Publication: Digital Pathways for Education: Enabling Greater Impact for All
Loading...
Files
4,878 downloads
89 downloads
266 downloads
23 downloads
Date
2024-11-08
ISSN
Published
2024-11-08
Author(s)
Editor(s)
Abstract
This work aims to offer a strategic approach to policymakers when undertaking digital transformation reforms in education and skills development systems, with a focus on “how.” It builds on the World Bank education vision framework offered in realizing the future of Learning by unpacking the digital cross-cutting area of “Invest wisely in technology”, looking into how this may be done to maximize impact at scale for all. The authors promote cautious optimism and techno realism, clarifying how the education and skills sector can use digital technologies to its advantage by being proactive, strategic, and evidence-based, considering carefully why to use digital and in what conditions the existing and emerging technologies might be positively leveraged. It is widely recognized that one size does not fit all and that policymakers need to have a laser focus on learning, weighing in contextual needs, and purposefully using the next marginal investable dollar on digital solutions to fulfill education objectives equitably at scale for all. Along with policymakers in government who are the primary audience for this work, it is intended to enable dialogue and critical partnerships across industry, academia, researchers and multilateral, and World Bank staff to support and deepen our country engagements as countries increasingly expand the digital reach of public education services.
Link to Data Set
Citation
“Rajasekaran, S.; Adam, T.; Tilmes, K.. 2024. Digital Pathways for Education: Enabling Greater Impact for All. © World Bank. http://hdl.handle.net/10986/42386 License: CC BY 4.0 IGO.”
Associated URLs
Associated content
Other publications in this report series
Journal
Journal Volume
Journal Issue
Collections
Related items
Showing items related by metadata.
Publication Education Reform in the Kyrgyz Republic - Lessons from PISA(World Bank, Washington, DC, 2011-04)The Kyrgyz Republic spends tremendous resources on education. More than 20 percent of total public expenditure, but outcomes are poor. The Kyrgyz Republic was ranked last in math, science and reading among nations that participated in the 2006 and 2009 rounds of the Program for International Student Assessment (PISA). The National Sample-Based Achievement Test (NSBA) showed the same trend of underachievement. A joint World Bank Organization for Economic Cooperation and Development (OECD) review was initiated to unlock the major gaps between the educational aspirations of the Kyrgyz Republic and the achievement of reforms in a number of policy areas. Systemic, sector-wide reforms for reversing the trend of high spending, low impact and poor results were recommended.Publication What Matters Most for Engaging the Private Sector in Education(World Bank, Washington, DC, 2014-07)This paper provides an overview of what matters most for engaging the private sector in basic education. In many countries, private schools educate a substantial and growing share of the student population. The goal of this paper is not to advocate for private schooling, but to outline the most effective evidence based policies that governments can use to orient these non-state providers toward promoting learning for all children and youth. Systems approach for better education results (SABER) engaging the private sector (EPS) builds upon the framework for effective service delivery outlined in the World Bank's World Development Report 2004, making services work for the poor, as well as in the World Bank's education sector strategy 2020, learning for all. To assist countries in improving their policy frameworks for private education, SABER EPS analyzes and benchmarks four policy goals that, according to the global evidence, can strengthen provider accountability and promote learning for all. These policy goals are: (1) encouraging innovation by providers; (2) holding schools accountable; (3) empowering all parents, students, and communities; and (4) promoting diversity of supply. Each of these policy goals is benchmarked across four common models of private service delivery: (a) independent private schools, (b) government funded private schools, (c) privately managed schools, and (d) voucher schools. In its country level application of the framework and tools, SABER EPS assesses only the modes of private delivery that already exist in each country.Publication Survey of ICT and Education in Africa : South Africa Country Report(World Bank, Washington, DC, 2007-06)This short country report, a result of larger Information for Development Program (infoDev) - supported survey of the Information and Communication Technologies (ICT) in education in Africa, provides a general overview of current activities and issues related to ICT use in education in the country. In all the different facets of the ICTs for education prism, South Africa boasts more than a decade of accumulated experience from its wide range of projects and programs pioneered by noteworthy champions across the stakeholder spectrum of communities, the private sector, civil society, donor, development, and government agencies. A variety of tested models on ICT access, digital content development, teacher training and professional development, optimal usage, partnerships, and resource mobilization have encouraged significant learning among innovators, practitioners, and policymakers. The scale of all these interventions to date has led to at least 22 percent computer penetration in all public schools. While South Africa has a