those countries already using these technologies, the development payoffs are significant. New empirical studies for this report add to the rapidly growing evidence that mobile internet availability directly raises enterprise productivity, increases jobs, and reduces poverty throughout Africa. To realize these and other benefits more widely, Africa’s countries must implement complementary and mutually reinforcing policies to strengthen both consumers’ ability to pay and willingness to use digital technologies. These interventions must prioritize productive use to generate large numbers of inclusive jobs in a region poised to benefit from a massive, youthful workforce—one projected to become the world’s largest by the end of this century.