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Malawi’s Fourth Integrated Household Survey 2016-2017 & Integrated Household Panel Survey 2016: Data and documentation now available

Heather Moylan's picture
Malawi IHS4 Enumerator administering household questionnaire
using World Bank Survey Solutions
Photo credit: Heather Moylan, World Bank

The Malawi National Statistical Office (NSO), in collaboration with the World Bank’s Living Standards Measurement Study (LSMS), disseminated the findings from the Fourth Integrated Household Survey 2016/17 (IHS4), and the Integrated Household Panel Survey 2016 (IHPS), on November 22, 2017 in Lilongwe, Malawi. Both surveys were implemented under the World Bank Living Standards Measurement Study-Integrated Surveys on Agriculture (LSMS-ISA) initiative, with funding from the United States Agency for International Development (USAID).

The IHS4 is the fourth cross-sectional survey in the IHS series, and was fielded from April 2016 to April 2017. The IHS4 2016/17 collected information from a sample of 12,447 households, representative at the national-, urban/rural-, regional- and district-levels.

In parallel, the third (2016) round of the Integrated Household Panel Survey (IHPS) ran concurrently with the IHS4 fieldwork. The IHPS 2016 targeted a national sample of 1,989 households that were interviewed as part of the IHPS 2013, and that could be traced back to half of the 204 panel enumeration areas that were originally sampled as part of the Third Integrated Household Survey (IHS3) 2010/11.

The panel sample expanded each wave through the tracking of split-off individuals and the new households that they formed. The IHPS 2016 maintained a 4 percent household-level attrition rate (the same as 2013), while the sample expanded to 2,508 households. The low attrition rate was not a trivial accomplishment given only 54 percent of the IHPS 2016 households were within one kilometer of their 2010 location.

A Smart Economic Investment: Ending Child Marriage of Girls

Christina Malmberg Calvo's picture



Despite much progress over the last two decades, girls still have lower levels of educational attainment on average than boys at the secondary school level in Uganda. In part this is because many girls are married or have children before the age of 18—often before they are physically and emotionally ready to become wives and mothers. Educating girls, ending child marriage, and preventing early childbearing is essential for girls to have agency, as future wives and mothers, and for Uganda to reach its full development potential.

Disability and the right to education for all

Amer Hasan's picture
(Photo: Steve Harris / World Bank)


December 3 is the International Day of Persons with Disabilities. Every year, on this day, the international community comes together to take stock of the progress that has been made to advance the rights of people with disabilities around the world.

At the World Bank, we commemorate the signing of the United Nations Convention of the Rights of Persons with Disabilities and underscore our commitment to Sustainable Development Goal 4 (SDG4), to “ensure equal access to all levels of education and vocational training for the vulnerable, including persons with disabilities” by 2030. Yet, despite these international commitments, globally, too many students with disabilities still face significant barriers when it comes to attending school.  

Exploding population: choice not destiny - capturing Pakistan’s demographic dividend

Inaam Ul Haq's picture

 

Blog in Urdu

Family planning in Pakistan
This blog is certainly not about exploding mangoes but about the exploding Pakistani populace. The recent reactions of surprise on results of the census seems bewildering. Pakistan’s population is now over 207 million with a growth rate of 2.4 percent per year since the last census in 1998. The results were predictable and expected, as Pakistan has not implemented any large-scale population related interventions for over a decade. We should not be expecting results because inaction does not usually deliver them.
 
Pakistan’s efforts to reduce fertility and population growth were transformed during the 1990s. The period between 1990-2006 saw effective policy making under the Social Action Program with multiple interventions e.g. expansion of public sector provision, large scale private sector participation including social marketing innovations, improving access to women through community based providers. All the right things that delivered huge results. Fertility declined from around seven to four children per woman, and contraceptives use increased from 10% to over 30% - a 300% increase. Appropriate actions delivered results and some still can be photocopied and expanded on scale for making progress.