policy on e-education only for the schools and Further Education and Training (FET) college sectors, herein too lay animated debate on the optimal ways to implement the policy. Over the coming period, with South Africa acting as host for the 2010 World Cup and the national government embarking on accelerated economic growth strategies, the race is on to move to broadband and promote ubiquitous ICT access. South African education institutions in general, and the schools and FET college sectors in particular, are set to grow significantly in ICT access, teacher training, and professional development and usage. However, major challenges still need to be overcome, such as the lack of a comprehensive policy on ICTs in education that covers all sectors in education, the continued need for leadership and co-ordination of various initiatives, the promotion of enhanced learning through optimal usage of the technologies, and, above all, the need to demonstrate the value of the investment in ICTs through improved performance of learners and teachers and improved employability in the changing labor market.Publication Turkey—Education Sector Study : Sustainable Pathways to an Effective, Equitable and Efficient Education System for Preschool through Secondary School Education(Washington, DC, 2005-12)This Education Sector Study (ESS) is the World Bank's response to the need for a comprehensive study of Turkey's education system, in light of the dramatic changes that are sure to alter the country's social and economic landscape over the next decade. The study was prepared in association with the Education Reform Initiative of the Istanbul Policy Center on the basis of research and dialogue with a wide array of education stakeholders and actors. The overall objective of the ESS is to provide an assessment of current challenges to the education system in Turkey and identify policy options that can complement the country's existing pre-tertiary education strategy. Volume one provides a complete description of challenges, conclusions, and policy options for the reform of pre-school, primary, and secondary education. It includes an Annex that summarizes the research studies and policy notes commissioned to inform the report. Volume II is a collection of the complete research studies and policy notes commissioned for the ESS report.Publication Education in the Democratic Republic of Congo : Priorities and Options for Regeneration(Washington, DC, 2005)The main purpose of this report is to assist the Democratic Republic of Cong (DRC) to identify the priorities for education policy and present options in order to assist the government in developing an education strategy. This is necessary for preparing the government's Poverty Reduction Strategy Paper and a program of assistance for the education sector by external donors. This summary integrates the key findings and the recommendations presented in the Country Status Report on Education in the DRC. The Country Status Report is structured in six chapters covering the recent trends and current status of educational coverage, expenditures and financing at all levels of instruction in DRC, issues relating to quality in primary and secondary education and specific issues relating to higher education. It also presents the expenditure requirements under various policy options which can be used to begin a more detailed planning for the sector. The summary has three parts: (a) the main findings (b) the results of the financial simulations and (c) the key policy choices.
Users also downloaded
Showing related downloaded files
Publication Poverty and Shared Prosperity 2022(Washington, DC : World Bank, 2022)Poverty and Shared Prosperity 2022: Correcting Course provides the first comprehensive analysis of the pandemic’s toll on poverty in developing countries. It identifies how governments can optimize fiscal policy to help correct course. Fiscal policies offset the impact of COVID-19 on poverty in many high-income countries, but those policies offset barely one quarter of the pandemic’s impact in low-income countries and lower-middle-income countries. Improving support to households as crises continue will require reorienting protective spending away from generally regressive and inefficient subsidies and toward a direct transfer support system—a first key priority. Reorienting fiscal spending toward supporting growth is a second key priority identified by the report. Some of the highest-value public spending often pays out decades later. Amid crises, it is difficult to protect such investments, but it is essential to do so. Finally, it is not enough just to spend wisely - when additional revenue does need to be mobilized, it must be done in a way that minimizes reductions in poor people’s incomes. The report highlights how exploring underused forms of progressive taxation and increasing the efficiency of tax collection can help in this regard. Poverty and Shared Prosperity is a biennial series that reports on global trends in poverty and shared prosperity. Each report also explores a central challenge to poverty reduction and boosting shared prosperity, assessing what works well and what does not in different settings. By bringing together the latest evidence, this corporate flagship report provides a foundation for informed advocacy around ending extreme poverty and improving the lives of the poorest in every country in the world. For more information, please visit worldbank.org/poverty-and-shared-prosperity.Publication World Development Report 2009(World Bank, 2009)Places do well when they promote transformations along the dimensions of economic geography: higher densities as cities grow; shorter distances