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.
This September I traveled to Beijing and Ningbo, China, to participate in the second Africa China World Bank Education Partnership Forum on Technical and Vocational Education and Training (TVET). The Forum--co-hosted by the China Institute for Education Finance Research, Peking University, Ningbo Polytechnic and the World Bank Group-- served as a platform for discussion and knowledge exchange to encourage stronger partnership efforts between African TVET institutions and some of China’s best ranking TVET centers and industries.
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.
When Wenceslaus Mushi watches the evening news on the television at his home in Dar es Salaam, he often finds himself shouting out tips to the reporters. “They aren’t asking the right questions,” says Mushi, a 40-year news veteran and former managing editor of the government-owned Daily News.
For Tanzania, a predominantly rural economy striving to achieve middle-income status by 2025, a major challenge is to create employment for 800,000 youth entering the labor market each year.
Citizen-led assessments (CLAs) emerged in India in 2005 as a way to raise awareness and advocacy around low learning levels, and to act as a force for bottom-up accountability and action that would improve education quality and learning. Thousands of volunteers traveled to rural districts and administered simple reading and math tests to the children in households they visited. The dismal results, published in the 2005 Annual Status of Education Report (ASER), helped stimulate debate and prioritize learning in national policy.
When my wife and I were looking for where to live in Washington DC, an important part of the decision was the quality of the local public school that our children would (eventually) attend. But how to judge quality? Talking to lots of people was the first step. Taking schools tours was another. But researching test scores was a key factor. We wanted a school with a good learning environment, a sense that parents had a positive feeling about the place—but also wanted to know that the school had a track record of good learning outcomes. Thankfully, the performance of public schools in Washington DC is accessible online and can be compared across schools. This information was an important input into our decision. And it remains an important way in which we monitor school performance. We pay close attention to our own children’s academic development, talk to their teachers regularly, and try to be attentive to the many subtle indicators of the quality of education that they are receiving. But the annually released test scores provide an externally validated stock-taking of one aspect of that quality.
What keeps kids from learning? It’s a question that is on everyone’s mind – and an important one -- as the global community looks to move beyond universal access to universal educational achievement. Watch below as Shanta Devarajan, the World Bank’s Chief Economist for Africa, interviews Rakesh Rajani of the East African NGO Twaweza, who gives an excellent overview of the learning problem faced in Tanzania and by many other low-income countries around the globe.