The principal makes the difference

Jaime Saavedra's picture
Principals have to deal with hundreds of students and their personal and academic challenges. (Photo: Sarah Farhat​ / World Bank)


All schools are different. I’m not referring to the building, the number of students or teaching practices. I’m talking about the school’s spirit. When you walk into a good school, the building is often well-organized and clean. The students look busy and happy. You don’t see strict discipline; ideally, you see organized chaos.

When you see a well-functioning school, most likely, there is a good principal behind it. A leader who sets a vision for the school and sets clear objectives. Someone who creates the space that fosters teachers’ professional and personal development, and encourages students’ personal growth, creativity, and their own journey of discovery.

Running a school efficiently is a very difficult challenge. A principal must be a pedagogical leader to dozens of teachers: observing them in the classroom, evaluating institutional performance, and helping them get the professional development opportunities they need. Principals have to deal with hundreds of students and their personal and academic challenges. They need to respond to parents, each with their own expectations for the school. And principals also need to contend with the administrative and financial burdens imposed by the bureaucracy.  

In Bulgaria, giving Roma children equal opportunity starts with free preschool

Daphna Berman's picture
Eugenia enjoying a music lesson together with preschool children in the Bulgarian village of Litakovo. (Photo: Daniel Lekov / World Bank)

In Bulgaria, where just 15 percent of Roma children complete secondary school, Eugenia Volen, 42, knows only too well how hard her job is.  

Philippines: Keeping in step with what employers want

Pablo Acosta's picture
Step up to the Jobs Challenge

It is said that some employees are hired because of their technical skills, but fired due to their behaviors or attitudes, such as arriving late or showing a lack of commitment to achieve the firms’ goals. This complaint seems to be frequently mentioned during our many discussions with Filipino employers.
 
But what does the hard evidence show, beyond anecdotal remarks? Do Filipino employers have difficulty finding workers with the right “soft skills” (socio-emotional skills, right attitudes and behaviors)? And if so, do we have evidence that it leads to better pay? And how are employers, employees and government responding to these labor market signals?
 

How well does regulation of private schools work in Sub-Saharan Africa?

David Evans's picture

A growing number of students in South Asia and Sub-Saharan Africa are enrolled in private primary or secondary schools. The World Development Report 2018 (on which I was a co-author) highlighted an array of potential benefits and risks associated with broad provision of basic education by the private sector. “The key challenge for policy makers is to develop a policy and regulatory framework that ensures access for all children, protects families from exploitation, and establishes an environment that encourages education innovation. Managing a regulatory framework to achieve this is difficult: the same technical and political barriers that education systems face more generally come into play.”

The Roadmap for Safer Schools—a conversation on making school infrastructure more resilient to natural disasters

Fernando Ramírez's picture
Global Program for Safer Schools

Imagine that you are an advisor to your country's Minister of Education. A recent earthquake damaged hundreds of schools in several cities. The minister has called for a meeting with you and asked: What are the main factors that contribute to the vulnerability of our school infrastructure? What can be done to prevent similar damages in the future?

So… What would you advise?

In search of answers, we spoke with the leaders of the World Bank’s Global Program for Safer Schools (GPSS), who have recently launched an innovative tool, the Roadmap for Safer Schools. This roadmap is a guide to design and implement systematic actions to improve the safety and resilience of school infrastructure at risk from natural hazards. 

 

How teaching with the test (not to the test) improves learning

Rafael de Hoyos's picture

“Test and punish”?

There’s a debate raging in American schools today: how (and how much) should children be tested?

The No Child Left Behind (NCLB) Act created a system where all children in all schools from grades 3 to 8 must be tested each year. Critics refer to this accountability architecture as “test and punish,” with stakes such as school funding (or closings!), bonuses for teachers, or grade promotion for students all riding on performance. There is evidence that NCLB improved learning outcomes, but improvements came at a high cost: In addition to teaching to the test, this approach can lead to a number of perverse incentives, like keeping weaker students at home on test day, narrowing the curriculum, or downright cheating. Worse, some have said they can serve to mask and contribute to the structural race and class inequalities in the United States.


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