Publication: Achieving Universal Primary Education by 2015 : A Chance for Every Child
Loading...
Date
2003
ISSN
Published
2003
Author(s)
Editor(s)
Abstract
A number of countries committed themselves to the Millennium Development Goals (MDGs), aimed at eradicating extreme poverty, and improving the welfare of people by the year 2015. The book assesses whether universal primary education can be achieved by 2015. The study focuses on the largest low-income countries that are furthest from the goal, home to about seventy five percent of the children out of school globally. By analyzing education policies, and financing patterns in relatively high-performing countries, the study identifies a new policy, and financing framework for faster global progress in primary education. The authors use a simulation model to show how adoption of this framework, could accelerate progress in low-income countries, currently at risk of not reaching the education MDG. The study however, makes it clear that worldwide attainment of universal primary education by 2015, will necessitate an even stronger combination of political will, deep and sustained reform, faster dissemination of best practices, and intensified financial effort than has been marshaled to date.
Link to Data Set
Citation
“Mingat, Alain; Bruns, Barbara; Rakotomalala, Ramahatra. 2003. Achieving Universal Primary Education by 2015 : A Chance for Every Child. © World Bank. http://hdl.handle.net/10986/15121 License: CC BY 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 From Schooling Access to Learning Outcomes, An Unfinished Agenda : An Evaluation of World Bank Support to Primary Education(Washington, DC: World Bank, 2006)The Education for All (EFA) movement, launched in 1990, has resulted in an extraordinary mobilization of World Bank and country resources in support of basic education over the past 15 years. World Bank EFA financing, mostly focused on primary education, has become increasingly progressive, targeting the most disadvantaged countries and often the disadvantaged within countries. Over the years of Bank support for EFA and its world conferences in 1990 and 2000, the Bank's policy objectives for increased support to primary education have been simple and remarkably stable: universal primary school completion, equality of access for girls and other disadvantaged groups, and improved student learning outcomes. This Independent Evaluation Group (IEG) evaluation assesses the extent to which these objectives have been met in countries supported by the Bank. and it provide lessons for countries in their development strategies and for the Bank in its support to those strategies.Publication Education in Ethiopia : Strengthening the Foundation for Sustainable Progress(Washington, DC, 2005)With the end of civil war in 1991, Ethiopia's government launched a New Education and Training Policy in 1994 which, by the early 2000s, had already produced remarkable results. The gross enrollment ratio rose from 20 to 62 percent in primary education between 1993-94 and 2001-02; and in secondary and higher education it climbed, respectively, from 8 to 12 percent and from 0.5 to 1.7 percent. Yet the government can hardly afford to rest on its laurels. Primary education is still not universal, and already there are concerns about plummeting educational quality and the growing pressures to expand post-primary education. Addressing these challenges will require more resources, both public and private. Yet money alone is insufficient. Focusing on primary and secondary education, this report argues for wise tradeoffs in the use of resources-a result that will often require reforming the arrangements for service delivery. These changes, in turn, need to be fostered by giving lower levels of government more leeway to adapt central standards-such as those for teacher recruitment and school construction-to local conditions, including local resource constraints; and by strengthening accountability for results at all levels of administration in the education system.Publication Bangladesh - Education Development Index(Washington, DC, 2009-05)The study aims at developing an Educational Development Index (EDI) for Bangladesh. The present effort is the crucial first step towards developing a comprehensive and composite index of educational performance in Bangladesh. While the broader objective of the activity is to facilitate the decision making process for resource allocation and policy directions, the primary objective is to monitor progress in the primary education sector for district/upazila comparisons for better decision making processes. The exercise has been considerably constrained by the lack of dependable robust data. This report will make the policymakers aware of the need and importance of collection of reliable and more comprehensive information on a regular basis. The paper is organized as follows: as the main goal of this report is to develop a procedure for creating an Education Development Index (EDI) for the primary education sector of Bangladesh, the methodology is described in details with justifications of several steps in the section two. Sources of information and limitations are also discussed in this section. A description of the primary education sector of Bangladesh is given in section three. Section four presents the results and also explains how these results should be interpreted. Section five is the conclusion and recommendations. In addition, there are several annexes that include detailed results including upazila and district lists with ranks, a technical detail of the Principal Component