Education Sector Review
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Publication
The Digital Future of Teacher Training in Indonesia: What’s Next?
(World Bank, Washington, DC, 2022-02-01)This report reflects on the Indonesia’s online teacher training ecosystem based on unique data collected from both teachers and providers during the COVID-19 period. A detailed mapping of the eight largest providers of online teacher training in Indonesia was conducted, covering 25 programs. We find that the majority of programs are short in duration and focus on digital literacy skills and remote learning. Training programs were mostly provided using online lectures, few provided individual coaching, while none provided opportunities for personalized learning. Second, we conducted a nationally representative phone survey of 435 primary and junior secondary teachers spanning 30 provinces across Indonesia (66 percent of whom are female teachers). The teacher survey was conducted between February and March 2021 and covered teachers under both the Ministry of Education, Research, and Technology (MoECRT) and the Ministry of Religious Affairs (MoRA). We find that 44 percent of teachers participated in online learning during the pandemic, and that three quarters of these teachers had never participated in online training prior to the pandemic. Many training participants reported challenges in implementing what they learned from online training. Most of the teachers who participated (88 percent) would like to continue receiving training online even after the pandemic ends. These results suggest that demand for online training is expected to persist, but more can be done to improve their quality. -
Publication
Building Forward Better to Ensure Learning for All Children in Iraq: An Education Reform Path
(World Bank, Washington, DC, 2021-07-30)Human capital development is imperative to achieve sustainable economic growth in Iraq. At the heart of Iraq’s human capital crisis is a learning crisis, which is exacerbated by effects of the Coronavirus (COVID-19) crisis on education service delivery. The low levels of human capital development, coupled with limited opportunities to gain job-relevant skills, have translated into worsening economic and social outcomes. To overcome these sources of fragility and spur sustainable human capital driven economic growth, change can only be brought about through a comprehensive reform agenda that addresses the inefficiencies in the education sector and promotes a renewed focus on learning. This Iraq education reform note proposes actionable reforms for key education sector inputs to lead to better learning and skills development. -
Publication
Eswatini Education Sector Analysis 2021
(Washington, DC: World Bank, 2021-06-11)The current Education Sector Strategic Plan (ESSP) for 2010-2022 and the first and second National Education and Training Improvement Programs that operationalize the plan, were based on the comprehensive 2010 Education Sector Review (Marope, 2010, MoET, 2010, 2016, 2018b). As the current plan and program come to their end, this education sector analysis (ESA) was undertaken. In addition, complementary studies for the ECDE and TVET sub-sectors will be conducted separately to collect primary data to further help inform the development of the next ESSP. The ESA report examines the recent status of the education system to provide an evidence-based foundation for the Government’s preparation of its next ESSP and help guide the country more generally on the priority issues for the education sector looking forward. This executive summary begins with a brief description of the general context for education followed by an overview of recent achievements in education. The main part of the summary sets out the priority issues identified by the ESA report. The final section concludes with a discussion of selected policy options that may be considered looking ahead. -
Publication
The Promise of Education in Indonesia
(World Bank, Washington, DC, 2020-11-12)This Indonesia Education Flagship Report examines ways to strengthen education reforms and boost the learning outcomes of all Indonesian students. It focuses on how the education system can deliver on the promise of human capital for Indonesia. The recommendations focus on protecting and building human capital by increasing the capacity, equity, and accountability for learning. The report also explores what the central government can do to make changes for the better in areas under its control and how to provide better guidance and support to provinces, districts, and schools. -
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Towards Mongolia’s Long-Term Development Policy Vision 2050: Advancing Education Equity, Efficiency and Outcomes
(World Bank, Ulaanbaatar, 2020-08-07)This report seeks to synthesize and analyze education outcomes with a view of identifying the main priorities for strengthening the education sector in support of Mongolia’s Sustainable Development Vision 2050. The report highlights data and findings generated from a series of source reports (see bibliography) related to the goals and targets set out in the Vision 2050. The report is composed of six thematic chapters: Access; Equity; Internal Efficiency, Education Cost and Finance; External Efficiency; Management. Each chapter will include an overview of the current situation and recent development with a focus on, key achievements and persistent challenges. As a synthesis report, the information on each topic is not exhaustive but rather seeks to present key findings. Specific activities highlighted in the Vision 2050 have been included at the beginning of each chapter and a complete mapping by activity is annexed (Annex 