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Homophobic Bullying in Educational Institutions Undermines World Bank Equity Efforts

Caroline Vagneron's picture

Artwork by Ernest Katantazi Mukasa
The issue of inclusion was at the heart of the discussions around the World Bank's Education Sector Strategy 2020: Learning for All. One of the strategy’s main messages is that "there are indisputable benefits to ensuring that [...] disadvantaged populations have an equal opportunity to learn and excel in order for households, communities, and nations to prosper" and, therefore, the development of learning environments friendly to these populations is an essential part of our efforts to increase access to, and improve the quality of, schools worldwide. 

The Bank is focusing its efforts on girls, ethnic minorities and disabled children. However, it’s also important for the Bank to look at the extent to which bullying, and homophobic bullying in particular, is a cause of exclusion and at ways to address it.

To Help Kids Learn, Nigeria Examines Policy Bottlenecks

Michel Welmond's picture


In the Nigerian state of Ekiti, my World Bank colleagues and I recently visited schools that had twice as many teachers as needed. In Bauchi, we saw rural schools that had only language teachers rather than those versed in science or mathematics. In Anambra, there was no single science or mathematics teacher in the rural schools we visited. 

Why were these things happening? How can such issues exist within a vast and wonderful country that should have the potential of providing knowledge and expertise throughout the continent and the world? The Systems Approach to Better Education Results (SABER) initiative provided tools and analysis to help identify some ways forward.

PISA Results: Which Countries Improved Most?

Harry A. Patrinos's picture


The headlines started to stream as soon as the PISA results were in: “Asian countries top OECD's latest PISA survey.”  “Poor academic standards.”  “Students score below international averages.”  It depends on the country, of course.  A time to celebrate for some, a time to lament for others.

In Indonesia, Tackling Education Inequality Through Better Governance

Samer Al-Samarrai's picture

Available in Bahasa


Since the UN’s High Level Panel announced  its vision for the post-2015 development agenda in May, much debate has centered on the absence of a goal for inequality among the panel’s list of 15 proposed goals. Indonesian President Susilo Bambang Yudhoyono, commenting on the goals in Jakarta last June, stressed that the principle of “no one left behind” was central to the panel’s vision, and that each  of the U.N.’s goals focused on tackling inequality. The proposed education goals, in fact, include a commitment to ‘ensure every child, regardless of circumstance, completes primary education able to read, write and count well enough to meet minimum learning standards’.

Could Do Better! Some Thoughts on a ‘Report Card’ for Global Learning

Marguerite Clarke's picture


I recently came across a report card from my secondary school days in Ireland. It was an interesting read. My progress in areas as diverse as mathematics, singing, Irish language, and physical education was reported on in the form of marks, grades, and narrative feedback. Some teachers provided little information on my learning. Others went into detail. I was impressed by the number of areas in which my progress had been assessed (less so by my lack of singing ability, which, evidently, had been spotted early on!).

Flash forward to 2013, and there is a conversation raging in the development community about how to measure and report on learning globally. A huge concern is the fact that too often children leave school without acquiring the basic knowledge and skills they need to lead productive lives. To make matters worse, there is a global data gap on learning that is impeding efforts to better understand this crisis and how to achieve learning for all.  

Kids Getting Smarter

Harry A. Patrinos's picture


Amanda Ripley’s new book, The Smartest Kids in the World: And How They Got That Way, is gaining a lot of attention for the accessible way she demonstrates how high achieving countries got that way. While she provides useful insights into the usual suspects: Finland, Korea and Poland (a not so usual suspect), there are lessons waiting to be learned from other places, the least likely suspects, in other words, middle and lower income countries. While this analysis is useful, what policy makers in developing countries ask me is, “Why should we participate in international assessments?” They are concerned with being ranked at the bottom and having nothing to show for their efforts.

Inspired by Malala: Raising Girls’ Voices

Carolyn Reynolds's picture


Wow.  I’ve been fortunate to be involved in many impactful events during my years at the World Bank, but one of the most memorable will always be the conversation between 16 year-old girls’ education advocate Malala Yousafzai and World Bank Group President Jim Yong Kim during our Annual Meetings last Friday, in honor of the International Day of the Girl Child.

Five Steps to Improve Girls’ Education and Job Prospects

Mattias Lundberg's picture


What comes first to your mind when you think about girls’ education? There may be a good chance that you remember a particular girl you met who could not go to primary school. Or perhaps you will visualize one of those great pictures of smiling and studious girls attending primary school in a developing country thanks to a particular project or intervention.
 
Both pictures are correct, but they account for only a small part of the story. 

The Hidden Cost of Corruption: Teacher Absenteeism and Loss in Schools

Harry A. Patrinos's picture
Also available in: Français


Today, Transparency International releases The Global Corruption Report: Education, and its message is clear:  When there is corruption in education, the poor and disadvantaged suffer most.  Education is critical if we are to meet the goal of ending poverty and boosting shared prosperity by 2030. Corruption undermines the equally critical goal of ensuring that all children and youth go to school and learn.

While corruption hampers all development efforts, it is a debilitating presence in the education sector.  In my contribution to the report, I highlight the damage from corruption in one of the most important aspects of education, teacher absenteeism.

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