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Education

Thailand’s small school challenge and options for quality education

Dilaka Lathapipat's picture
Also available in: ภาษาไทย



Despite Thailand’s success in expanding educational access, new empirical evidence suggests that much more needs to be done to maximize the potential of its students. The 2012 PISA reading assessment reveals that almost one-third of Thai 15 year-old students were “functionally illiterate,” lacking critical skills needed for employment tasks that require reading skills beyond a basic level. Furthermore, the performance gap among schools has been widening in recent years. Unsurprisingly, the disadvantaged and poorer-performing students are concentrated in small rural village schools.

Papua New Guinea: Improving literacy in Bougainville, one step at a time

Tom Perry's picture
Students from Aravira Primary School in central Bougainville, Papua New Guinea on their walk to school - which for some, takes up to four hours
Students from Aravira Primary School in central Bougainville, Papua New Guinea on their walk to school - which for some, takes up to four hours 

After a two-hour drive from the nearest main road, our 4WD can travel no further; me and my travelling companions will have to trek the rest of our journey to Aravira Primary School in Bougainville on foot. As we set off, a group of students from the school emerge from the bush in front of us. They smile, extend their hands in welcome and immediately offer to take my backpack. 

I politely refuse, yet within minutes I regret my decision to turn down help. As we move through the long grass along the mountain ridge, the heat which a few minutes ago was manageable is now unbearable. I’m pouring in sweat. My backpack feels 10 kilograms heavier, and the ground beneath me feels as if I’m stepping onto ice. Ten minutes into our journey, I lose my feet, slip into a crevice, and land face-first in the nearest bush.

Immigrant labor: Can it help Malaysia’s economic development?

Rafael Munoz Moreno's picture


Malaysia has been able to reach remarkable achievements over the past decades, including extreme poverty eradication and promotion of inclusive growth. It aims to reach a high-income nation status by 2020, which goes beyond merely reaching a per capita GDP threshold. As the 11th Malaysia Plan points out, the goal is to achieve a growth path that is sustainable over time, reflects greater productivity, and is inclusive. High-income status can be achieved if we ensure that future generations have access to all the resources, such as education and productive opportunities, necessary to realize their ambitions and if Malaysia’s economy is globally competitive and resource-sustainable.

Over the years, immigrants have played a crucial role in the economic development of Malaysia, with around 2.1 million immigrants registered and over 1 million undocumented as of 2013. Education levels among the Malaysian population have increased remarkably over the last two decades, and immigrant workers have become one of the primary sources of labor for low-skilled occupations, most commonly in labor-intensive sectors such as construction, agriculture and manufacturing. Economic studies show that a 10% net increase in low-skilled foreign workers could raise Malaysia’s GDP by 1.1% and create employment and increase wages for most Malaysians.

Pendidikan Anak Usia Dini di pedesaan, kunci untuk menghidupkan potensi Indonesia

Rosfita Roesli's picture
Also available in: English



“Lima tahun pertama akan sangat menentukan (perkembangan) 80 tahun ke depan,” filantropis dan jutawan Bill Gates, pernah berkata, terkait pentingnya pendidikan anak usia dini (PAUD).

Pendidikan anak usia dini kerap disebut dalam Strategi Pendidikan 2020 Bank Dunia, yang memaparkan agenda 10 tahun ke depan di bidang pendidikan, dengan tujuan “Pembelajaraan untuk Semua”. Dengan moto “investasi awal, investasi yang pintar dan investasi untuk semua,” strategi ini mengatakan bahwa investasi pendidikan anak usia dini akan menopang pembangunan dan pertumbuhan sebuah negara, terutama untuk negara perkenomian berkembang seperti Indonesia.

Early childhood education in rural areas: a key to unleash Indonesia’s potential

Rosfita Roesli's picture
Also available in: Bahasa Indonesia



The first five years have so much to do with how the next 80 turn out,” billionaire philanthropist Bill Gates once said, summing up the importance of early childhood education.

Early education is featured prominently in the World Bank’s Education Strategy 2020, which lays out a ten-year agenda focused on the goal of “learning for all.” With the tagline ‘Invest early, invest smartly, and invest for all,’ the strategy says that an investment in early education will support the development and growth of a nation, particularly for emerging economies such as Indonesia.

辽宁城市建设职业技术学院的“生态节能实验楼”:以学校改革引领建筑教育创新

Liping Xiao's picture
Also available in: English

生态节能建筑在中国方兴未艾,对这个新兴领域的教育培训需求不断增大。因此,辽宁城市建设职业技术学院利用世界银行贷款辽宁山东职业技术教育与培训项目的资金,在建筑教育领域,围绕校企合作,开展了课程设计、教学方法和学校管理等方面的改革,这些改革集中反映在学校的“生态实验楼”的建设上。
 

Liaoning Urban Construction School’s Eco-Laboratory: innovations in architectural education as a result of school reforms

Liping Xiao's picture
Also available in: 中文

Eco-architecture is a booming field in China, and there is a growing demand for education and training in this relatively new field. In response, the Liaoning Urban Construction School (LUCS) used funding from the World Bank-supported Liaoning and Shandong Technical and Vocational Education and Training Project to reform curriculum, teaching methods and school management in architectural education, with a focus on school-industry cooperation.  All these reforms were reflected in the construction of an “eco-laboratory”. 
 

