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.
After months of impassioned public discussion, Vietnam’s Ministry of Education and Training has finally announced that one national exam will determine high school graduation and the exam results will be used as the basis for university entrance admission.
Until recently, Vietnamese students took two tests after completing 12 years in school: one was for high school graduation and the next was for university entrance. Both were high stakes tests that created pressure on students and their families.
From my seat as an Education economist at the World Bank, I go through a number of strategies from countries and sectors in Africa outlining how best to achieve economic growth and development. I am repeatedly struck by a key question: Who will do it? Who will add value to African exports? Who will build? Who will invent? Who will cure? The answer is, of course, that graduates from African universities and training institutions should do it. But the problem is one of numbers and quality—there are simply not enough graduates in science, technology, engineering and math (STEM), and programs are of uneven quality.
Summer is almost over and the fall semester is about to begin for young economics students. But this semester could be the start of something much larger at University College London (UCL) and the University of Massachusetts in Boston.
These two schools are among the first to pilot a fundamentally new approach to the way economics is taught in higher education. Others including the University of Sydney, Sciences Po (Paris), and the University of Chile will follow in early 2015.
This new approach is based on the CORE project of the Institute for New Economic Thinking (INET) at the Oxford Martin School, part of a global call for an overhaul of the economics curriculum commonly taught to undergraduates. True to its name, the CORE project has developed a new, interactive core curriculum—all delivered through an online virtual learning environment, and completely open to the public.
My friends and I often have casual chats at the university café and cafeteria about random topics ranging from life, the future, jobs and wherever else the conversation leads us. Recently, I participated in a discussion conducted by a research company where they asked for insights from University seniors and recent graduates about our aspirations.
There were 7 of us in the group from the University of Colombo, Kelaniya, Jayewardenepaura and Moratuwa. The representative from the research company asked about our goals. Though I’ve known them for 3 years, this is the first time I heard them seriously talk about their ambitions and goals in life. Most of them have very lofty goals and objectives. We were asked to list important considerations for potential jobs. This is what we came up with.
“Jante Chai,” which means ‘want to know’ in Bengali – is a project that connects university students with underprivileged street children with the goal of mutually enriching their lives. My colleague Afra and I came up for the idea for the project when the South Asia Region of the World Bank provided an opportunity for young people to design and implement our own project known as the Emerging TTL Fund.
We not only wanted to conduct a survey on the lives of 200 street children, find about their living standards and access to services, we also wanted to connect them with university students, who are comparatively privileged. This provides an opportunity for the students to engage in practical experience and learn about their communities and for the street children to learn about potential services that are available to them. Our core idea was to include local youth in the development process in their communities which is critical to sustainable and inclusive development.
An unmistakable sense of achievement and enthusiasm emanated through the halls of the 7th South Asia Economics Student Meet held in Colombo, Sri Lanka last month. The theme of Economic Freedom and Poverty Reduction in South Asia brought together 192 of the top economics undergraduates from universities throughout the region to showcase their economic knowledge and talent.
Demonstrating superior knowledge, creativity, and critical thinking skills; the participants exchanged ingenious ideas in exploring creative solutions to regional economic challenges while making new friendships to pave the way for greater mutual learning as emerging leaders and future policy makers.
Students from universities in Bangladesh, India, Nepal, Pakistan, and Sri Lanka participated in the 3-day conference focusing on economic freedom. As Professor Bishwambher Pyakuryal from Tribhuvan University in Nepal noted, “countries with higher degrees of economic freedom also tend to have higher incomes and levels of development.”
|East Asia and Pacific countries have more university graduates than ever, yet employers say they don't find the skills to match their needs.|
I moved to Bangladesh 3 years ago with a lot of excitement as I considered it a sort of mini-laboratory for development theory and practice.
My task was to oversee the Bangladesh portfolio from a social perspective. From day one, there was one issue that came up in almost all projects: land acquisition and resettlement. Once can expect this, given high population densities in a small country. Surprisingly, while there is a lot of debate about shortages of power and electricity for Bangladesh development, little attention is paid to the land issue. But all infrastructure has a footprint and access to land is complex.
This huge challenge was matched by a dearth of professionals to manage social risks. While the market for such services is growing, there was no institution to train people in those disciplines in the country. I could have continued to hire foreign consultants, but that didn’t seem very smart in the long run. So I thought: “let’s establish a course in a local university that would create that capacity over time and train a cadre of professionals capable of conducting a serious social impact assessment, carry out a good consultation process or design a solid resettlement action plan”. My intention was to fill a systemic gap. That could only happen over time, and it could only happen via local institutions.
And so I did.