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 numeracia. O 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.
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.
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 skills. What explains this phenomenon? To answer this question, consider the following examples of classrooms that are unlikely to put students on a path to success.
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.
Recent studies in neuroscience and economics show that early childhood experiences have a profound impact on brain development and thus on outcomes throughout life. A growing number of impact evaluations from low- and middle-income countries underscore the importance of preschool for children’s development (to highlight a few: Cambodia, Mozambique, and Indonesia).
Ed: This guest post is by Alan Ruby, senior scholar at the University of Pennsylvania’s Alliance for Higher Education and Democracy who also serves as a consultant to the World Bank, an adviser to the Nazarbayev University in Kazakhstan, the Head Foundation in Singapore, and the American Institutes of Research.
Nearly 50 years ago, 40 classmates and I spent the last two weeks of November taking our higher school certificate examinations. In a cavernous, hot, and poorly ventilated hall, we sat in widely-spaced rows, writing essays, solving mathematics and science problems, and answering multiple-choice questions.
This Children’s Day, I am thinking back to an event on the link between quality education and inclusive growth that we had last month in Lima, Peru. The event was memorable not only because of Eric Hanushek’s excellent presentation and the lively panel discussion that followed, but also because there were many students from Lima in the audience.
A month later, I still remember the young faces and how intently they were paying attention to everything that was being said about their futures. At the time, I thought, this is how it should be. There should always be children and youth involved and engaged when the discussion is about them.
While Brazil faces a difficult fiscal and economic situation right now, I would like to view national progress on employment and incomes from a long-term perspective, which is valuable when addressing Education and Human Development issues in a broader sense.
Today, I had the pleasure of participating in a keynote discussion at the Education World Forum in London--a large annual gathering of education decisionmakers from around the world. We focused this morning on how to use and translate data generated by education systems into better policies and effective results.
My fellow panelists which included Baroness Lindsay Northover, Parliamentary Undersecretary of State at the UK’s Department for International Development, and Professor Eric Hanushek from Stanford University, made excellent points about the link between education outcomes and economic growth. They also spoke about the ways to reach the 58 million children from marginalized communities who remain out of school.
I chose to focus on investments in the youngest children, from birth to age 5, before they even enter primary school.