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Education

The power of a label: Merit scholarships vs needs-based scholarships?

David Evans's picture



Labels matter. Girls who are reminded of stereotypes about how girls perform in math do worse on math exams (in some circumstances). Publicly revealing the caste of students in India led to worse performance of students from castes that were traditionally lower in the caste hierarchy. In the U.S., posting a banner with vegetables in the form of cartoon characters increased schoolchildren’s consumption of vegetables by 90 percent. These are all forms of labeling. New research suggests that labeling matters in school scholarships – merit-based versus needs-based – as well.

Citizens lead Sierra Leone’s path to quality service delivery

Kimie Velhagen's picture
Community of Mapaki's Community Monitoring Group Members, Ward 112, Bombali District. Photo: World Bank

When was the last time you participated in a community and worked together to reach a common goal? Communities across Sierra Leone are doing just that.

Educating for the future: The case of East Asia

Raja Bentaouet Kattan's picture
Photo by World/Bank

The purpose of any education system is to equip learners with the ability to live a fulfilling and productive life. Currently, East Asia is home to seven of the top ten education systems in the world. Despite impressive achievements, these above-average performing systems are not resting on their accomplishments—they continue to deepen the quality of education, tying learning to new and emerging needs. Central to the region’s curriculum reform is a focus on teaching and measuring 21st century skills.

Are Pakistan’s urban professional women immune to sexual harassment?

Saman Amir's picture

Woman face harassment in all type of jobs, no matter where or who. One can’t say that she works in a big firm so she is safe… [but] she doesn’t know who will believe her if she reports harassment – she… fears that the others will say she is asking for it.  Thus, she doesn’t say anything.” -Young working woman in Quetta.

This statement was echoed by 93 educated women of all ages in the Pakistani cities of Quetta, Peshawar, Lahore, and Karachi.

In the era of the #MeToo Movement, focus group discussions with these women affirmed that sexual harassment continues to be a part of the experience of urban educated Pakistani women seeking jobs.
 
The good news is that there’s legislation to protect against harassment, the bad is that few know about it and fewer feel comfortable reporting harassment.

For employed women, sexual harassment disrupts careers and dampens professional potential; its fear can deter women from entering the labor force at all.

We explore this as part of a study on female labor force participation in Pakistan with the Center for Gender and Policy Studies and support from the Pakistan Gender Platform. 

The women we spoke with talked about experiencing sexual, physical, verbal, non-verbal or psychological harassment at the hands of supervisors, senior staff members and colleagues, as well as strangers in public transport and spaces.

They also highlighted cyberstalking, staring, phone numbers being leaked, lewd comments, stalking in public places and harassment on public transport as common occurrences, and that such harassment occurs regardless of a woman’s age or socio-economic status.

Announcing the winners of the 2018 #OneSouthAsia Photo Contest

World Bank South Asia's picture


Home to Afghanistan, Bangladesh, Bhutan, India, Maldives, Nepal, Pakistan, and Sri Lanka, South Asia is one of the world’s most dynamic regions.

It's also one of the least integrated.

A few numbers say it all: Intra-regional trade accounts for only 5 percent of South Asia’s total trade; Intra-regional investment is smaller than 1 percent of overall investment.

Creating new opportunities for young women in the digital economy

Mamadou Biteye's picture
Developing gender-inclusive digital jobs programs for youth is the subject of a new report, Digital Jobs for Youth: Young Women in the Digital Economy. Photo Credit: © Visual News Associates / World Bank 

Young people struggle to find jobs. Landing that first job is particularly challenging even for youth with quality education. In 2016, 100 young women under 25 in the Gjakova and Lipjan municipalities in Kosovo were seeking their first opportunity after completing university-level education. They  enrolled in the World Bank’s Women in Online Work (WoW) pilot, a training program that aims to equip beneficiaries with the skills they need to find work in the online freelancing market. Within three months of graduation, WoW’s online workers were earning twice the average national hourly wage in Kosovo. Some graduates even went on start their own ventures and hire other young women to work with them.

Congratulations to the First Recipients of the Certificate in Development Journalism

Haleh Bridi's picture

When I was based in the field, I often noticed that many of the journalists working in Africa had not been specifically trained to report on development-related matters, which at times hobbled their ability to effectively identify development issues and, by extension, inform the public of the choices and activities implemented in various countries.

So, we came up with the idea of helping journalists receive the best training we could give on the development challenges facing their continent, thus paving the way for “changing the narrative on Africa.”

The World Bank Africa Region introduced a successful, innovative approach to training journalists – a free, online course for 100 journalists from Francophone Africa, who were selected through an application process.

Fostering Student Socioemotional Skills in Mexico

Pablo Peña's picture
Interventions aimed at fostering socioemotional skills continue to grow in number and scope. However, many questions remain about the extent to which these skills are malleable and exactly how they can be cultivated. Photo: Curt Carnemark / World Bank

Socioemotional skills (also referred to as non-cognitive skills, character skills, or soft skills) have recently become part of the discourse on how to improve educational outcomes. There is growing evidence that those skills may be as important as intelligence in determining academic and professional success. There is already some evidence indicating that socioemotional skills can be encouraged.

Investing today in human capital for a brighter future tomorrow

Lilia Burunciuc's picture
Kids in pre-school, Kyrgyz Republic

A young man sitting next to me on a recent flight from Almaty to Dushanbe told me, “I regret that I did not get a better education. I could have had a better job.” He is one of many Central Asian labor migrants doing low-skilled work in neighboring countries. He continued, “I’m telling my brothers and sisters to study hard if they want to have a better life.”

It was an important reminder about the responsibility we have as a society to ensure that young people like him get the education they deserve.

In light of the technological revolution we are witnessing today, the promise of education is becoming even more important. Emergence of robotics, autonomous transport, artificial intelligence and machine learning will transform the way we live, the way we work, and the skills we will need for work. Some jobs will disappear and some that don’t even exist today will become commonplace. What is certain is that education will be critical to succeed in the new reality.

While Central Asian countries inherited high-levels of adult literacy and education attainment from the Soviet period, the region has since experienced a visible decline in the quality of learning. Students here often lag behind in such basic skills as critical thinking, reasoning, and problem solving.

How Low Human Capital Can Limit Productivity Improvements. Examples from Turkey and Peru

Ximena Del Carpio's picture
Also available in: Español | Français 



Comparing two middle-income countries is not unusual, but two that are geographically far and are apparently different is less common. However, both Turkey and Peru have had the highest growth in their respective regions in recent years, aspire to become high-income economies in the next decade, depend on trade. Both countries face downside risks if structural changes—in the education and training system, and the economy more broadly—are not made to ensure that contributions to economic growth come from improvements in productivity. Both countries recognize there is a large gap between their productivity levels and the global productivity frontier, and both have growing populations that are not adequately equipped to meet labor market needs, with average productivity levels. Given these (similar) challenges, both countries have as their development goal, central to their development agenda, to improve productivity to continue growing in a sustainable manner.


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