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.
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?
Results for the Organization for Economic Cooperation and Development’s (OECD) 2015 Program for International Student Assessment (PISA) exercise were released on December 6. The results are instructive, not only because of what they tell us about the science, mathematics, and reading knowledge and skills of 15-year-olds around the world, but also in terms of how they compare to the 2015 Trends in International Mathematics and Science Study (TIMSS) results, which were released a week ago (click here to read my blog on key takeaways from the TIMSS results).
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.
Vietnam’s education system is receiving a lot of international attention following the country’s strong performance in the 2012 Program for International Student Assessment (PISA). Vietnam’s 15 year-olds performed as well in mathematics, reading and science as their peers in much richer Germany and Austria, and better than the international average. In an earlier blog I reviewed possible explanations for this success.
New analysis of data for Vietnam from the World Bank’s Skills Toward Employment and Productivity (STEP) skills measurement surveys confirms the message from PISA.
In the East Asia and Pacific (EAP) region, the World Bank’s newly-launched Education Strategy 2020 is consistent with our own strategic direction in recent years and presents us with the chance to expand and build upon vital work.
Across the region we have been responding to the needs of a growing cohort of middle-income countries looking to maximize the productivity of their people, the lifeblood for national prosperity and well-being. At the same time, we have seen important progress in first generation reforms in low-income countries, fragile contexts and small states — where we are helping build the capacity of education systems to get all children in school. Across a spectrum of EAP countries we are supporting life-long learning, including early childhood development, basic and secondary education, second-chance education, skills development and vocational training, and science, technology and innovation.
Blogging from the World Bank's Indigenous Peoples Research Dissemination Workshop in Washington DC.
As is well known, there are more 300 million indigenous peoples in the world. While they make up fewer than 5 percent of the global population they account for about 10 percent of the world’s poor. Next year, Cambridge University Press will publish my book with Gillette Hall on the state of the world’s indigenous peoples.
As part of the dissemination process, we have brought together most of the contributors to our volume for a workshop in Washington D.C. today, to share their research with each other and with an audience of World Bank staff, researchers and others from the development community. We expect a lively discussion on our forthcoming publication, which covers countries in Latin America, Africa and Asia.
Blogging from the United Nations Millennium Development Goals Summit in New York City.
As world leaders gathered this week at the UN for the MDG Summit, the World Bank called critical attention to the state of indigenous peoples throughout the world - who show higher poverty rates and lower schooling rates than their peers - with a session that reviewed key findings from a new global study.
There are approximately 300 million indigenous peoples in the world. They make up fewer than 5 percent of the global population, but account for about 10 percent of the poor. Nearly 80 percent of indigenous peoples in the world live in Asia. Indigenous groups in China and India alone account for more than two-thirds of the world’s indigenous population.
By Emily Gardner, READ Trust Fund
It's been a busy year and a half for the Russia Education Aid for Development (READ) trust fund, since it launched in 2009 to further critical work on quality learning assessments. The program is gearing up for another productive year, working to move the pendulum forward on the global imperative to measure progress in learning. Evidence on learning matters and assessment is central to improving education effectiveness.