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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.

World Bank Group Youth Summit 2016 winners build two computer labs in Afghanistan

Jewel McFadden's picture
Photo: ROYA Resources of Young Afghans.

This time last year, more than 400 excited youth filled the Preston Auditorium for the World Bank Group Youth Summit 2016: Rethinking Education for the New Millennium.

After receiving 875 submissions from young entrepreneurs, the Youth Summit Organizing Committee (YSOC) chose six finalists to pitch their ideas in front of a live audience and expert jury. ROYA Mentorship Program was one of two winners who received the grand prize to attend the International Council for Small Business 2017 World Conference in Argentina, funded by the World Bank’s Information and Technology Solutions (ITS)-Global Telecom and Client Services Department.

The yearly conference brings together the world's foremost specialists and thought leaders in entrepreneurial research to support management education for small businesses.

Indonesia’s Social Assistance System: Praising Reforms But More Work Ahead

Pablo Acosta's picture



When the Bank did its first social assistance public expenditure review in Indonesia in 2012, the diagnosis was clear. Despite spending significant amount of resources in “welfare”, most of them were through expensive subsidies (fuel, electricity, rice) that were not necessarily benefiting the most vulnerable segments of the society. General subsidies represented 20 percent of total national budget, but household targeted social assistance programs were already making their way, increasing from 0.3 to 0.5 percent of GDP between 2004 and 2010. Still, there was an overall dissatisfaction on what had been achieved, with the Gini coefficient rose by about 6 percentage points in the period of 2005 to 2012.

With more than 27 million people still considered poor and as one of the countries in the East Asia and the Pacific region that has one of the highest income inequality levels, the coverage expansion and social assistance system strengthening is a must. Fortunately, the situation in the social assistance sector has changed dramatically.

Believing in the future - a road trip to rural Guinea

Mamadou Bah's picture
Lancinet Keita. Photo: Mamadou Bah

On my first project visit since joining the World Bank, I had a chance to accompany the Productive Social Safety Nets project team across the country to the Fouta Djallon region, in the northern part of Guinea, for the launch of their Labor Intensive Public Works (THIMO) activities. This trip allowed me to see firsthand what extreme poverty is. You hear and read about it, but I had the opportunity to meet people who experience it every day. I say opportunity, because going through this further humbled me, gave me more determination, and added purpose to the need to tell their stories—stories of their struggles and their achievements.

Poverty affected about 55% of Guinea’s population in 2012, but this percentage is likely to have increased as a result of the Ebola crisis and economic stagnation in 2014 and 2015. Poverty in Guinea is highly concentrated in the rural areas, where the poverty headcount rate remains far higher (65% in 2012) than in urban centers (35%). The lack of infrastructure, and limited economic opportunities and access to education all create a major development issue for these areas.


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