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Teach: Enfrentar a crise da aprendizagem, uma sala de aula de cada vez

Ezequiel Molina's picture
Also available in: French | English | Español | Arabic



Apesar do enorme progresso feito para que mais crianças estejam em sala de aula, estamos no meio de uma crise global de aprendizagem, onde um grande número de crianças conclui o ensino primário sem sequer possuir competencias básicas de literacia e numeraciaO que explica este fenómeno?  Para responder a esta pergunta, considere os seguintes exemplos de salas de aula onde as chances de levar os alunos ao sucesso são improváveis.

Teach: Abordando la crisis de aprendizaje, aula por aula

Ezequiel Molina's picture
Also available in: French | English | Portuguese | Arabic



A pesar del enorme progreso realizado en lograr que haya más niños en el aula, nos encontramos en medio de una crisis global de aprendizaje, donde un gran número de niños finalizan la educación primaria sin siquiera poseer las habilidades básicas de lectura, escritura y aritmética. ¿Qué explica este fenómeno?  Para responder esta pregunta, considere los siguientes ejemplos de aulas donde las posibilidades de éxito de los estudiantes son muy bajas.

Teach: Tackling the learning crisis, one classroom at a time

Ezequiel Molina's picture
Also available in: French | Español | Portuguese | Arabic
 



Despite tremendous progress in getting children into the classroom, we are experiencing a global learning crisis, where a large share of children complete primary school lacking even basic reading, writing, and arithmetic skillsWhat explains this phenomenon? To answer this question, consider the following examples of classrooms that are unlikely to put students on a path to success. 

Socio-Emotional Skills Wanted! – New Big Data Evidence from India

Saori Imaizumi's picture


We all hear about the importance of “socio-emotional skills” when looking for a job. Employers are said to be looking for individuals who are hardworking, meet deadlines, are reliable, creative, collaborative … the list goes on depending on the occupation. In recent years, it seems, these skills have become equally important as technical skills. But do employers really care about these soft skills when hiring? If so, what type of personality do they favor?

The Missing Piece: Disability-Inclusive Education

Charlotte McClain-Nhlapo's picture

In 2015, the world committed to Sustainable Development Goal (SDG) 4 to “ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.” More than an inspirational target, SDG4 is integral to the well-being of our societies and economies – to the quality of life of all individuals.

The principal makes the difference

Jaime Saavedra's picture
Also available in: Español
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.  

El director hace la diferencia

Jaime Saavedra's picture
Also available in: English
Los directores tienen que lidiar con los desafíos personales y académicos de cientos de estudiantes. (Foto: Sarah Farhat / Banco Mundial)​


Todas las escuelas son distintas. No hablo del edificio, del número de estudiantes, ni del enfoque pedagógico que siguen. Hablo del espíritu de la escuela. Al entrar a un buen colegio, uno a veces ve que todo está bien organizado y limpio. Los estudiantes se ven ocupados, y al mismo tiempo, felices. No necesariamente se observa disciplina estricta, idealmente, uno ve un caos organizado.

Cuando una escuela funciona bien, en gran medida se debe a que existe un buen director. El buen director establece una visión y objetivos para la escuela, y puede hacer de ella un espacio efectivo de desarrollo profesional y personal para los maestros, y un espacio de crecimiento, creatividad y descubrimiento para los alumnos.

Lograr que una escuela funcione bien es una tarea extremadamente compleja. Requiere que el director se constituya en un líder pedagógico de decenas de profesores, observándolos en el aula, monitoreando permanentemente su desempeño con sus alumnos y en su contribución al trabajo institucional. Así podrá el director desplegar las capacidades de su cuerpo docente de manera efectiva y darles apoyo en lo que necesiten. Requiere lidiar con cientos de estudiantes y sus retos personales y académicos; y con los padres de familia de esos estudiantes, que tienen sus propias expectativas sobre la escuela. Además, debe lidiar con los retos burocráticos, administrativos y financieros para hacer funcionar la institución. 

India: Is a college degree worth it?

Francisco Marmolejo's picture
 Arne Hoel / World Bank)
Three key factors are constraining learning and employability in India. (Photo: Arne Hoel / World Bank)

The last 15 years have witnessed the largest global expansion of tertiary education in recent history due to a 60 percent growth in student enrollment. India’s performance is even more dramatic—tertiary education expanded alm­ost a spectacular threefold, from 8.4 million students in 2000-01 to 23.8 million in 2013-14. The number of tertiary education institutions has also increased significantly.

Join now! Everything you ever wanted to know about student assessments

Marguerite Clarke's picture


Assessments make a lot of people nervous, and I’m not just talking about the students who have to take them. As a psychometrician (assessment expert) and World Bank staffer, I’ve worked on assessment projects in more than 30 countries around the world over the past 10 years. Time and again, I’ve found great interest in student assessment as a tool for monitoring and supporting student learning coupled with great unease over how exactly to go about ‘doing’ an assessment.

Economy mega shifts are here to stay – Tap your talents to thrive

Salah-Eddine Kandri's picture
Editor’s Note: This guest blog is by Salah-Eddine Kandri, the Global Sector Lead for education at the International Finance Corporation (IFC).
 
 Li Wenyong / World Bank
According to a report from McKinsey, about 60 percent of occupations have at least 30 percent of their activities automatable. This means new sets of skills need to be acquired. (Photo: Li Wenyong / World Bank)


When I visited Peru for the first time last month for a business development trip, I met with the heads of some leading private education institutions. At the end of my visit, I decided to book a cultural tour of Lima. During the tour, I asked our guide Marcos where he learned English as I found him very articulate, knowledgeable and with a good sense of humor. To my pleasant surprise and astonishment, he told me that he learned it by himself, mainly online. He then started practicing with visiting tourists until he became more comfortable leading tours himself.      

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