Other Education Study

293 items available

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http://hdl.handle.net/10986/2113

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Foundational Learning Compact Umbrella Trust Fund Progress Report: January 2021 - September 2022

(Washington, DC: World Bank, 2023-09-26) World Bank

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.
Assistive Technologies for Children with Disabilities in Inclusive and Special Schools in Indonesia

(World Bank, Washington, DC, 2023-09-25) Hata, Anna ; Wang, Han ; Yuwono, Joko ; Nomura, Shinsaku

This empirical study of the Indonesian context aims to rigorously examine availability and usage of AT for children with disabilities. It reviews key challenges and support needed in both inclusive and special schools, focusing on teachers in primary and secondary education in Ministry of Education, Culture, Research and Technology (MoECRT). Key questions included: 1) What is the availability and use of AT for students with disabilities in schools in Indonesia? 2) In what ways can teachers, schools, and local and national stakeholders work together to promote equitable and quality learning through AT for children with disabilities? To answer these questions, this study employed a mixed method to enhance the validity and quality of evidence based analysis of AT for children with disabilities in Indonesia, including a national level teacher survey with over 2,000 teachers who participated voluntarily, focus group discussions with teachers, school principals and policy makers as well as an international review of practices on AT for children with disabilities to address the lack of previous studies in Indonesia.
Realizing Education's Promise: A World Bank Retrospective

(Washington, DC: World Bank, 2023-08-01) World Bank

As the largest external financier of education in low- and middle-income countries, the World Bank is committed to ensuring that all children around the world have free, inclusive, equitable, and quality education to achieve their potential. Our portfolio of investments in education has continued to grow, and our projects focus on ensuring that high-quality learning takes place for everyone, everywhere. In “Realizing Education’s Promise: A World Bank Retrospective”, we explore our operations and research across the globe since the first World Development Report (WDR) on education in 2018, which illuminated the scale of the learning crisis. In this new publication, we spotlight major milestones in our work over the past five years, highlighting successes, reflecting on what remains to be done, and sharing our vision for the way forward.
Approaches to Deliver Inclusive Education in Sub-Saharan Africa and South Asia

(Washington, DC: World Bank, 2023-07-31) World Bank

This report presents a review of different approaches in service delivery being implemented in the regions of Sub-Saharan Africa (SSA) and South Asia (SA) to ensure the inclusion of children with disabilities in education. The review examines in what ways (and the extent to which) different approaches have been operationalized and contextualized to enable the inclusion of children with disabilities in mainstream education systems, focusing specifically on primary schooling.
Building Better Formal TVET Systems: Principles and Practice in Low- and Middle-Income Countries

(Washington D.C., Paris, Geneva: The World Bank, UNESCO, and ILO, 2023-07-25) World Bank ; UNESCO ; ILO

Reform of formal technical and vocational education and training (TVET) is urgently needed in most low- and middle-income countries. Demographic trends, coupled with higher rates of students completing lower levels of education, can lead to an exponential increase in the number of secondary TVET students in the next 20 years, particularly in low-income countries (LICs). However, there are significant risks attached to expanding a system that is often considered a second-tier educational track and to which challenged learners are often directed. Because of a broken link between TVET systems and labor markets in low- and middle-income countries (LICs and MICs, together: L/MICs), TVET cannot deliver on its promise. The urgency is compounded by megatrends associated with globalization, technological progress, demographic transformation, and climate change, which affect both skills demand and the distribution of economic opportunities. This report offers guidance to policymakers designing and implementing TVET reforms, emphasizing core principles and practical considerations for L/MICs. There is much to be learned from recent L/MIC reform experiences like those in Bangladesh, El Salvador, and Mongolia, about identifying effective reform strategies and the likely impact of megatrends on future demand for TVET. The report focuses on secondary and post-secondary non-tertiary formal TVET, defined as TVET obtained within the formal education system that leads to diplomas, degrees, or other formal certifications. This overview, summarizing the main messages from the report, has three parts. The first, the TVET Promise, looks at the potential of TVET systems to deliver access to equitable, quality, and relevant training and contribute to employment and productivity. The second, the TVET Challenge, articulates the main limitations in practice for L/MIC TVET systems. The third, the Way Forward to Better TVET, proposes three interrelated transformations (three E’s) and six policy priorities to help TVET deliver on its promise in L/MICs.
Regional Integration for Higher Education Development: Options for the South Asia Region

(Washington, DC: World Bank, 2023-07-21) World Bank

Higher education systems in South Asia have undergone significant changes in the past two decades. Each country in the region has experienced a rapid rise in university enrollment, fueled by demographic growth and the resulting expansion of secondary education. However, in the absence of sufficient financial resources to accommodate increasing student numbers, most higher education institutions are facing daunting challenges. Unlike the recent evolution in Europe and East Asia, South Asian higher education systems and institutions have made little progress in working together so far, notwithstanding the positive results of a few noteworthy partnerships, such as the creation of the South Asian University. The ability of South Asian nations to work together in the higher education sphere will, to a significant extent, determine their capacity to support the development efforts of their respective countries in an effective and dynamic manner. Against this backdrop, the main objective of this report is to explore the potential for increased regional collaboration and integration in higher education in the South Asia region.
COVID-19 as an Opportunity to Build Resilient Education Systems: Drawing Lessons from Five Countries in Eastern Europe and the South Caucasus

