Publication: Foundational Learning Compact Umbrella Trust Fund Progress Report: October 2022 to September 2023
Loading...
Other Files
16 downloads
Date
2024-11-01
ISSN
Published
2024-11-01
Author(s)
Editor(s)
Abstract
The Foundational Learning Compact Progress Report October 2022–September 2023 presents the progress in FLC activities and provides highlights from its associated trust fund, the Early Learning Partnership (ELP). It picks up where the last FLC Progress Report (World Bank 2022) left off on October 1, 2022, and goes through the end of September 2023. This includes the trust fund’s overview and highlights, including key portfolio indicators; implementation progress in achieving outcomes during the reporting period based on the Results Framework, including updates on the components of the different activities, collaboration with development partners, country progress, and outputs and resources developed; expected activities looking ahead for the rest of 2023 and 2024; FLC financials update; and annexes with updated data for FLC and ELP activities and projects funded, as well as the updated Results Framework, among others.
Link to Data Set
Citation
“World Bank. 2024. Foundational Learning Compact Umbrella Trust Fund Progress Report: October 2022 to September 2023. © World Bank. http://hdl.handle.net/10986/42351 License: CC BY-NC 3.0 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 The Foundational Learning Compact Umbrella Trust Fund Progress Report(Washington, DC: World Bank, 2025-02-14)The Foundational Learning Compact Progress Report October 2023–September 2024 presents the progress made in FLC activities and highlights from its associated trust fund, the Early Learning Partnership (ELP). It picks up where the last FLC Progress Report (World Bank 2023a) left off on October 1, 2023. While most of the document will focus on the FLC Anchor Trust Fund (TF) part of the FLC Multi-Donor Umbrella Trust Fund, there is also a dedicated section for the ELP Associated Trust Fund. The report contains sections on the overview of the FLC Anchor TF, implementation progress of specific activities, risks and challenges, activities planned for the remainder of 2024 and into 2025, a specific section for ELP, and a financial update for both the FLC Anchor and ELP TFs. It also includes annexes with updated information on all of the FLC Umbrella TF grants and an updated Results Framework for the FLC Anchor TF.Publication Foundational Learning Compact Umbrella Trust Fund Progress Report(Washington, DC: World Bank, 2023-09-26)The FLC Progress Report showcases initiatives that have helped create tools and knowledge for countries to improve foundational learning through their educational systems. Since it is the first such report for the FLC, it will cover the transition to the FLC from the previous SABER3 program to its incarnation as the FLC umbrella trust fund. It will also examine recent and current challenges, including the slowdown in the pace of implementation during the COVID related school and ministry closures. The pandemic both stymied and shaped how the FLC initiatives worked, where we worked, and when we worked. We have had to adapt. Fortunately, implementation has picked up in the last year and technical teams have been working tirelessly to accelerate implementation.Publication Mexico : Determinants of Learning Policy Note(Washington, DC, 2005-07)This report aims to identify the determinants of learning in Mexico, focusing on equity, cross-country comparisons and national studies. The present report provides new analytical work on the determinants of learning using international and national assessments, as well as new work on the returns to quality of education and an assessment of media coverage of international assessments. The report is organized as follows: Chapter 1 reviews the existing international and Mexican literature on education quality and the determinants of learning. Chapter 2 presents an overview of the state of education in Mexico. Chapter 3 discusses the analysis of the National Assessments (Estandures Nacionales) from 1998 to 2000 and the results of the analysis of PISA 2000 and PISA 2003 data. Finally, Chapter 4 concludes the main report with an agenda for action, which responds to the education situation in Mexico. The report's main message is that Mexico needs to increase secondary school enrollment rates. The country continues to do well at maintaining equity in terms of the impact of family background on scores and the very low dispersion between top and bottom achievers, which is unusual for a Latin American country participating in international achievement tests. To improve quality, Mexican schools need to improve the school climate and continue efforts to move decision-making from the state level education secretariats to