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Education

Mapping Afghanistan’s future, one road at a time

Walker Bradley's picture
Mapping Afghanistan’s future, one road at a time
OpenStreetMap is an open source geospatial data portal built and maintained by a community of mappers. Photo Credit: Taimani Films/ World Bank


In May 2017, the World Bank celebrated its 15 years of reengagement in Afghanistan. Since reengagement, we have helped the government deliver public services to its citizens and, in the process, accumulated a wealth of data on many sectors from health and education to infrastructure.

However, publicly available base data used across sectors – also called ‘foundation’ data-- is still lacking. As it happens, that information is important to design projects and inform policies.

Case in point: while we may have data on vaccines given or babies born, we don’t know much about the roads that lead to the clinic. Similarly, we may get data on school attendance and passing rates of students, but we don’t know how long it takes for students to reach their schools.

These examples highlight how foundation data can help better plan the expansion of healthcare facilities or enhance access to education. After all, each mapped kilometer of a road can help us understand how long Afghan children must walk to get to school or how long it takes sick Afghans to reach a hospital.

Without question, there is a clear need for better foundation data to inform decision making at all levels.

Be the generation that ends FGM

Sandie Okoro's picture
© UNFPA
© UNFPA

Female genital mutilation/cutting (FGM/C) is an everyday reality for millions of girls and women around the world. I am no longer shocked when a woman confides in me that she has been “cut,” or tells me the consequences she lives with. Recently, I have had the privilege to meet with FGM survivors who are also activists, and they are fighting to stop the practice in a generation, reminding me that one person can make a difference in ending FGM. 

As we mark the International Day of Zero Tolerance for Female Genital Mutilation, on Feb. 6, we are supporting #EndFGM, a survivor-led movement gaining momentum and power around the world.

FGM/C, known as cutting, is a form of violence affecting at least 200 million girls and women worldwide. Every day, about 6000 women and girls suffer the practice, enduring prolonged and irreversible consequences during their entire lives

FGM/C is inextricably linked with ending extreme poverty; girls who experience it are more likely to be forced into child marriage, more likely to be poor and stay poor, and less likely to be educated. Beyond the data and the statistics, researchers have shown that FGM deprives women of sexual health and psychophysical well-being. 

Latin America: Is better technical and technological higher education the answer?

Diego Angel-Urdinola's picture
 
A new World Bank study finds that some Chilean technicians with a two-year degree have education returns that are only slightly lower than those of professionals. (Photo: Dominic Chavez/World Bank)



Two years ago, 23-year-old Pedro Flores became a technician specializing in renewable energy—all thanks to a degree from a technical institute in Maule, located in one of Chile’s poorest regions. After completing his degree in just two years, Flores became the only person in his family to obtain an advanced degree. Today, he lives in Santiago and works for a private solar energy multinational corporation, where he earns a competitive salary that is only slightly below the average for entry-level professionals in his field, most of whom spent over five years in university.

What’s new in education research? Impact evaluations and measurement – January 2018 round-up

David Evans's picture
Here is a selected round-up of recent research on education in low- and middle-income countries, with a few findings from high-income countries that I found relevant. This is mostly but not entirely from the “economics of education” literature. If I’m missing recent articles that you’ve found useful, please add them in the comments!

What is education good for?
  • Education saves lives, but only some of them! “Education is strongly associated with better health and longer lives.” But is that mere correlation, or is a causal link? It depends! This review finds no impact on obesity, inconsistent impact on smoking, and “an effect of education on mortality exists in some contexts but not in others, and seems to depend on (i) gender; (ii) the labor market returns to education; (iii) the quality of education; and (iv) whether education affects the quality of individuals’ peers” (Galama, Lleras-Muney, and van Kippersluis).

What keeps the President of the World Bank up at night?