1. Vision 2050 Chapter mapping). This synthesis report draws on conclusions, finding, data and surveys produced in collaboration with MECSS by the Asian Development Bank, the Global Partnership for Education and the World Bank. The synthesis also draws from key UNESCO reports. The scope, research, and focus of the source reports differ, and precise findings are, on occasions, incongruent however the overall conclusions are fundamentally compatible. Whereas most of the source reports focus on one or two key stages, the synthesis report seeks to extract cross-cutting and/or recurring challenges that have an impact, positive or negative, on equity, efficiency and outcomes which ultimately may contribute to the implementation of Vision 2050. Mongolia’s State Education Policy (2014-2024) states: ‘Education is the main key factor of each citizen’s lifelong support and guarantee of life quality, and of the State’s societal and economical, science and technological development, and guarantee of national independence and security. Mongolian State shall develop education as a leading sector in society’. -
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Review of the Education Sector in Ukraine: Moving toward Effectiveness, Equity and Efficiency
(World Bank, Washington, DC, 2019-06-21)Education in Ukraine has played a significant role in economic and social development even before gaining independence in 1991. As a member of the Soviet Union, Ukraine’s education system was promoted strongly at all levels, and it was provided with exceptionally high funding and support for pedagogical innovation to meet the needs of a centrally planned economy. Outcomes included high literacy rates and basic knowledge, particularly in the sciences, and impressive scientific and technological achievements. Since independence, Ukraine has been able to sustain some of its comparative advantages in educational excellence, contributing to high levels of educational attainment and human capital development. Ukrainians want a modern education system for their futures and the future of their children. They want a system that facilitates Ukraine’s integration into Europe and the wider world. Low public trust in the system, years of national dialogue, and the Euromaidan Revolution all contributed to a consensus for change. With general secondary education, change was warranted to address: (a) outdated curricula emphasizing content knowledge over critical thinking and problem-solving; (b) low student motivation to learn with overly theoretical textbooks and outdated teaching methods; (c) low social status and low salaries for teachers, contributing to a demoralized teacher workforce and unappealing profession; and (d) unequal access to the quality education that has been guaranteed by the Government. In higher education, these reasons included corruption, non-recognition of diplomas of Ukrainian higher education institutions (HEIs) in the European Union and the world, divergence of higher education from the demands of the labor market, quality of learning environments and instructional methods, inefficient use of funds, and international isolation. The Euromaidan Revolution in 2014 generated excitement and optimism about the future, which brought forth some of the boldest and most ambitious efforts to reform the education system in Ukraine since independence. These reforms aimed to decentralize and democratize education, transitioning the system away from its Soviet past and towards a vision for the future. However, the context for reform and performance of Ukraine’s education system suggests that the vision needs to be better articulated across the sector. Reforms have proceeded at different paces, and there is the inertia of history that threatens progress. Without addressing persistent imbalances in the sector, positive results may not be achieved. -
Publication
Bangladesh Tertiary Education Sector Review: Skills and Innovation for Growth
(World Bank, Washington, DC, 2019-03)Bangladesh is recognized globally for its remarkable track record of socioeconomic development and potential for becoming an economic powerhouse in the region. The economy has sustained impressive economic growth over the past three decades despite incidences of political conflict, natural calamities, and financial shocks. The country met the Millennium Development Goals ahead of time and reduced the poverty level substantially over the past decades. Progress in human development, education, and health has been equally impressive and produced a healthier and better-educated working population. More women are joining the workforce while gender gaps in pay are gradually narrowing. Moving forward, the country aspires to reach the stage of a developed economy in the next two decades. Bangladesh needs to prepare its workforce for the emerging challenges for a dynamic economy in an increasingly globalized world. The economy is undergoing structural changes on several fronts. First, Bangladesh has transitioned from a largely traditional, agriculture-based economy to an industry and service-driven economy. Industry sector has been the main driving force for economic growth. Second, more recently, technological progress is rapidly changing the production and service modality. Firms need to not only constantly adjust their business and production modality with these technological changes but also have highly skilled manpower who can enable such change processes. Third, a growing and youthful workforce in Bangladesh provides a window of opportunity to improve productivity and accelerate economic growth. Equipping the young generation with the skills needed for jobs remains crucial. On one hand, employers are demanding higher-skilled