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Education

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.

Finland’s Education System: The Journey to Success

Jaime Saavedra's picture



When Finnish students scored amongst the top in the Programme for International Student Assessment (PISA, a very influential international assessment administered by the OECD) in 2001, many people in the field of education were intrigued. How could this small nation, which had not been characterized by surprisingly high results in the past, be on the top? Finns themselves were surprised. When students continued scoring above expectations year after year, educators and leaders all over the world began studying the country as an example of how to build effective education systems. Not only do students consistently attain high performance, but the achievement gaps between pupils and regions are amongst the narrowest in the world. Equity with quality.

5 inspirational youth you should follow this #YouthDay 

Bassam Sebti's picture
Refugees take wood working courses at the Kalobeyei Youth Training Center in Kalobeyei, Kenya.
© Dominic Chavez/International Finance Corporation

Youth are the engine of change. Empowering them and providing them with the right opportunities can create an endless array of possibilities. But what happens when young people under 25—who make up 42% of the world’s population – lack safe spaces in which they can thrive?
 
According to the United Nations, one in 10 children in the world live in conflict zones and 24 million of them are out of school. Political instability, labor market challenges, and limited space for political and civic participation have led to increasing isolation of youth. 
 
That's why the United Nations theme for International Youth Day this year focuses on “Safe Spaces for Youth.” These are spaces where young people can safely engage in governance issues, participate in sports and other leisure activities, interact virtually with anyone in the world, and find a haven, especially for the most vulnerable.

The Teaching Profession: What is the Dominican Republic Doing Right?

Jaime Saavedra's picture
Children in the Dominican Republic

Also available in Spanish | French

Countries with the best education outcomes are those in which society places high value on the teaching profession. That value is reflected in the relationship between the state, society, and the teacher; in the support given to teachers (including reasonable salaries), in the trust placed in them; and in the recognition bestowed upon them by society, parents, and the community as well as the value they place on the tremendous responsibility that they bear.

Reducing data collection bias in education research

Kabira Namit's picture
Training for data collectors in Kambia, Sierra Leone. (Photo: Kabira Namit / World Bank)


Collecting data in education can be a tricky business. After spending considerable resources to design a representative study, enlist and train data collectors, and organize the logistics of data collection, we want to ensure that we capture as true a picture of the situation on the ground as possible. This can be particularly challenging when we attempt to measure complex concepts, such as child development, learning outcomes, or the quality of an educational environment.
 
Data can be biased by many factors. For example, the very act of observation by itself can influence behavior. How can we expect a teacher to behave “normally” when outsiders sit in her or his classroom taking detailed notes about everything they do? Social desirability bias, where subjects seek to represent themselves in the most positive light, is another common challenge. Asking a teacher, “Do you hit children in your classroom?” may elicit an intense denial, even if the teacher still has a cane in one hand and the ear of a misbehaving child in another.


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