Jim Yong Kim's picture
Residents of Kashadaha village visit the Kashadaha Anando school in Kashadaha village, Bangladesh. © Dominic Chavez/World Bank
Residents of Kashadaha village visit the Kashadaha Anando school in Kashadaha village, Bangladesh. © Dominic Chavez/World Bank


This year’s World Economic Forum Annual Meeting comes at a time of good news for the world economy. As we said in this month’s Global Economic Prospects report, for the first time since the financial crisis, the World Bank is forecasting that the global economy will be operating at or near full capacity. We anticipate growth in advanced economies to moderate slightly, but growth in emerging markets and developing countries should strengthen to 4.5% this year.

A Smarter Way to Keep Teachers in Malawi’s Remote Schools

Salman Asim's picture
 
Alberto Gwande, the Headteacher at the Khuzi school near Nathenje, Lilongwe Rural East District, Malawi.
Photo: Ravinder Casley Gera


Alberto Gwande and his students at Khuzi school in Malawi need more teachers. The school is severely understaffed, with only six teachers for nearly 800 students. “I was supposed to receive new teachers last year, but they never came,” recalls Alberto, the headteacher.

Khuzi is 20 kilometres away from Nathenje, the nearest large village with a trading center, and its Pupil-Teacher Ratio (PTR) is 131 pupils per teacher. In contrast, Chibubu school, located four kilometers from Nathenje, has a PTR of 65, while Mwatibu school, located inside the village, has a PTR of just 49. And yet, despite the shortage at Khuzi, it was Chibubu which received four new teachers last year.

What do we learn from increasing teacher salaries in Indonesia? More than the students did.

David Evans's picture
Money matters in education. Recent evidence from the United States shows that increased education spending results in more completed years of schooling and higher subsequent wages for adults. Spending cuts during the Great Recession – also in the U.S. – were associated with reduced student test scores and graduation rates.

#6 from 2017: What is a systems approach, anyway?

David Evans's picture

Our Top Ten blog posts by readership in 2017. This post was originally posted on February 27, 2017.

“It makes me a little crazy when you keep saying systems.” – Jowhor Ile, in And After Many Days

At home, we have a porchlight at the entrance to our house. If I flip the switch for that light, there is about a 50-50 chance it will turn on. The reason? There is another switch in the basement that controls the electricity flow to the porch, and the porchlight will only come on if both switches are on.

This – slightly adapted – analogy came from Justin Sandefur at the Center for Global Development, in an effort to explain what a systems approach is and how it can improve development programming.

If you’re like us, there is so much talk about systems that it can be easy to get lost. At a recent event, we asked a mixed group of operational teams and researchers, “How confident are you that you know what a systems approach is?” Nearly 40 percent had little to no idea.

How confident are you that you know what a systems approach is?

To take education as an example, a systems approach to education recognizes the following:

1. An education system is made up of different actors (students, teachers, administrators, political leaders), accountability relationships (management, politics), and design elements (financing, information) (see Pritchett or Scur).

2. Changes to one part of the system are moderated by other parts of the system. For example, the effectiveness of investments to get children to school will be limited (or enhanced) by the quality of the schooling.

3. A change to one part of the system leads to changes in other parts of the system: increased public provision of school supplies won’t increase learning if parents subsequently reduce their pre-existing investments in school supplies, as indicated by what happened in India and Zambia (Das et al.).

A systems approach seeks to explicitly take these separate components and their interlinking movements into account.

Three models demonstrate how a systems approach can apply at each point in the reform process: One identifies the current performance of each element of the system, one answers questions of what happens as elements of that system change, and one seeks to leverage this information to improve reforms.

2017 in review: The top ten World Bank education blogs

Anne Elicaño-Shields's picture
Celebrating education. (Photo: World Bank)


As the editor of the World Bank’s education blog, I get weekly submissions from our education experts from all corners of the globe. Provocative and informative, our bloggers write about some of the education sector’s most hotly debated issues today.

Here are 2017’s most-read blog posts:

#10 There are cost-effective ways to train teachers

Teachers are the single most important factor affecting how much students learn. However, talent and heart aren’t enough to make a good teacher- as in all professions, one must train (and continue to train!) to be truly effective. This can be a big challenge in countries with fewer resources for education. Read about how 8,000 teachers in disadvantaged districts in Ghana upgraded their skills while simultaneously teaching in schools.


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