Publication:
World Bank Research Digest, Vol. 12(1)

Loading...
Thumbnail Image
Files in English
English PDF (194.97 KB)
152 downloads
English Text (82.15 KB)
20 downloads
Published
2017-10-04
ISSN
Date
2019-04-18
Author(s)
Editor(s)
Abstract
This issue includes the following headings: Realizing Education's Promise; Investing in School Readiness; Can Participation by Parents Improve School Quality? Does More Time in School ImproveLearning Outcomes for Students? How Does Partnering with the Government Affect Low-Cost Private Schools? Making Teachers Better: What We Know and How to Learn More; Improving Service Delivery for Better Education and Health Outcomes in Uganda; Building More Schools: The Effects onEquality of Opportunity in Education; Predicting School Dropouts in Guatemala and Honduras; Teachers’ Effectiveness in Pakistan and the Link to Wages; and Going Beyond Schooling to ImproveWorkforce Skills.
Link to Data Set
Citation
World Bank. 2017. World Bank Research Digest, Vol. 12(1). © World Bank. http://hdl.handle.net/10986/31552 License: CC BY 3.0 IGO.
Digital Object Identifier
Associated URLs
Associated content
Report Series
Other publications in this report series
Journal
Journal Volume
Journal Issue

Related items

Showing items related by metadata.

  • Publication
    World Bank Research Digest, Vol. 9(4)
    (2015-09) World Bank
    This issue includes the following headings: living on the edge in Mexico; what has the rise of China meant for labor markets in Latin America?; educating our future teachers; the growing and long-lasting effects of Brazil’s trade liberalization on workers; capturing food consumed away from home in welfare measures; a behavioral approach to water conservation; and using satellite images to estimate local poverty.
  • Publication
    A Review of the Bulgaria School Autonomy Reforms
    (Washington, DC, 2010-06-25) World Bank
    The sweeping decentralization reform of the education system introduced by the Government in 2007 to promote greater school autonomy and more efficient spending produced impressive efficiency gains and set the foundation for better adjustment to local needs. Despite initial successes, lingering concerns remain about the accountability of schools to the local community. Thus, as a part of a continued engagement with the Government of Bulgaria, this study records the achievements of the reforms and highlights outstanding challenges. Its aim is to assess progress in the functioning of the model of delegated financing and governance in the education sector. The study aims to identify where the model could be strengthened to further improve the achievement of the objectives of the reform. The study focuses on four questions: (1) To what extent are the reforms leading to a more efficient system? (2) Is there any evidence that the quality of education had been impacted by these reforms? (3) What is the equity impact of the school closures? (4) How are accountability mechanisms affecting the role of the major stakeholders?
  • Publication
    Bulgaria : Workforce Development
    (Washington, DC, 2014) World Bank
    This report presents a comprehensive diagnostic assessment of Bulgaria's workforce development (WfD) policies and institutions. The results are based on a new World Bank tool designed for this purpose, SABER-WfD. SABER-WfD is part of the World Bank's initiative on Systems Approach for Better Education Results (SABER) whose aim is to provide systematic assessment and documentation of the policy and institutional factors that influence the performance of key areas of national education and training systems. The SABER-WfD tool encompasses initial, continuing and targeted vocational education and training that are offered through multiple channels and focuses largely on programs at the secondary and post-secondary levels.
  • Publication
    Thailand - Secondary Education for Employment (Vol. 1 of 2) : Policy Note
    (Washington, DC, 2001-08) World Bank
    The study aims at assisting the Government in undertaking an evaluation of the system of secondary education, and skills development, in order to plan the many complex decisions, and future international finance assistance in the sector. The objectives of the study are to determine general employment trends, including a sampling of employer views on skill development; to evaluate the cost effectiveness, and quality of present academic, and vocational secondary education; and, to develop alternative scenarios for expansion of secondary education. Chapter 1 provides an overview of the changing Thai economy, and documents the growing importance of education, and skills for global competitiveness. An overview of labor market trends, and human capital development demonstrates the under-education of Thailand's labor force, thus reinforcing the need for high-quality education, and training for demand-driven skills development. Chapter 2 presents the factors motivating change in the system of education, and, examines the market forces driving the need for reform, and, argues the needs of the private sector rival those of most developed countries. Chapters 3 and 4, discusses the principles, and implications of governance, and administration, while arguing that certain principles, including attention to market forces, should guide policy decision-making. Chapter 5 stresses on the quality of education outcomes, by setting performance standards, assessing student, teacher, and school performance, and, harnessing technology to support education, and learning development, while Chapter 6, examines the cost implications of the reform program. The background papers look beyond schooling, examining the actual recruitment of workers in this increasing global economy.
  • Publication
    The Lagos Eko Secondary Education Sector Project
    (World Bank, Washington, DC, 2016-03) Roshan, Sabrina; Lomme, Roland; Hima, Halimatou; Santibanez, Claudio
    This case study seeks to understand how the Lagos Eko Secondary Education Project (Eko Project) tailored international best practices to leverage impact through education sector reforms in Lagos State’s public secondary school system. These best practices include an intensive utilization of evidence-based policy making, the granting of autonomy to a variety of stakeholders together with the expectation of accountability for results, community participation, incentives for reform, support for public-private partnerships (PPPs), and adaptive implementation. Research methods focus on the Science of Delivery case study guidelines, drawing on semi-structured interviews and focus group discussions with key stakeholders to better understand the implementation process and analyze the causal mechanisms for results achieved. The case study highlights four key contributors to the Eko Project’s politically savvy, locally tailored and adaptive delivery approach: (i) it managed to build on collective leadership along the entire delivery chain, from the political leadership of the governor down to the professional leadership of classroom teachers; (ii) it bounced back from a setback in outcomes by strengthening data collection and analysis of results; (iii) it struck the right balance between external and internal implementation mechanisms to make the most of established institutions; and (iv) it aimed at macro-level impact by reaching down to individual learning achievements.

