Syndicate content

March 2017

Why we believe in Results-Based Financing

Jessica Lee's picture
 Minna Mattero / World Bank)
Results-based financing can force conversation to focus on developing a theory of change that starts with results. (Photo: Minna Mattero / World Bank)


We just got back from Nepal to see how results-based financing has, or hasn’t, changed the way their education system functions. Over lunch, we asked our counterparts at the Ministry of Education: “What’s been different since the introduction of results-based financing?” Their response: “Oh, we just pay more attention to the indicators.” While this may sound peripheral, it speaks to the power of RBF.

Education and economic development: Five reforms that have worked

Harry A. Patrinos's picture
Also available in: Français
Education systems are simply not performing as needed; not as economies demand, and not as parents desire. Yet it’s important to celebrate and recognize the success of countries that have made significant advances. (Photo: Sofie Tesson / Taimani Films / World Bank)

Every sector is reforming to meet the changing demands of the global economy. Except one. Education remains a predominantly public service.  This is fine except that it means that this is also mainly publicly-provided, publicly-financed, and regulated. No public service agency is expected to do as much as we expect of education. How are education systems around the world faring?

Lessons from Ghana: A cost-effective way to train teachers

Kabira Namit's picture
Morning class in Kwame, Ghana © Global Partnership for Education
Nearly 8,000 young teachers from disadvantaged districts in Ghana were selected to receive the training designed to upgrade their skills. (Photo: Global Partnership for Education)


With inputs from Deborah Mikesell, Peter Darvas and Natasha Somji

In 2012, Ghana faced a daunting challenge. There was a wide disparity in the percentage of trained teachers and in learning outcomes, between the economically and educationally disadvantaged districts of Northern Ghana and the relatively more affluent non-disadvantaged districts further south. More than half the teachers in the disadvantaged districts were untrained and the Ministry of Education was growing increasingly concerned about the impact of this gap in teaching quality on students’ learning outcomes and life prospects.

International Women’s Day 2017: Empowering girls and women through education

Oni Lusk-Stover's picture
An analysis of women aged 25 to 34 underlines the relevance of the International Women’s Day 2017 theme, #BeBoldForChange. (Photo: John Isaac / World Bank)
 


Parents love their children.
Farming is hard work.
The child is reading a book.
Children work hard at school.

These are the sentences that women ages 25-34— who reported their highest level of education as being primary school or less — were asked to read as part of the Demographic and Health Surveys (DHS) Woman’s Questionnaire.

Why students in Moldova are performing better

Lucia Casap's picture
Also available in: Русский | Română

 

Following years of investment in the education sector, Moldova has made a major leap in student performance. Photo: Jutta Benzenberg / World Bank


"If you want one year of prosperity, grow grain. If you want a decade of prosperity, plant trees. If you want 100 years of prosperity, invest in people."
Chinese proverb


Every person needs and deserves quality education. But what does quality education mean? Even for countries which have affirmed their status as “quality education service providers,” there are arguments supporting or refuting education service quality. For developing countries, the challenge is even greater ¾ limited resources, major needs, and lack of experience are common problems faced by decision-makers in education. Various methods are used globally to compare the quality of education system—one of which is the OECD’s Programme for International Student Assessment (PISA).

The skills that matter in the race between education and technology

Harry A. Patrinos's picture
Also available in: 中文
Technology rapidly changes the workplace and the skills demanded, making current workers less employable. One approach is to think about the kind of work that technology cannot replace.
(Photo: Curt Carnemark / World Bank)
 


Depending on to whom you listen, automation, robotics, and artificial intelligence (AI) will either solve all our problems or end the human race. Sometime in the near future, machine intelligence is predicted to surpass human intelligence, a point in time known as “the singularity.” Whether the rise of the machines is an existential threat to mankind or not, I believe that there is a more mundane issue: robots are currently being used to automate production.