Syndicate content

Education

Education and Employment: The big push needed for India’s youth

Raghbendra Jha's picture

When looking at recent data, it is hard to escape the conclusion that although India has enjoyed high economic growth this has largely been jobless economic growth. It is imperative for there to be a big push in the areas of education and employment in India. This is the most significant policy challenge facing the Indian economy.

MDG2: Accelerating progress towards universal primary education

Hiroko Maeda's picture

This is the second in a series of posts on data related the Millennium Development Goals based on the 2015 Edition of World Development Indicators.

Millennium Development Goal 2 is to "Achieve universal primary education" and is measured against a target to “ensure that, by 2015, children everywhere, boys and girls alike, will be able to complete a full course of primary schooling”

Screen Shot 2015-05-19 at 10.52.48 AM.png

After modest movement toward universal primary education in the poorest countries during the 1990s, progress has accelerated considerably since 2000. Achieving the MDG 2 target appeared within reach only a few years ago, but the primary school completion rate has been stalled at 91 percent for developing countries since 2009.

Only two regions, East Asia and Pacific and Europe and Central Asia, have reached or are close to reaching universal primary education. The Middle East and North Africa has steadily improved, to 95 percent in 2012, the same rate as Latin America and the Caribbean. South Asia reached 91 percent in 2009, but progress since has been slow. The real challenge remains in Sub-Saharan Africa, which lags behind with a 70 percent primary completion rate as of 2012.

We must be bold to improve learning in classrooms

Jim Yong Kim's picture
A young student in Côte d'Ivoire shows off his schoolwork. © Ami Vitale/Word Bank


Education is one of the surest means to end extreme poverty in our time. Yet, 121 million children today remain out of school. These young people are the hardest to reach—due to poverty, gender barriers, remoteness, and disability. We must make a new concerted push to bring all children into the classroom.

In addition to this challenge of improving attendance and access, we face an even tougher problem ahead: ensuring that children are learning while they’re in school. The sad truth is that most education systems are not serving the poorest children well. An estimated 250 million children cannot read or write, despite having attended school for years. This is a tragic failure of our educational aspirations for the world’s youth.

Poland’s educational boom and what it means for future employment

Piotr Lewandowski's picture
The lessons from the Polish educational boom show that tertiary education can be expanded relatively quickly, especially when the demand for skilled labour grows, wage premiums are high and the private providers are allowed to cater to the growing demand for education. However, what seems tougher is ensuring that the structure of education faculties and the skills being taught reflect not only the current demands but also future needs. Looking at the demographics, we can see that by 2030 most of beneficiaries of the education boom will prime-aged. There will be less people on the labor market, but they will be better educated and should be much more productive than the current workforce, cushioning the impact of ageing on the economy.
 

Key themes in national educational technology policies

Michael Trucano's picture
interesting ... this policy says this, and that policy says that ...
interesting: this policy says this,
​and that policy says
that ...
The World Bank is concluding an analysis of over 800 policy documents related to the use of information and communication technologies (ICTs) in education from high, middle and low income countries around the world in order to gain insight into key themes of common interest to policymakers. This is work is part of the institution's multi-year efforts under its Systems Approach for Better Education Results (SABER) initiative to provide policy-relevant guidance for education decisionmakers in a number of policy 'domains' (including areas such as workforce development; school finance; teachers; management information systems; equity and inclusion; and student assessment).
 
This analysis of ICT/education policies under the SABER-ICT research initiative suggests that there is a set of eight common themes which are, in various ways, typically addressed in such documents. The specific related policy guidance related to each theme often differs from place to place, and over time, as do the emphasis and importance ascribed to this guidance. Nevertheless, some clear messages emerge from an analysis of this collected database of policy documents, suggesting some general conventional wisdom about 'what matters most' from the perspective of policymakers when it comes to technology use in their education systems, and how this changes as ICT use broadens and deepens.
 
It should be noted that what appears to matter most to policymakers, at least according to the official policy documents that they draft and circulate related to ICT use in education, may not in fact be what *actually* matters most from the perspectives of students, teachers, school leaders, parents and local communities, politicians, local industry, academics, researchers and other various key stakeholders and beneficiaries.