the school level, thus increasing school autonomy. Also, accountability needs to be further strengthened by involving parents and the community more and setting clear goals and clear vision for the school system. Finally, Mexico's remarkable efforts to improve assessment of the system should continue, with continued participation in international achievement tests, as well as improvements of the national assessment system.Publication Benin : Teachers 2012(Washington, DC, 2014-09-04)Achieving the right teacher policies to ensure that every classroom has a motivated, supported, and competent teacher remains a challenge, because evidence on the impacts of many teacher policies remains insufficient and scattered. Systems approach for better education results (SABER) - teachers, aims to help fill this gap by collecting, analyzing, synthesizing, and disseminating comprehensive information on teacher policies in primary and secondary education systems around the world. SABER - teachers' collects data on ten core teacher policy areas to offer a comprehensive descriptive overview of the teacher policies that are in place in each participating education system. SABER - teachers analyzes the teacher policy data collected to assess each education system's progress in achieving eight teacher policy goals: (1) setting clear expectations for teachers; (2) attracting the best into teaching; (3) preparing teachers with useful training and experience; (4) matching teachers' skills with students' needs; (5) leading teachers with strong principals; (6) monitoring teaching and learning; (7) supporting teachers to improve instruction; and (8) motivating teachers to perform. By classifying countries according to their performance on each of the eight teacher policy goals, SABER - teachers can help diagnose the key challenges that countries face in ensuring they have effective teachers. The main focus of SABER - teachers is on policy design, rather than on policy implementation. It describes Benin's performance in each of the eight teacher policy goals, alongside comparative information from education systems that have consistently scored high results in international student achievement tests and have participated in SABER - teachers.Publication Inclusion Matters : The Foundation for Shared Prosperity(Washington, DC, 2013-10-18)Today, the world is at a conjuncture where issues of exclusion and inclusion are assuming new significance for both developed and developing countries. The imperative for social inclusion has blurred the distinction between these two stylized poles of development. Countries that used to be referred to as developed are grappling with issues of exclusion and inclusion perhaps more intensely today than they did a decade ago. And countries previously called developing are grappling with both old issues and new forms of exclusion thrown up by growth. Nonlinear demographic transitions, global economic volatility, shifts in the international balance of power, and local political movements have had a large part to play in these shifting sands. These changes make social inclusion more urgent than it was even a decade ago. This report tries to put boundaries around the abstraction that is "social inclusion." Placing the discussion of social inclusion within such global transitions and transformations, the report argues that social inclusion is an evolving agenda. It offers two easy-to-use definitions and a framework to assist practitioners in asking, outlining, and developing some of the right questions that can help advance the agenda of inclusion in different contexts. This report builds on previous analytical work, especially by the World Bank, on themes that touch upon social inclusion, including multidimensional poverty, inequality, equity, social cohesion, and empowerment. There are seven main messages in this report: (1) excluded groups exist in all countries; (2) excluded groups are consistently denied opportunities; (3) intense global transitions are leading to social transformations that create new opportunities for inclusion as well as exacerbating existing forms of exclusion; (4) people take part in society through markets, services, and spaces; (5) social and economic transformations affect the attitudes and perceptions of people. As people act on the basis of how they feel, it is important to pay attention to their attitudes and perceptions; (6) exclusion is not immutable. Abundant evidence demonstrates that social inclusion can be planned and achieved; and (7) moving ahead will require a broader and deeper knowledge of exclusion and its impacts as well as taking concerted action. The report is divided into three parts. Part one is framing the issues. Part two focuses on transitions, transformations, and perceptions. Part three is change is possible.
