On Sunday, many fathers around the world received cards and gifts from their children in celebration of Father’s Day. But fathers who have been following the academic and policy debates in the development community may feel somewhat exasperated that the role of men in the household and of fathers in raising children gets so little mention. It is the role of mothers that generally takes the spotlight; but what about fathers?
This initiative is supported by the World Bank’s Trust Fund for Statistical Capacity Building (TFSCB) with financing from the United Kingdom’s Department for International Development (DFID), the Government of Korea and the Department of Foreign Affairs and Trade of Ireland.
Scaling local data and synergies with official statistics
The themes for this year’s call for proposals are scaling local data for impact, which aims to target innovations that have an established proof of concept which benefits local decision-making, and fostering synergies between the communities of non-official data and official statistics, which looks for collaborations that take advantage of the relative strengths and responsibilities of official (i.e. governmental) and non-official (e.g.,private sector, civil society, social enterprises and academia) actors in the data ecosystem.
- Urban Development
- Social Development
- Public Sector and Governance
- Private Sector Development
- Migration and Remittances
- Law and Regulation
- Labor and Social Protection
- Information and Communication Technologies
- Global Economy
- Financial Sector
- Climate Change
- Agriculture and Rural Development
- The World Region
- South Asia
- Middle East and North Africa
- Latin America & Caribbean
- Europe and Central Asia
- East Asia and Pacific
Recently, we reached out to education experts around the world to hear what they considered the most pressing issues facing our sector today. Surprisingly, they all said that little has changed in terms of our most common challenges. What was changing, they agreed, were the innovative ways that the global community has begun tackling them.
In most economies, parents would like to see their children have a higher standard of living, and with it a better life, than they had themselves. When children are asked, they too tend to consider their parents a natural benchmark to compare their economic progress against (Goldthorpe, 1987; Hoschschild, 2016, Chetty at al., 2017). A simple measure that captures this notion of progress is the percentage of children who managed to surpass their parents, which we will refer to as absolute mobility. Chetty et al. (2017) find that the United States did exceptionally well by this measure for the generations born in the 1940s and 50s, when over 90 percent of children managed to do better than their parents in terms of income. Absolute mobility in the United States has since faded to around 50 percent for the current generation. How has absolute mobility fared elsewhere in the world? In which economies do children have the best chances to improve upon their parents? Are the highest rates of absolute mobility observed in economies that are starting from a low base?
When students’ skills and knowledge are measured internationally, some countries get a big surprise – especially countries considered to have top-quality education. Take Germany, for example.
Germany’s first PISA results, in 2000, revealed low performance among students compared to their peers in other countries – this was called the “PISA shock”. Fortunately, this outcome triggered large-scale education reforms in Germany, leading to greatly improved PISA performance.
On the other hand, PISA results are sometimes a pleasant surprise. Take for example the high performance in 2012 of Vietnam – a country with low per capita income but, apparently, a very efficient education system.
Around the world, interest in measuring the real learning outcomes of school students has been on the increase. The number of countries participating in the PISA study, managed by the Organization for Economic Cooperation and Development (OECD), grew from 32 in 2000 to 79 in 2018.
This year, Belarus participated in the PISA assessment for the first time, with support from the Belarus Education Modernization Project, which is financed by the World Bank.
Around much of Africa, children wear uniforms to school. With the abolition of official school fees for primary school in most countries, the cost of uniforms can be one of the largest expenses for families. In a new study, we examine the impact of providing free school uniforms to primary school children and observe how it affects their school participation in the short and long run.
In front of a crowd overflowing into the hallways of the UN, Her Honor, Mrs. Wina Inonge, Vice President of the Republic of Zambia, showcased the Girls’ Education and Women’s Empowerment and Livelihoods (GEWEL) Program to the 62nd UN Commission on the Status of Women.
In 2015, the world committed to Sustainable Development Goal (SDG) 4 to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” More than an inspirational target, SDG4 is integral to the well-being of our societies and economies – to the quality of life of all individuals.
This places significant importance on continuous skills training to prepare the workforce ready for future jobs. For this, what are the policy options for Bangladesh? How can the country move forward to ride the wave of the changing tide while leveraging the burgeoning youth population?
To answer these questions, and contribute towards the skills dialogue, an International Skills Conference was organized recently in Dhaka under the theme “Building Brands for Skills of Bangladesh”. The conference brought together national and international policymakers, skills development practitioners, academics, and researchers, from China, Singapore and India for two days of knowledge sharing and networking.
Organized by the Technical and Madrasah Education Division of the Ministry of Education of Bangladesh and supported by the Directorate of Technical Education and the Skills and Training Enhancement Project (STEP), the conference covered topics ranging from connecting skills and jobs to future proofing technical education institutions to raising the brand of skills of Bangladesh. After two days of knowledge sharing, two important themes emerged:
“I want to be a doctor when I grow up. I want to help people like the doctor at the hospital who helped my mother” said the little eight-year old girl, full of confidence. She was one of about 50 children attending a primary school in Tahtay Adiabo Woreda in Tigray. The little girl was talking to a World Bank team visiting the area and the Development Response to Displacement Impacts Project (DRDIP).