Whether one agrees with apparent policy intent or not, being able to identify such intent can be a catalyst for important discussions and analysis:
 
Is this really what's most important?
Does this policy rhetoric match our on-the-ground reality?
If not:
What can or should be done?
 
---

Raising learning and equity issues at the World Education Forum

Claudia Costin's picture
Photo: Arne Hoel / World Bank


Everyone who has been working on and is devoted to education is about to be confronted with an important deadline: the target date for reaching the Millennium Development Goals (MDGs) is 2015.

On May 19-22, the World Bank Group- along with other UN agencies, ministers of education, civil society organizations, and other key players- will be revisiting the targets we’ve established 15 years ago in Dakar and will be putting together a powerful new education agenda that will transform lives in the years to come.

I’m really excited about participating in the upcoming World Education Forum in Incheon, Korea, where World Bank Group President Jim Yong Kim, my colleagues, and I will be making the moral and economic case for learning and equity in education.

Economics has an Africa problem: take 3

Markus Goldstein's picture
A couple of months ago, Grieve Chelwa had a nice post on Africa is a country where he pointed out how few (or none) of the big name international academic development conferences are held in Africa and how few Africans there were on the editorial boards of the major economics journals.   He is right.
 

Edtech and MOOC Times in China

Michael Trucano's picture
The Chinese word for MOOC is ... MOOC
The Chinese word for MOOC is ... MOOC

If you want to see the future of online education, lots of people will tell you to head out to Silicon Valley or New York City or Cambridge (either of them) or London -- or to some other ('highly developed') place that tends to be written about by the (English-speaking) press. Fair enough: You can find lots of cool stuff going on in such locations.

I tend to think that it can be even more interesting to talk with local groups and people exploring 'innovation at the edges', especially those who are trying to solve educational challenges in places outside of the 'highly developed industrialized economies' of North America and Europe, Australia and Japan. If you believe that some of the most interesting innovations emerge at the edges, talking with NGOs, start-ups and companies in places like Nairobi or Cape Town, Mumbai or Bangalore, Jakarta or Karachi, who are trying to address educational needs, contexts and challenges of a different nature and magnitude than one finds in, say, Germany or Canada or Korea, can be pretty eye-opening. Observing what is happening in 'developing countries' -- where, after all, most of the world lives -- can provide a quite different perspective on what the 'future of education' might look like. This is especially the case in places where people are not trying to port over educational applications, content and experiences developed e.g. for desktop PCs and laptops, but are rather pursuing a mobile first approach to the use of technologies in education.

If you want to get a glimpse of what the (or at least "a") future of online education might look like in much of the world, you might want to direct your gaze to consider what's happening in a place that combines attributes from, and shares challenges with, education systems in both 'highly developed' and 'less developed' countries, somewhere with a significant urban population as well as large populations in rural areas. A place, in other words, like ... China.

---

Education post-2015

Andreas Schleicher's picture


Next week, UNESCO will convene the world’s educational leaders in Incheon to set the agenda for educational development over the next 15 years. Those who think that’s mainly an agenda for the developing world should read our new report Universal Basic Skills - What Countries Stand to Gain. The report shows the scale of the effort that is ahead even for many of the wealthiest nations to develop the essential skills that can transform lives, generate prosperity and promote social inclusion. And with a new global metric of the quality of learning outcomes, the report demonstrates that the world is no longer divided between rich and well-educated countries and poor and badly educated ones.

Too many children in the Middle East and North Africa left behind

Claudia Costin's picture


For a region that is considered middle-income, it is unacceptable that one in every 40 children in the Middle East and North Africa (MENA) dies in the first year of life mostly from preventable causes. Neither does it makes sense that one fifth of its youngest population is stunted from malnutrition, and more than half are missing out on critical micronutrients such as iodine in salt, which impairs cognitive development. Moreover, with only 27 percent of children ages 3-5 enrolled in pre-school, almost half the world average, three quarters of children in the region are missing the opportunity to build the foundations for school readiness, and to acquire the skills they will need to lead a happy, autonomous, and healthy life.
 
What are the implications of these alarming trends?


Pages