Analysis (PCA), a step-by-step example of how an EDI can be constructed and a brief description of the stakeholder workshop that was organized at the beginning of the task to discuss the methodology with relevant stakeholders.Publication Assessing Sector Performance and Inequality in Education : Streamlined Analysis with ADePT Software(World Bank, 2011-06-30)This book gathers in one volume all the information related to Automated DEC [Development Economics - Vice Presidency at the World Bank] Poverty Tables (ADePT) Edu, the software platform created by the World Bank for reporting and analyzing education indicators and education inequality. It includes a primer on the availability of education data, an operating manual for using the ADePT software, a technical explanation of all the education indicators ADePT generates, and an overview of global education inequality using ADePT Edu. Chapter one is an introduction to ADePT Edu. It describes its origin and intended use and familiarizes readers with educational statistics. Chapter two is intended for users unfamiliar with the different datasets that contain education statistics and household-level data that contain information on education. Chapter three is a step-by-step technical guide for potential users. In addition to identifying the hardware and operating system requirements, it provides graphic examples of each of the steps needed to install and operate the software. Chapter four describes the outputs of ADePT and the definitions of all the indicators it generates. Chapter five provides a global and regional overview of education inequality, using ADePT Edu outputs obtained from household survey data. It analyzes inequality in school participation, progression, and attainment. Chapter 5 also illustrates how ADePT Edu can be used to readily analyze data from any household survey, a feature that makes this software unique. The analysis of education inequality serves as a backdrop for the potential use of household surveys for analyzing the demand side of education.Publication Liberia - Public Expenditure Review : Human Development(Washington, DC, 2012-11)The human development sector (essentially, education, health, and social protection) plays an important role in promoting economic development and social equity, and improvement in these areas can have a salutary impact on peace and stability. This report is a compilation of three separate sector studies, covering education, health, and social protection. Notwithstanding that each study focuses on progress achieved in distinct areas, a number of cross cutting themes permeate the different chapters. The main cross-cutting threads can be summarized as follows: (i) overall public spending on human development is low given the needs of the population and is highly dependent on donor financing for a large number of activities, a situation that entails risks to sustainability and future development; (ii) intra sectoral allocation is not sufficiently pro-poor; (iii) resource allocation is inequitable; (iv) inefficiency in public expenditures, with large shares of funds going to overhead; leakage of wage funds; and low value for money; and (v) severe lack of data and capacity to monitor and analyze developments.
Users also downloaded
Showing related downloaded files
Publication Doing Business 2014 : Understanding Regulations for Small and Medium-Size Enterprises(Washington, DC: World Bank Group, 2013-10-28)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.Publication World Development Report 2011(World Bank, 2011)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)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 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 Remarks to the Annual Meetings 2020 Development Committee(World Bank, Washington, DC, 2020-10-16)David Malpass, President of the World Bank Group, announced that the Board approved a fast track approach to emergency health support programs that now covers 111 countries. Most projects are well advanced, with average disbursement upward of 40 percent. The goal is to take broad, fast action early. The operational framework presented back in June has positioned the Bank to help countries address immediate health threats and social and economic impacts and maintain our focus on long-term development. The Bank is making good progress toward the 15-month target of 160 billion dollars in surge financing. Much of it is for the poorest countries and will take the form of grants or low-rate, long-maturity loans. IFC, through the Global Health Platform, will be providing financing to vaccine manufacturers to foster expanded production of COVID-19 vaccines in both part 1 and 2 countries, providing production is reserved for emerging markets. The Development Committee holds a unique place in the international architecture. It is the only global forum in which the Governments of developed countries and the Governments of developing countries, creditor countries and borrower countries, come together to discuss development and the ‘net transfer of resources to developing countries.’ The current International Financial Architecture system is skewed in favor of the rich and creditor countries. It is important that all voices are heard, so Malpass urged the Ministers of developing countries to use their voice and speak their minds today. Malpass urged consideration of how we can build a new approach to debt restructuring that allows for a fair relationship and balance between creditors and debtors. This will be critical in restoring growth in developing countries; and helping reverse the inequality.