This September I traveled to Beijing and Ningbo, China, to participate in the second Africa China World Bank Education Partnership Forum on Technical and Vocational Education and Training (TVET). The Forum--co-hosted by the China Institute for Education Finance Research, Peking University, Ningbo Polytechnic and the World Bank Group-- served as a platform for discussion and knowledge exchange to encourage stronger partnership efforts between African TVET institutions and some of China’s best ranking TVET centers and industries.
As the editor of the World Bank’s education blog, I get weekly submissions from our education experts from all corners of the globe. Provocative and informative, our bloggers write about some of the education sector’s most hotly debated issues today.
Here are 2017’s most-read blog posts:
#10 There are cost-effective ways to train teachers
Teachers are the single most important factor affecting how much students learn. However, talent and heart aren’t enough to make a good teacher- as in all professions, one must train (and continue to train!) to be truly effective. This can be a big challenge in countries with fewer resources for education. Read about how 8,000 teachers in disadvantaged districts in Ghana upgraded their skills while simultaneously teaching in schools.
How is Singapore anticipating the transformation of logistics?
Singapore has been considered a major logistics hub for quite some time, and is currently ranked first in Asia according to the Word Bank’s Logistics Performance Index. The sector, however, is experiencing significant transformations such as the rise of digitally enabled logistics services, and the emergence of new delivery capabilities (autonomous vehicles, 3D printing).
The Industry Transformation Map (ITM) will help Singaporean logistics keep its competitive edge in this rapidly evolving context, and aims to achieve a value-added of S$8.3billion (US$6 billion) by 2020. In particular, the ITM intends to strengthen innovation, productivity, as well as talent development across the logistics sector—including by leveraging trends such as artificial intelligence and collaborative robotics.
Much more than just funding by the World Bank under its Technical Education Quality Improvement Project (TEQIP) has clearly helped COEP not just arrest the slide in academic standards but also reemerge among the top ranking engineering colleges in the country where both the faculty and the students take pride in being meritorious.
Trophies and certificates of merit can be seen displayed not just in COEP director Prof Bharatkumar B. Ahuja’s airy room in the restored heritage building, which houses the administrative office, but in many other workshops and main halls of the college. Prof Ahuja states with pride that after IITs, it is the first choice of students from the state.
In an environment where industry is known to be critical of most engineering colleges, COEP has received Rs. 1 crore worth scholarships for students this year. Many of the industries are coming forward to help the college set up labs for promoting innovation. Having got autonomy, a precondition under the World Bank project, COEP is striving to achieve university status to push ahead with its programme to introduce more specializations and research. It boasts of 118 PhDs among its 217 faculty members.
During a recent visit, unmindful of the high temperature in the tin roofed workshop of the yore, enthusiastic students could be seen engaged in club activities like robotics, racing car, 3D printing, etc. The college has over 30 clubs including a satellite club, where like in a relay race projects are started and taken forward by next batch of students. On the fourth floor of one of the buildings, in a makeshift station the satellite club members monitor and communicate daily with the communication polar satellite Swayam ( the fourth student satellite from India) when it passes over Pune. The club is now working on a new satellite - Solar Sail - with research funding from ISRO.
Recently, the World Bank Education Team on Sri Lanka Higher Education organized its first Facebook Live to discuss how Sri Lanka’s universities can become world class institutions where students acquire relevant skills. More than 50,000 viewers have so far viewed the video and we have received a large volume of follow up questions and comments.
It is evident that there is strong interest among Sri Lankan youth in their education system, particularly the current state and the future of higher education system, as well as their job prospects.
The questions raised by Facebook viewers spanned across issues on the need to increase access for higher education, improve quality of teaching and learning at tertiary education institutions, increase relevance of higher education, enhance skills development for employment.
Here’s a sample of questions asked and discussed:
- Learning opportunities in higher education have been significantly increased but higher education enrollment rate is well below comparator countries. How can Sri Lanka increase higher education opportunities?
- teaching-learning is still one way In majority of Sri Lanka’s higher education institutions: lecturers deliver information and students listen. How can we change our system more towards student-centered learning to get students actively involved in their learning? How can Sri Lanka strengthen its universities’ teaching-learning practices?
- What are the skills employers most want?
- How can higher education institutions help students acquire the right skills to succeed in today’s job market?