Users also downloaded

Showing related downloaded files

  • Publication
    Classroom Assessment to Support Foundational Literacy
    (Washington, DC: World Bank, 2025-03-21) Luna-Bazaldua, Diego; Levin, Victoria; Liberman, Julia; Gala, Priyal Mukesh
    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 Development Report 2011
    (World Bank, 2011) World Bank
    The 2011 World development report looks across disciplines and experiences drawn from around the world to offer some ideas and practical recommendations on how to move beyond conflict and fragility and secure development. The key messages are important for all countries-low, middle, and high income-as well as for regional and global institutions: first, institutional legitimacy is the key to stability. When state institutions do not adequately protect citizens, guard against corruption, or provide access to justice; when markets do not provide job opportunities; or when communities have lost social cohesion-the likelihood of violent conflict increases. Second, investing in citizen security, justice, and jobs is essential to reducing violence. But there are major structural gaps in our collective capabilities to support these areas. Third, confronting this challenge effectively means that institutions need to change. International agencies and partners from other countries must adapt procedures so they can respond with agility and speed, a longer-term perspective, and greater staying power. Fourth, need to adopt a layered approach. Some problems can be addressed at the country level, but others need to be addressed at a regional level, such as developing markets that integrate insecure areas and pooling resources for building capacity Fifth, in adopting these approaches, need to be aware that the global landscape is changing. Regional institutions and middle income countries are playing a larger role. This means should pay more attention to south-south and south-north exchanges, and to the recent transition experiences of middle income countries.
  • Publication
    World Development Report 2006
    (Washington, DC, 2005) World Bank
    This year’s Word Development Report (WDR), the twenty-eighth, looks at the role of equity in the development process. It defines equity in terms of two basic principles. The first is equal opportunities: that a person’s chances in life should be determined by his or her talents and efforts, rather than by pre-determined circumstances such as race, gender, social or family background. The second principle is the avoidance of extreme deprivation in outcomes, particularly in health, education and consumption levels. This principle thus includes the objective of poverty reduction. The report’s main message is that, in the long run, the pursuit of equity and the pursuit of economic prosperity are complementary. In addition to detailed chapters exploring these and related issues, the Report contains selected data from the World Development Indicators 2005‹an appendix of economic and social data for over 200 countries. This Report offers practical insights for policymakers, executives, scholars, and all those with an interest in economic development.
  • Publication
    Digital Africa
    (Washington, DC: World Bank, 2023-03-13) Begazo, Tania; Dutz, Mark Andrew; Blimpo, Moussa
    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.
  • Publication
    Doing Business 2014 : Understanding Regulations for Small and Medium-Size Enterprises
    (Washington, DC: World Bank Group, 2013-10-28) World Bank; International Finance Corporation
    Eleventh in a series of annual reports comparing business regulation in 185 economies, Doing Business 2014 measures regulations affecting 11 areas of everyday business activity: Starting a business, Dealing with construction permits, Getting electricity, Registering property, Getting credit, Protecting investors, Paying taxes, Trading across borders, Enforcing contracts, Closing a business, Employing workers. The report updates all indicators as of June 1, 2013, ranks economies on their overall “ease of doing business”, and analyzes reforms to business regulation – identifying which economies are strengthening their business environment the most. The Doing Business reports illustrate how reforms in business regulations are being used to analyze economic outcomes for domestic entrepreneurs and for the wider economy. Doing Business is a flagship product by the World Bank and IFC that garners worldwide attention on regulatory barriers to entrepreneurship. More than 60 economies use the Doing Business indicators to shape reform agendas and monitor improvements on the ground. In addition, the Doing Business data has generated over 870 articles in peer-reviewed academic journals since its inception.