as workers and businesses migrate closer to density; and fewer divisions as nations lower their economic borders and enter world markets to take advantage of scale and trade in specialized products. World Development Report 2009 concludes that the transformations along these three dimensions density, distance, and division are essential for development and should be encouraged. The conclusion is controversial. Slum-dwellers now number a billion, but the rush to cities continues. A billion people live in lagging areas of developing nations, remote from globalizations many benefits. And poverty and high mortality persist among the world’s bottom billion, trapped without access to global markets, even as others grow more prosperous and live ever longer lives. Concern for these three intersecting billions often comes with the prescription that growth must be spatially balanced. This report has a different message: economic growth will be unbalanced. To try to spread it out is to discourage it to fight prosperity, not poverty. But development can still be inclusive, even for people who start their lives distant from dense economic activity. For growth to be rapid and shared, governments must promote economic integration, the pivotal concept, as this report argues, in the policy debates on urbanization, territorial development, and regional integration. Instead, all three debates overemphasize place-based interventions. Reshaping Economic Geography reframes these debates to include all the instruments of integration spatially blind institutions, spatially connective infrastructure, and spatially targeted interventions. By calibrating the blend of these instruments, today’s developers can reshape their economic geography. If they do this well, their growth will still be unbalanced, but their development will be inclusive.Publication Boom, Bust and Up Again? Evolution, Drivers and Impact of Commodity Prices: Implications for Indonesia(World Bank, Jakarta, 2010-12)Indonesia is one of the largest commodity exporters in the world, and given its mineral potential and expected commodity price trends, it could and should expand its leading position. Commodities accounted for one fourth of Indonesia's Gross Domestic Product (GDP) and more than one fifth of total government revenue in 2007. The potential for further commodity growth is considerable. Indonesia is the largest producer of palm oil in the world (export earnings totaled almost US$9 billion in 2007 and employment 3.8 million full-time jobs) and the sector has good growth prospects. It is also one of the countries with the largest mining potential in view of its second-largest copper reserves and third-largest coal and nickel reserves in the world. This report consists of seven chapters. The first six chapters present an examination and an analysis of the factors driving increased commodity prices, price forecasts, economic impact of commodity price increases, effective price stabilization policies, and insights from Indonesia's past growth experience. The final chapter draws on the findings of the previous chapters and suggests a development strategy for Indonesia in the context of high commodity prices. This section summarizes the contents of the chapters and their main findings.Publication Empowerment in Practice : From Analysis to Implementation(Washington, DC: World Bank, 2006)This book represents an effort to present an easily accessible framework to readers, especially those for whom empowerment remains a puzzling development concern, conceptually and in application. The book is divided into two parts. Part 1 explains how the empowerment framework can be used for understanding, measuring, monitoring, and operationalizing empowerment policy and practice. Part 2 presents summaries of each of the five country studies, using them to discuss how the empowerment framework can be applied in very different country and sector contexts and what lessons can be learned from these test cases. While this book can offer only a limited empirical basis for the positive association between empowerment and development outcomes, it does add to the body of work supporting the existence of such a relationship. Perhaps more importantly, it also provides a framework for future research to test the association and to prioritize practical interventions seeking to empower individuals and groups.Publication World Development Report 2004(World Bank, 2003)Too often, services fail poor people in access, in quality, and in affordability. But the fact that there are striking examples where basic services such as water, sanitation, health, education, and electricity do work for poor people means that governments and citizens can do a better job of providing them. Learning from success and understanding the sources of failure, this year’s World Development Report, argues that services can be improved by putting poor people at the center of service provision. How? By enabling the poor to monitor and discipline service providers, by amplifying their voice in policymaking, and by strengthening the incentives for providers to serve the poor. Freedom from illness and freedom from illiteracy are two of the most important ways poor people can escape from poverty. To achieve these goals, economic growth and financial resources are of course necessary, but they are not enough. The World Development Report provides a practical framework for making the services that contribute to human development work for poor people. With this framework, citizens, governments, and donors can take action and accelerate progress toward the common objective of poverty reduction, as specified in the Millennium Development Goals.