- The foundation of higher education is laid during the senior years at school. But after-school tuition classes have invaded school children’s lives. How can we ensure that teachers are doing their role effectively during school hours to prepare children for higher education?
While the team has been working on these very issues for over a decade since the preparation and implementation of the first higher education project in Sri Lanka, Improving Quality and Relevance of Undergraduate Education (2003-2010), followed by an analytical work on the sector, The Tower of Learning: Performance, Peril and Promise of Higher Education in Sri Lanka, and a follow up operation, Higher Education for the Twenty-First Century Project (2010-2016), this was an exciting opportunity to directly engage with the stakeholders through social media as the team is embarking on the next phase of engagement for the higher education sector through the preparation of Accelerating Higher Education Expansion and Development.
Transformation of the education system is essential to meet the economic and social challenges of a rapidly evolving and knowledge-intensive world.
Sri Lanka has a well-established system of higher education but its expansion is facing major challenges.
Bringing excellence to Sri Lanka’s higher education where students are able to acquire the relevant skills for the global market was one of the main goals of the World Bank supported Higher Education for the Twenty-First Century Project.
The Accelerating Higher Education Expansion and Development Project will aim to expand access to higher education with a special focus on the Sciences, Technology, Engineering and Mathematics which will increase opportunities for young people, including youth from rural and estate sector families, to access better paid jobs.
In addition, it will aim to improve the relevance and quality of priority areas of higher education and increase research, development and innovation products from universities.
The team is grateful to Facebook viewers’ active engagement through Facebook live on Sri Lanka’s higher education and looking forward to the next rounds of discussions.
Amidst the risk assessments, results frameworks, and implementation arrangements of any World Bank-financed project, it’s easy to lose sight of the impact that education projects can have on individuals, especially students and teachers. To launch our higher education project in Tajikistan, we used a youth contest to tie the project to personal success stories.
We asked young people in Tajikistan between the ages of 18-25 to tell us in an email of 100 words: why is higher education important to you? How is it impacting your life? Entries could be submitted in Tajik, Russian, or English.
Since the contest was the first of its kind in Tajikistan, we didn’t know what to expect. To spread the word, we engaged the leader of a youth-oriented NGO in Tajikistan to email, telephone, and visit higher education institutions. Different universities posted contest details to their websites and social media pages.
A few months ago, I met with over 100 undergraduate and graduate students at seven different technical institutions in the Indian states of Maharashtra and Karnataka, as part of the Government of India – World Bank supported Technical Education Quality Improvement Program (TEQIP II). It took a bit of time for all of us to feel comfortable – how awkward can it get when you are summoned to participate in a meeting with a guest visitor? But, ultimately, we were able to talk freely and even joke a bit.
This week I was invited to speak at The Economist’s Higher Education Forum in New York to share my thoughts on how higher education can be expanded. I believe that we need a fair and sustainable cost-recovery model at the university level using future earnings to finance current education.
Over the past two decades, there has been a tremendous increase in the number of university students and graduates worldwide, which should have led to decrease in the rate of return to investment to higher education – if supply outpaced demand, of course. While there has been some decrease in overall rates of return, investment in education is still a highly profitable investment. Global demand for high levels skills such as working with new information and problem-solving has kept the returns to schooling high in even the poorest countries of the world. In fact, the returns to higher education are higher in lower-income countries – except in the Middle East and North Africa due to rigid labor market regulations.
Every moment- but most especially today- we should celebrate young people and the great potential they have. Happy International Youth Day!
I’ve been fortunate to meet and talk to several bright young people in my work. Last May, on the sidelines of the Bologna Ministerial Conference in Armenia, I had a chance to visit the (World Bank-supported) Simulation Center at the Yerevan State Medical University. My colleagues from Armenia and I observed how mannequins connected to a computer simulated medical situations where students would work on a dummy and it would ‘respond’ to them by closely mimicking the reactions of real-life patients. The university rector, Professor Narimanyan, explained that this innovative method allows students to upgrade their practical skills and reduce the number of mistakes they could potentially make in their medical careers.
Higher education is more popular than ever in Latin America and the Caribbean (LAC), where gross enrollment rates have risen dramatically , according to World Bank estimates. But are these higher education students getting their money’s worth in terms of better jobs and higher incomes? To investigate this, we carried out an empirical study of two countries: Columbia and Chile. Our findings suggest that investing in higher education isn’t always profitable.