Users also downloaded
Showing related downloaded files
Publication Fixing the Foundation(Washington, DC: World Bank, 2023-09-20)Countries in middle-income East Asia and the Pacific were already experiencing serious learning deficits prior to the COVID-19 pandemic. COVID-related school disruptions have only made things worse. Learning poverty -- defined as the percentage of 10-year-olds who cannot read and understand an age-appropriate text -- is as high as 90 percent in several countries. Several large Southeast Asian countries consistently perform well below expectations on adolescent learning assessments. This report examines key factors affecting student learning in the region, with emphasis on the central role of teachers and teaching quality. It also analyzes the role education technologies, which came into widespread use during the pandemic, and examines the political economy of education reform. The report presents recommendations on how countries can strengthen teaching to improve learning and, in doing so, can enhance productivity, growth, and future development in the region.Publication The Journey Ahead(Washington, DC: World Bank, 2024-10-31)The Journey Ahead: Supporting Successful Migration in Europe and Central Asia provides an in-depth analysis of international migration in Europe and Central Asia (ECA) and the implications for policy making. By identifying challenges and opportunities associated with migration in the region, it aims to inform a more nuanced, evidencebased debate on the costs and benefits of cross-border mobility. Using data-driven insights and new analysis, the report shows that migration has been an engine of prosperity and has helped address some of ECA’s demographic and socioeconomic disparities. Yet, migration’s full economic potential remains untapped. The report identifies multiple barriers keeping migration from achieving its full potential. Crucially, it argues that policies in both origin and destination countries can help maximize the development impacts of migration and effectively manage the economic, social, and political costs. Drawing from a wide range of literature, country experiences, and novel analysis, The Journey Ahead presents actionable policy options to enhance the benefits of migration for destination and origin countries and migrants themselves. Some measures can be taken unilaterally by countries, whereas others require close bilateral or regional coordination. The recommendations are tailored to different types of migration— forced displacement as well as high-skilled and low-skilled economic migration—and from the perspectives of both sending and receiving countries. This report serves as a comprehensive resource for governments, development partners, and other stakeholders throughout Europe and Central Asia, where the richness and diversity of migration experiences provide valuable insights for policy makers in other regions of the world.Publication Business Ready 2024(Washington, DC: World Bank, 2024-10-03)Business Ready (B-READY) is a new World Bank Group corporate flagship report that evaluates the business and investment climate worldwide. It replaces and improves upon the Doing Business project. B-READY provides a comprehensive data set and description of the factors that strengthen the private sector, not only by advancing the interests of individual firms but also by elevating the interests of workers, consumers, potential new enterprises, and the natural environment. This 2024 report introduces a new analytical framework that benchmarks economies based on three pillars: Regulatory Framework, Public Services, and Operational Efficiency. The analysis centers on 10 topics essential for private sector development that correspond to various stages of the life cycle of a firm. The report also offers insights into three cross-cutting themes that are relevant for modern economies: digital adoption, environmental sustainability, and gender. B-READY draws on a robust data collection process that includes specially tailored expert questionnaires and firm-level surveys. The 2024 report, which covers 50 economies, serves as the first in a series that will expand in geographical coverage and refine its methodology over time, supporting reform advocacy, policy guidance, and further analysis and research.Publication Global Economic Prospects, June 2024(Washington, DC: World Bank, 2024-06-11)After several years of negative shocks, global growth is expected to hold steady in 2024 and then edge up in the next couple of years, in part aided by cautious monetary policy easing as inflation gradually declines. However, economic prospects are envisaged to remain tepid, especially in the most vulnerable countries. Risks to the outlook, while more balanced, are still tilted to the downside, including the possibility of escalating geopolitical tensions, further trade fragmentation, and higher-for-longer interest rates. Natural disasters related to climate change could also hinder activity. Subdued growth prospects across many emerging market and developing economies and continued risks underscore the need for decisive policy action at the global and national levels. Global Economic Prospects is a World Bank Group Flagship Report that examines global economic developments and prospects, with a special focus on emerging market and developing economies, on a semiannual basis (in January and June). Each edition includes analytical pieces on topical policy challenges faced by these economies.Publication Services Unbound(Washington, DC: World Bank, 2024-12-09)Services are a new force for innovation, trade, and growth in East Asia and Pacific. The dramatic diffusion of digital technologies and partial policy reforms in services--from finance, communication, and transport to retail, health, and education--is transforming these economies. The result is higher productivity and changing jobs in the services sector, as well as in the manufacturing sectors that use these services. A region that has thrived through openness to trade and investment in manufacturing still maintains innovation-inhibiting barriers to entry and competition in key services sectors. 'Services Unbound: Digital Technologies and Policy Reform in East Asia and Pacific' makes the case for deeper domestic reforms and greater international cooperation to unleash a virtuous cycle of increased economic opportunity and enhanced human capacity that would power development in the region.