professionals for technical and managerial positions to support the growing industry and service sectors. On the other hand, tertiary education institutes (TEIs) are struggling to produce employable graduates for the job market. Unemployment rates are consistently high among tertiary graduates, causing prolonged and frustrating joblessness for many. At the same time, the culture and practice of collaborative research to promote industry competitiveness and innovation has been largely missing in the country’s tertiary education landscape, undermining Bangladesh’s competitiveness ranking in the global knowledge economy. There is urgent need to identify and address the challenges in the sector and orient tertiary education toward the demands of the economy and labor market to help realize Bangladesh’s full economic development potential. On one hand, employers are demanding higher-skilled professionals for technical and managerial positions to support the growing industry and service sectors. On the other hand, tertiary education institutes (TEIs) are struggling to produce employable graduates for the job market. Unemployment rates are consistently high among tertiary graduates, causing prolonged and frustrating joblessness for many. At the same time, the culture and practice of collaborative research to promote industry competitiveness and innovation has been largely missing in the country’s tertiary education landscape, undermining Bangladesh’s competitiveness ranking in the global knowledge economy. There is urgent need to identify and address the challenges in the sector and orient tertiary education toward the demands of the economy and labor market to help realize Bangladesh’s full economic development potential. -
Publication
Afghanistan: Promoting Education During Times of Increased Fragility
(World Bank, Washington, DC, 2018-04)The past thirty years of conflict and political unrest in Afghanistan has decimated the country’s education system in terms of staffing, premises, curricula, and student attendance, for both male and female students. The education sector has been at the forefront of the political battles and conflicts between competing interest groups during the wars of resistance and ideological and ethnic conflicts that have plagued the country over the past few decades (Changing Profile of Education in Afghanistan, 2013). The changing political ideologies have taken a toll on the quality of education services and weakened governance. The current Government is committed to tackling issues of security, poverty reduction, governance and shared and inclusive growth. It sees service delivery as playing a dual role in Afghanistan: promoting social cohesion and trust in public institutions, while laying the foundation for job creation and growth. Within the context of increased fragility that Afghanistan has been experiencing, the current report aims to provide an up-to-date analysis of the country’s education sector, including the use of public expenditures spanning over the past six years. Supported by recent administrative and household data and using the information from a primary survey of off-budget funding, the report provides more insights on key aspects of the education system performance and provides recommendations for reforms along the themes of outcomes and expenditures. -
Publication
Moldova: Education Sector Public Expenditure Review – Selected Issues
(World Bank, Washington, DC, 2018-02)This report reviews selected issues in public expenditures for education in Moldova. It is the product not of a comprehensive analysis that would comprise a full-fledged Public Expenditure Review (PER), but from a review of key elements related to financing of the education sector as a whole, and to important sub-segments of the education and training system. In particular, after providing an overview of the governance and financing arrangements of the education system (chapter 1), and of recent general trends in education expenditures (chapter 2), the report focuses on trends in capital investment for pre-primary education, driven largely by the strong increases in the recent period (chapter 3). It then proceeds with a broad first assessment of the impact of ongoing optimization reforms in general education on efficiency, quality, and equity (chapter 4). The report also looks at the external efficiency of vocational education and training (VET) and higher education (HE), particularly on the extent to which financing mechanisms are applied to promote the demand-responsiveness of education and training provision. -
Publication
Toward a Diversified Knowledge-Based Economy: Education in the Gulf Cooperation Countries Engagement Note
(World Bank, Washington, DC, 2017-10)This engagement note provides education sector policymakers with an overview of the status of education across the six Gulf Cooperation Council (GCC) countries and offers insight into the World Bank’s strategies and approaches to supporting education reform in the GCC region. While the Gulf countries are similar in many ways, each country has its own contextual factors and socioeconomic dynamic that may affect the process of education reform. The insights offered build on the similarities and national human development ambitions of each country to offer broad approaches to education reform. Keeping this in mind, country engagements will require further refinements and tailoring to the needs of each GCC country. The note includes an overview of the socioeconomic context and challenges, along with a section on policy interventions within the education sector. It concludes with a discussion of priority areas for the sector, as well as potential strategies for World Bank support to education reform in the GCC.