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Europe and Central Asia

An innovative student loan program in Azerbaijan

Jason Weaver's picture
 Simone D. McCourtie / World Bank
Developed in response to macro-economic changes in Azerbaijan, the MSLF student loan program is having a significant impact on recipients' lives. (Photo: Simone D. McCourtie / World Bank)

Twenty-four-year-old Narmina enrolled at the Azerbaijan University of Languages in September of 2012. In the last year of Narmina’s studies, her father, a war veteran, and mother encountered financial difficulties and were unable to pay Narmina’s tuition. Having dropped out or, more accurately, “stopped out” of her studies, Narmina applied to Azerbaijan’s newly established Maarifci Student Loan Foundation (MSLF) and was one of the first to be awarded a student loan. With the much needed financial support, Narmina has since completed her bachelor’s degree and now works at a local tourism company.

A mixed report: How Europe and Central Asian Countries performed in PISA

Cristian Aedo's picture
 Aigul Eshtaeva / World Bank
While more ECA program countries are participating in the PISA assessment of 15-year-old students' skills, education poverty in these countries has only slightly declined since 2000. (Photo: Aigul Eshtaeva / World Bank)

Recently, the OECD released the results for PISA 2015, an international assessment that measures the skills of 15-year-old students in applying their knowledge of science, reading, and mathematics to real-life problems. There is a sense of urgency to ensure that students have solid skills amidst modest economic growth and long-term demographic decline in Europe and Central Asia (ECA).

Why students in Moldova are performing better

Lucia Casap's picture
Also available in: Русский | Română

 

Following years of investment in the education sector, Moldova has made a major leap in student performance. Photo: Jutta Benzenberg / World Bank


"If you want one year of prosperity, grow grain. If you want a decade of prosperity, plant trees. If you want 100 years of prosperity, invest in people."
Chinese proverb


Every person needs and deserves quality education. But what does quality education mean? Even for countries which have affirmed their status as “quality education service providers,” there are arguments supporting or refuting education service quality. For developing countries, the challenge is even greater ¾ limited resources, major needs, and lack of experience are common problems faced by decision-makers in education. Various methods are used globally to compare the quality of education system—one of which is the OECD’s Programme for International Student Assessment (PISA).

De ce elevii din Moldova au rezultate mai bune

Lucia Casap's picture
Also available in: English | Русский

 

Jutta Benzenberg / World Bank

Daca vrei un an de prosperitate, cultivă grâu. Daca vrei 10 ani de prosperitate, plantează copaci. Daca vrei 100 de ani de prosperitate, investește în oameni.
Proverb chinezesc


Fiecare persoană are nevoie și merită o educație de calitate. Dar ce înseamnă o educație de calitate? Chiar și pentru țările care și-au afirmat statutul de ”prestatori de servicii educaționale de calitate” vor fi argumente ce vor susține sau infirma calitatea serviciilor educaționale.

Почему учащиеся в Молдове демонстрируют более высокие результаты

Lucia Casap's picture
Also available in: English | Română

 

Jutta Benzenberg / World Bank



Если вы хотите одного года процветания, вырастите пшеницу. Если вы хотите десятилетия процветания, посадите деревья. Если вы хотите 100 лет процветания, инвестируйте в людей.
китайская пословица


Каждый человек нуждается в качественном образовании и заслуживает его. Но что означает «качественное образование»? Даже в случае стран, подтвердивших свой статус «поставщиков качественных услуг образования», имеются доводы, подтверждающие и опровергающие то, что услуги образования являются качественными.

Equipping Kazakhstan’s future workforce

Aliya Bizhanova's picture
Also available in: Русский
Kazakhstan has embarked on several policy and institutional initiatives aimed at closing skill gaps and improving work force productivity.
Kazakhstan is embarking on several policy and institutional initiatives aimed at closing skill gaps and improving work force productivity. Photo: Maxim Zolotukhin / World Bank

Do you remember how you felt when you graduated from high-school or college? Like me, you probably experienced some uncertainty and anxiety about what comes next, asking questions such as: “Will I get a job, and if so, where? And am I fully equipped to compete in the workforce?”

Indeed, these are important questions for many graduates entering the labor market in my country, Kazakhstan, where strong economic growth over the last decade has exposed some major skill gaps in the workforce.

Testing, testing: How Kosovo fared in its first international assessment of students

Flora Kelmendi's picture
Results of PISA 2015 reveal a wide performance gap between Kosovar students and their peers in the region.
Photo: Jutta Benzenberg / World Bank



A few weeks ago, education policy makers and data analysts around the world were glued to their laptops when the Organization for Economic Cooperation and Development (OECD) published the results of PISA 2015. More than half a million students – from 72 countries and economies representing 28 million 15 year-olds – had taken the test. PISA, an international assessment administered every three years, measures the skills of students in applying their knowledge of science, reading, and mathematics to real life problems.  PISA is one of the most influential international student assessments, which provides a rich set of information on the systems strengths and weaknesses, supports development of effective policies – and at the same time, benchmarks country's achievements vis a vis other participating countries.

The latest PISA results: Seven key takeaways

Marguerite Clarke's picture
International assessments aren’t perfect but they offer useful insights into how countries can help all students learn to high levels. (Photo: Dominic Chavez / World Bank)


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).

Nine takeaways from the 2015 Trends in International Math and Science Study Results

Marguerite Clarke's picture
The highest performing countries are paying extra attention to the quality of their teachers. (Photo: Dominic Chavez / World Bank)

The International Association for the Evaluation of Educational Achievement (IEA) released the results of its latest Trends in International Mathematics and Science Study (TIMSS) yesterday, November 29. TIMSS 2015 assessed more than 600,000 students in grades four, eight, and the final year of secondary school across 60 education systems.

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