2007: Sunshine works: Solar gers and transparency

Jim Anderson's picture
Also available in: Mongolian

In 2007, Mongolia’s economy grew at a double digit pace with modest inflation. The slump of the 1990s must have seemed a distant memory in the last full year before the elections in 2008.

The previous year saw several iconic projects approved, and 2007, the next year in our 25 years in 25 days reflection, did likewise.  The Renewable Energy for Rural Access Project (REAP) became effective in 2007 and was ultimately expanded.  The project brought a modern solution to a century old problem:  how can the benefits of electricity be harnessed to benefit the quarter of Mongolia’s people who are nomadic herders living in gers?  Connecting them to the grid was not a solution both because distances are vast and because nomadic people move around.  The modern solution was to give the herders access to solar power through a program launched by the Mongolian Government supported by the World Bank and the Government of the Netherlands. “Thanks to the National 100,000 Solar Ger Electrification Program, over half a million men, women and children, covering half the rural population of Mongolia and 70 percent of herders, now have access to modern electricity.” For these 100,000 herder families, the off-grid solar home systems generate enough power for lights, televisions, radios, mobile phone charging and small appliances. (Video here.) 

2007: Нарны гэрэл түгсээр: Нарны зайн гэр болон ил тод байдал

Jim Anderson's picture
Also available in: English

Албан бус орчуулга.

2007 онд Монголын эдийн засгийн өсөлт хоёр оронтой тоо руу шилжиж  инфляц “даруухан” боллоо.2008 оны сонгуулийн жилийн өмнөх жил болох 2007 онд 1990 оны огцом уналт алс холын дурсамж мэт санагдаж байлаа.
Өмнөх 2006 онд хэд хэдэн чухал төсөл батлагдсан. Сэргээгдэх эрчим хүчийг хөдөөд хүргэх төсөл (REAP) 2007 оноос хэрэгжиж эхэлсэн бөгөөд энэ төсөл сүүлдээ өргөжсөн юм. Төслийн зорилго нь зуун жилийн турш шийдэгдээгүй хуучин асуудлыг орчин үеийн шинэлэг аргаар шийдэхэд оршиж байсан: Монголын хүн амын дөрөвний нэгийг эзэлдэг гэрт амьдардаг нүүдэлчин малчид эрчим хүчний давуу талыг хэрхэн хүртэж болох вэ?  Нүүдэлчин малчид үргэлж шилжин нүүдэллэж байдаг, бас бие биесээ алс зайдуу тархай бутархай суудаг, тэдний хувьд эрчим хүчний нэгдсэн сүлжээнд холбогдох нь асуудлын шийдэл биш байлаа. Тэдний хувьд орчин цагийн шийдэл болох нарны эрчим хүчийг ашиглах боломжийг Дэлхийн банк болон Нидерландын Засгийн газрын дэмжлэгтэйгээр Монголын Засгийн газрын хэрэгжүүлсэн сэргээгдэх эрчим хүчний төсөл өгсөн юм. “Үндэсний хэмжээний Буман нарны гэр хөтөлбөрийн ачаар хөдөөгийн хүн амын тал хувь, малчдын 70 хувь нь эрчим хүчтэй боллоо”. Эдгээр 100.000 малчин өрх өд суурилуулсан нарны эрчим хүч үүсгэгч төхөөрөмж нь малчид гэрэлтэй байх, телевиз, радиогоо ажиллуулах, гар утсаа цэнэглэх, ахуйн жижиг цахилгаан хэрэгслүүдээ ажиллуулахад хангалттай хүрэх хэмжээний эрчим хүч үйлдвэрлэж байлаа. (Видеог үзнэ үү)

 

2006: Сургууль болгоныг номын сантай, Монголын хөдөөгийн хот, суурин болгоныг гар утас, интернэттэй болгоё

Jim Anderson's picture
Also available in: English

Албан бус орчуулга.

Монгол улс, Дэлхийн Банкны хамтын түншлэлийн 25 жилийн 16 дахь он болох 2006 оны тухай өнөөдөр авч үзье. Эдийн засаг өссөөр, жилийн өсөлтийн хурд 8.6 хувьд хүрч, ДНБ-д эзлэх аж үйлдвэрлэлийн хэмжээ 43 хувьд хүрлээ.

2006 он бол Дэлхийн Банкны хувьд гялалзсан он байсан бөгөөд энэ жил хэд хэдэн төсөл хэрэгжиж эхэлсэний нэг нь хөдөөгийн боловсролд чиглэгдсэн байсан юм.

Төсвийн зарцуулалтад хийсэн институтын болон засаглалын үнэлгээгээр хотод нэг багшид ногдох сурагчийн тоо хавьгүй өндөр байгаа нь харагдсан. Төсвийн зарцуулалтын судалгаагаар (PETS) өөр зүйлүүд ч бас ажиглагдсан. Тухайлбал, хөдөө орон нутгийн сурагчид хотын сурагчдыг бодвол шалгалтад хамаагүй бага оноо авч байгаа нь харагдсан. Энэ нь хаана сурах орчин таагүй байна, тэнд сурагчдын үзүүлэх амжилт муу байгаа уялдааг харуулсан хэрэг. Хөдөөгийн хүүхдүүдийн сургууль завсардалт өндөр байж, эрт сургуулиа орхиж байлаа. Хөдөөгийн хүүхдүүдэд сурах боломжийг илүүтэй олгох шаардлага байгаа нь дараа дараагийн жилүүдийн сэдэв байх нь тодорхой байлаа.

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