(Washington, DC: World Bank, 2023-07-20) Chinen, Marjorie ; De Hoyos, Rafael

In response to the COVID-19 pandemic, education systems had to redeploy inputs typically used in schools to remote education. This significantly reduced average student learning, with disadvantaged students experiencing a disproportionately large decline. Not closing these learning losses will have long-lasting effects on productivity and economic growth and dampen social mobility. In the five Eastern European countries analyzed in this paper, not acquiring sufficient learning is not a challenge that began with the pandemic. Perhaps the pandemic and the attention it is bringing to students’ learning loss will create the political conditions to implement long-awaited education reforms to reduce the learning gaps and create better conditions for disadvantaged students, the core element of resilient education systems. This paper shows that using data to guide policy decisions, standardized tests as a diagnostic tool, and remediation policies should become permanent features of education systems. The pandemic pushed forward the use of technology in education. Using technology through online tutoring or Computer Assisted Learning can, when designed appropriately, improve students’ academic performance, socio-emotional skills, and psychological well-being.
Learning Recovery to Acceleration: A Global Update on Country Efforts to Improve Learning and Reduce Inequalities

(Washington, DC: World Bank, 2023-07-13) World Bank

Before the COVID-19 pandemic, global learning levels were unacceptably low. In 2019, learning poverty, the share of children unable to read and understand a simple text by age 10, had reached 57 percent in low- and middle-income countries (World Bank and others 2022b). This constituted a global learning crisis. Despite significant expansion in access to schooling in most low, and middle-income countries over the past 50 years to near-universal levels for primary school, progress in improving global learning levels had stalled. This report, Learning Recovery to Acceleration: A Global Update on Country Efforts to Improve Learning and Reduce Inequalities, takes stock of what countries have done so far to recover and accelerate learning since reopening schools, and what we have learned from their experience. It follows the RAPID Framework for Learning Recovery and Acceleration, which we published with the Bill and Melinda Gates Foundation, U.K.’s Foreign, Commonwealth and Development Office (FCDO), UNESCO, UNICEF and USAID in 2022 as a menu of policy actions based on past evidence and on policies that many countries were already implementing. To a large extent, many of the policies and interventions needed to recover from the pandemic setbacks and accelerate learning are known. One lesson is clear: political and financial commitment are vital for improving learning and reducing inequality. Effective education strategies require societies’ determination to make education a priority and devote the necessary human and financial resources to end the learning crisis. Policymakers, schools, and communities must work urgently to recover learning, tackle deep-rooted systemic challenges, and build resilience to future disruptions.
Shaping First Steps: A Comprehensive Review of Preschool Education in Malaysia

(World Bank, Washington, DC, 2023-05-31) World Bank

The potential benefits from supporting early childhood development range from healthy development to a greater capacity to learn and increased productivity in adulthood. Despite undertaking various preschool education reforms and initiatives, issues of access and quality remain and continue to grow. The Malaysia Education Blueprint (2013-2025) set a target to achieve universal preschool enrollment by 2020, and Malaysia, along with many other developing countries, has yet to achieve this. Findings from the World Bank’s preschool survey and stakeholder interviews carried out for this report point to a range of issues, such as a lack of preschool seat availability in certain areas, low awareness among parents on the benefits of sending their children to preschools, affordability of preschool expenses, low teacher quality, and concerns over the overlapping roles between the multiple ministries and agencies that oversee ECCE in Malaysia. This review is carried out in collaboration with the Ministry of Education (MOE) and is a comprehensive assessment of Malaysia’s current preschool education landscape. The review aims to identify the gaps between the targets and aspirations set by MOE and the government under various policy documents and the outcomes to date. It also aims to deep-dive into the underlying reasons for these gaps, and seek solutions to close them and achieve the aspirations. This report synthesizes the findings from research, analysis, and stakeholder engagement activities, and is organized by a framework of targets, pillars, and enablers.
R&D Policy and the Role of Research Institutions in Fostering Green Innovation in Poland

(World Bank, Washington, DC, 2023-05-18) Ambasz, Diego ; Sanchez-Reaza, Javier ; Zuniga, Pluvia

The diagnostic and analysis presented in this report unveils a complex and challenging picture of Polish R&D capacity and its technological preparedness to engage and deliver green-innovation solutions for regions and industries. The report pinpoints opportunity areas to catch up, as well as the competences that Poland can leverage to address capacity and preparedness challenges. Policy goals should, therefore, ensure that actions by the state, research centers, universities, private sector, and all agents in the innovation eco-system help meet environmental and sustainable development commitments.